Дисертації з теми "Student’s performance"
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1
Sundkvist, Hannah. "Students Housing in Urban Areas of Tanzania : A comparison study of student’s housing in Dar es Salaam and Iringa and its affect’s on student’s performance in higher education." Thesis, Uppsala University, Department of Social and Economic Geography, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126954.
2
Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.
Анотація:
This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative assessment in relation with the school subjects and particularly with English as a Foreign Language. The data was collected by exploring different electronic websites. The results of this literature review show that teachers' knowledge of the formative assessment has significant influencing factors on their practices and on supporting students’ metacognition; however, the implementation of formative assessment continues to be hazy.
3
Hasselqvist, Haglund Anna. "Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283.
Анотація:
In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.
4
Bellman, Markus, and Gustaf Blidholm. "Student performance drivers : An analysis of the declining performance of Swedish middle school students." Thesis, KTH, Optimeringslära och systemteori, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189028.
Анотація:
The PISA reports presented between 2000 and 2013 display a sustained decline in the mathematics proficiency of Swedish middle school students. The latest OECD reports suggest that the downward trend is still present, whereby the aim of this thesis is to investigate its underlying causes. Can the decline be deduced from the poor performance of specific Swedish municipalities with significantly worse results than others? By analyzing the current situation in Swedish education from a national standpoint, the intention is to derive the main factors for good overall math performance in middle school within a municipality. Moreover, the thesis aims to identify areas of possible enhancement within the Swedish education system on a municipal as well as a national level, by analyzing how political financial decisions and society as a whole factor into student performance. Finally, the impact of education on aspects of macroeconomics is analyzed. It is arbitrated that several factors controllable by the government have significant impact on the average math performance of students in a Swedish municipality. The results from the analysis indicate that governmental expenditures are better spent on quality of teaching than on the quantity of teachers present.PISA-rapporterna publicerade mellan 2000 och 2013 påvisar en tydlig nedåtgående trend i matematikresultat f ̈or svenska högstadieelever. Nya OECD-rapporter tyder på att trenden alltjämt kvarstår. Denna uppsats ämnar undersöka vilka anledningar som ligger bakom den negativa utvecklingen. Kan nedgången härledas ur skolresultat i specifika kommuner med sämre resultat än andra? Den nuvarande situationen i den svenska skolan analyseras ur ett nationellt perspektiv, där kommuner jämförs med varandra. Målet är att undersöka vilka huvudfaktorer som leder till bra skolresultat i en kommun. Vidare är ett mål att identifiera hur det svenska skolsystemet kan förbättras på både kommunal och nationell nivå med hjälp av politiska finansieringsbeslut, samt att analysera vilka faktorer hos samhället i stort som påverkar skolresultaten. Slutligen analyseras utbildningens påverkan på aspekter inom nationalekonomi ur ett makroperspektiv. Slutsatsen dras att flera påverkbara faktorer har signifikant inflytande på elevers genomsnittliga matematikprestation i en kommun. Dessutom konstateras att statliga utgifter skulle göra mer nytta om man valde att satsa på lärarnas kvalitet istället för att satsa på ett ökat antal lärare.
5
Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.
6
Blackwell, Shawnrell Denise. "The Impact of a Transition Program on Ninth Grade Students' Performance." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29880.
Анотація:
Transition programs designed to ease the middle to high school transition are becoming a necessity in high school because ninth grade is deemed as a critical year for determining students’ success in high school. Few studies examined transition programs’ impact on students’ educational outcomes, and transition research is typically conducted in inner-city or urban settings. The purpose of this case study was to examine the impact of a full transition model program on ninth grade students’ performance in a rural high school.
A comparison of the students who participated in the transition program to those who did not was examined by using a mixed method approach. The qualitative data consisted of the ninth grade teachers and administrators’ perceptions and the program documents. The quantitative data consisted of a chi-square analysis of the transition and nontransition program students’ pass rate of high stakes tests, earned credits, retention status, out-of-school suspensions, dropout status, and attendance. The study also examined if specific groups of students as categorized by race, gender, and socioeconomics were impacted more by the transition program. The findings of this study suggested that the transition program may have eased the transition by providing support to ninth grade students to improve their conduct. The quantitative evidence does not show other significant benefits from the transition program, however. Improving academic performance still remains a challenge for this rural high school.Ph. D.
7
Mthimunye, Katlego Dumisani Trevor. "Predictors of academic performance and throughput among second-year nursing students at a university in the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/4695.
Анотація:
Magister Curationis - MCurBackground: Institutions offering Bachelor of Nursing programmes worldwide are under increasing pressure to graduate larger numbers of students to meet the demands of the desired nurse workforce. High academic performance, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However many students experience difficulty during their second year of study at the university used in this study. Aim: The overall aim of the study is to assess whether the identified predictor variables (cognitive, non-cognitive and demographic) influence academic performance of second-year nursing students at the University of the Western Cape. Methodology: A non-experimental quantitative research approach with a cross-sectional predictive design was applied. The selected sample (n=226) included all first-time enrolled Bachelor of Nursing students for the years 2012 – 2013 at the University of the Western Cape. An all-inclusive sampling method was applied. Data were obtained from the Student Administrative System Integrated and recorded in the data collection check list. Statistical Package for Social Sciences software version 23.0 was used sort and analyse the data. Simple and multiple linear regression were done. Ethics: Permission to conduct the present research study at the University of the Western Cape was obtained from the Registrar and the Director of The School of Nursing. The Research Ethics Committee of the University of the Western Cape granted ethics approval related to the research. The researcher maintained the principles of anonymity and confidentiality throughout the study. Results: The study found that the cognitive predictor variables had the strongest predictive power in association with student performance in comparison to the non-cognitive predictors and demographic variable, besides race which rejected the null hypothesis. Conclusion: The findings provided evidence to the School of Nursing to assist them in identifying students who may be at risk of unsatisfactory academic performance and who ultimately fail to proceed to the next level of study.
8
Edwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.
9
Alcine, Enock. "Teachers' Perceptions of Academic Performance and Student Engagement Among Ninth-Grade Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6390.
Анотація:
Lack of academic proficiency in ninth grade is a serious concern because of its associations with subsequent grade retention and dropout risk. The purpose of this qualitative single case study was to explore teachers' perceptions of the prospective causes of poor academic performance of ninth-grade students, with particular attention to cognitive, behavioral, and emotional barriers to student engagement. Self-determination theory provided the interpretative framework for this study. Data were collected through semistructured interviews with 10 ninth-grade teachers, observation of teachers' classrooms, and review of archival documents. Results of 6-phase thematic analysis indicated 8 themes: (a) no or little student engagement, (b) lack of support, (c) lack of basic skills, (d) lack of interest in school, (e) different levels and styles of learning, (f) mind-set in relation to performance, (g) disciplinary issues, and (h) belongingness in the classroom. Results confirmed the importance of students receiving support from parents and teachers in developing psycho-social skills to cope with the rigors of high school life. Findings may be used to update teacher training courses to emphasize promoting students' autonomy, competence, and relatedness.
10
Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.
Анотація:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
11
Palmer, Jason S. "Performance Incentives, Teachers, and Students: Estimating the Effects of Rewards Policies on Classroom Assessment Practices and Student Performance." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1024404726.
Анотація:
Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xiv, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Mary K. Marvel. Includes bibliographical references (p. 150-169).
12
Boortz, Ekblad Theres, and Johansson Eric Nylén. "Exploring fatigue as a moderator for the test anxiety-test performance relationship." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65402.
Анотація:
Fatigue and test anxiety are variables that have been identified as prevalent in students of all ages. Test anxiety has been shown to affect test performance. And yet, no studies have considered a possible interaction between these three variables. The aim of this study was to address this relation, specifically, whether fatigue moderates the test anxiety-test performance relationship. This concept was further investigated using a motivational model of fatigue. Self-report questionnaires were answered by students at Swedish universities, using validated scales on sleep, pain, fatigue, and test anxiety. Correlation tests showed that there was an association between test anxiety, test performance, and fatigue, but not motivational fatigue. A moderation analysis showed that fatigue does not moderate the test anxiety-test performance relationship. Thus, we suggest that further research be done with a larger sample, and a controlled environment, instead of being measured through self-reports.Utmattning och tentamensångest är förekommande hos studenter i alla åldrar. Studier visar även att ångest inför en tentamen påverkar prestationen under tentamen. Ändå har inga studier gjorts där man har utforskat en möjlig interaktion mellan tentamensångest, utmattning och tentamensresultat. Målet med denna studie var att undersöka relationen mellan de tre variablerna, mer specifikt om utmattning modererar relationen mellan tentamensångest och hur man presterar på en tentamen. Konceptet utforskades vidare genom att använda en motivationell modell av utmattning. Enkäter som innehöll validerade skalor på sömn, smärta, utmattning och tentamensångest besvarades av studenter på några svenska universitet. Ett korrelationstest visade samband mellan utmattning, tentamensångest och prestation på tentamen, men motivations-utmattning korrelerade inte. Moderationsanalysen visade att utmattning inte modererar sambandet mellan tentamensångest och prestationen under tentamen. Därför rekommenderar vi vidare forskning med ett större urval och kontrollerad miljö, istället för självrapporter.
13
Southworth, Jennifer Williams. "Student Demographics, Academic Performance, and Faculty Perceptions of Equine Students at The Ohio State University." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397654291.
14
Tucker, Shelia Yvonne Jr. "Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30451.
Анотація:
The Canfield Instructional Styles Inventory and the Canfield Learning Styles Inventory were used to identify the teaching styles of business instructors and the learning styles of their students. The study purposes included determining if a match existed between students' learning styles and instructors' teaching styles and determining if relationships existed between style match and student success as indicated by course grades and final exam scores and between style match and student evaluations of instructors.
The participants were 5 business instructors and 99 students from two community colleges in Southwest Virginia. The ages of the student participants ranged from 18 to 62 with the average age being 35. The instructors favored the Organization, People, Direct Experience, and A-Influence scales of the Canfield Instructional Styles Inventory, implying that they present material to their students in a clear, logical, and organized manner. Opportunities are created for students to interact in activities that relate to real-world experiences. Their least preferred instructor scales were Competition, Numeric, Reading, and D-Influence. On the Canfield Learning Styles Inventory, the student participants favored the Organization, People, Direct Experience and B-Expectation scales, implying that they like clearly organized and meaningful course work that requires hands-on or performance situations. Additionally, they like interaction with the instructor and classmates involving activities closely related to real-world experiences. Their least preferred scales were Independence, Numeric, Reading, and D-Expectation. In this study, 36% of the students' preferred learning styles matched the instructors' preferred teaching styles. The outcomes of the analysis of variance revealed that there was no significant relationship between learning style/teaching style match and student success as indicated by course grades and final exam scores. Furthermore, there was no significant relationship between learning style/teaching style match and higher evaluations of instructors. However, there was a significant relationship between course grades, final exam scores, instructor evaluations, and GPA as would be expected. Students who were categorized as high achievers according to GPA scored higher on course grades and final exam scores and evaluated instructors higher than those categorized as low achievers.Ph. D.
15
Hokal, Abdullah Ibrahim Ahmad. "School effectiveness in the UAE : the educational monitoring system in UAE primary public schools, a case study of the Dubai educational zone." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312280.
Анотація:
The main purpose of this study was to examine the practices involved in the educational monitoring system in the UAE boys' elementary schools. Monitoring the performance of students is considered one of the significant factors in promoting students' achievement and in determining school effectiveness. Process factors are increasingly becoming the concern of the Third W orId countries' research after being confined to the Western countries' research. This study is an attempt to examine and investigate monitoring students' performance, as one of these factors, in the UAE educational system and context. The study is also an attempt to establish a basis that will allow for more comprehensive research in terms of process paradigm. The study involved a qualitative research method in an attempt to gain an indepth insight into the working of the different school staff as well as their perceptions of inspectors as representatives of the central level in the educational monitoring system. TIle study investigated the practices of teachers, headmasters and social workers at the school level. A semi-structured interview was designed to collect data from interviewees in addition to document analysis which is mainly derived from school records and students' pamphlets. The sample used in the study consisted of a number of thirty teachers of different subjects, eight school headmasters, twelve school social workers. The main results of the study showed that most of the practices involved in the process of monitoring the performance of students were ineffectively conducted by the vast majority of practitioners at the school level. The study revealed that the current state of monitoring the performance of students is poor. It showed lack of systematization of data collection, a poor state of communication and coordination amongst the school members, ineffective methods of intervention, poor system of record keeping, and limited use of data collected. In genera~ the educational monitoring system at the school level was found to be ineffective in most of its aspects and practices that form the basis for monitoring the educational performance. Although the study attempted to identify the current state of the educational monitoring system it also revealed that there are many features that characterize the current system and contribute to the ineffectiveness of the educational monitoring system. The findings of this study have many implications for the educationalists and the practitioners as well as for the policy makers at the higher educational and government levels to increase their efforts in order to improve the quality of primary school education in the UAE. Finally, the researcher hopes that the findings of this study provide a basis for recommendations that will contribute to the enhancement of the educational monitoring system at the school level and consequently the improvement of the educational performance and educational provision for all children.
16
Haskell, Loretta Murray. "Student Performance of a Library-Related Task." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330802/.
Анотація:
The high school research paper is a task which consumes instructional time, requires considerable student effort, and places a high demand on school library resources. Little research has been conducted on how students accomplish this task. Academic task research indicates that in classrooms, tasks are defined by students in terms of (a) the nature of the products the teacher will accept and (b) the operations allowed and the resources available. Here the product is the research paper; the resources available include those found in the school library. The purpose of this study was to determine what strategies students use to perform the library-related task.
17
Marinan, Brent Joseph, and Brent Joseph Marinan. "Understanding the Impact of Students' Psychological Dispositions and Behavior on Student Exam Performance in an Undergraduate Business Statistics Course." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/622851.
Анотація:
Research on K-12 and college students has shown that both cognitive and non-cognitive factors affect students' academic achievement and success. This study investigates the impact of several non-cognitive factors (i.e., anxiety, beliefs, habits, motivation, context, and grit) on undergraduate students’ exam performance in a public research university. Participants were 646 undergraduate students taking a statistics course designed for business students. To obtain measures of students’ psychological dispositions and behaviors, students completed a survey that was developed for this study three times during the course of the semester, each time before students took one of the three course’s exams. Results from the three surveys indicated that although the impact of different non-cognitive factors on exam performance decreased over the course of the semester, anxiety, beliefs and intrinsic motivation statistically significantly predicted student exam scores and the cumulative exam score. In addition, results from latent class analysis of the first wave of survey responses allowed for the determination of several diagnostic classifications of students whose academic performance, as measured by their cumulative exam scores, may benefit from early intervention.
18
Makar, Kathryn. "Predictors of Students' Academic Performance." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216590.
Анотація:
Educational PsychologyPh.D.
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
Temple University--Theses
19
Zhang, Judy Zhe Cun. "Is debt bad for students? The effects of student debt on course selection, motivation, happiness, and academic performance." Thesis, University of Canterbury. Psychology, 2007. http://hdl.handle.net/10092/1468.
Анотація:
The previous research on student debt indicates that the financial concerns associated with being in debt have a significant effect on the individual's academic performance. In the present study, a sample of 328 current students at the University of Canterbury was questioned to identify the effects of student debt on students' course selection, motivation, happiness and academic performance. Students' debt levels increased with the level of university study, and the largest form of student borrowing was from the Student Loan Scheme. While students with no debt performed better academically than those with debt, students' attitudes towards debt were found to influence the relationship between debt level and academic performance. Students who were tolerant towards debt performed better as they accumulated more debt while students who were intolerant performed worse. In general, there is little indication that student debt has a direct effect on students' course selection, motivation, happiness and academic performance. Implications of current findings are mentioned. Limitations and directions for future research are discussed.
20
Darby, Denise. "Relationships between Major, Performance, Time on Academic Activities, Social Activities, and Gender of First-Year Traditional Students." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7774.
Анотація:
Higher education institutions are tasked with providing opportunities in and out of the classroom that provide students opportunities for a successful college experience. First year student expectations of the college experience initially influence selection of academic and social activities. Unmet or unrealistic expectations may lead to poor academic outcomes, stunted social development, and attrition.
This study focused on traditional first year students at the onset of their college career. Through selection of anticipated field of major study, GPA, and extracurricular activities, students initially identify potential academic activities and potential social activities. This study provided quantitative data in an effort to identify possible relationships between and among those intentions. Student selection of major field of study may drive academic progress and influence selection of social activities.
This study used the College Student Expectations Questionnaire (CSXQ) responses of 3272 first time in college (FTIC) students who attended a large public university in the southeast during the fall 2012 semester.
Results, conclusions, significance, and implications of the work to the discipline are reported here.
21
Moses, R. "Improving student performance." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001657.
22
DuVernois, Candice Cline. "Using an importance-performance analysis of summer students in the evaluation of student health services." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1107101-155839/unrestricted/DuVernoisC121001.pdf.
23
Stevens, Kevin J. "The effect of student assistance programs on middle school students' academic performance and self-concept." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999stevensk.pdf.
24
Smith, Marianne. "Questions and perceptions an investigation of community college counselor performance expectations of students utilizing online advisement /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=129&did=1907279731&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270491030&clientId=48051.
Анотація:
Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 130-141). Issued in print and online. Available via ProQuest Digital Dissertations.
25
Campbell, Alistair B. "Performance enhancement of the task assessment process through the application of an electronic performance support system." Connect to thesis, 2008. http://portal.ecu.edu.au/adt-public/adt-ECU2008.0008.html.
26
Mchunu, Makhosi Queeneth. "The relationship between motivational factors and school achievement among learners in the Further Education and Training Phase." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1560.
Анотація:
A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017This study focused in investigating student’s poor academic performance with emphasis on the relationship between motivational factors and scholastic achievement amongst students across the Further Education and Training phase. Using rural-based schools as a case study that underperformed in 2014, this study presented the results from a survey and that was conducted to Grade 10 to 12 students using Motivation and Engagement Scale-High School (MES-H). The findings suggested that both internal and external factors contributed to student’s academic performance. The results showed that internal factors like student self-confidence, planning, hard work were some of the dominant internal factors that promoted student engagement high academic performance while anxiety, uncertain control and self-sabotage were major indicators of poor academic performance and disengagement. The study found that external factors like parental involvement, collaborative learning and good life were highly illuminated as positive external contributors to student’s high academic performance. This study argued that both the internal and external factors played a vital role towards enhancing and developing student’s high academic performance standards. This study contributed to the body of knowledge in the student academic performance arguing that parents and teachers have an equal and dual responsibility towards student success. For the future research, the researcher propose that the investigation should be extended to the majority of students for the better generalization of the findings based on the relationship between motivational factors and school success. Further research that includes educators, students and parents in the education system could be ideal. The research that will focus on parents, teachers and students should be undertaken to further contribute to the research agenda that seeks to understand student motivation and academic success. This type of research will extend the understanding of motivational factors and student success from an extended view beyond the classroom and school setting. The research should be conducted in both urban and rural areas. The study gives some information relating to the issue of students affected by their environment. Further investigation can be done on students from, different environments (township, suburbs, rural etc.)
27
Hoke, Darlene. "EFFECTS ON STUDENT PERFORMANCE OF USING HANDS-ON ACTIVITIES TO TEACH SEVENTH GRADE STUDENTS' MEASUREMENT CONCEPTS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2130.
Анотація:
Student performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom. Data were collected using measurement survey, focus group discussions, math journals, and teacher observations. Results of this study showed that student performance on measurement tasks increased throughout the course of the study. Student gains were recorded and analyzed throughout the eight-week study period. Twenty-one out of 26 students that participated in the study showed performance growth in measurement concepts.M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
28
Yousafzai, Ayesha Latif. "Identity Performance Among Muslim International Women: A Narrative Inquiry." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89101.
Анотація:
The purpose of this research was to study identity performance among undergraduate Muslim international women on college campuses in the U.S. Identity performance was defined as the way in which these women acted, engaged, interacted, behaved, and situated themselves in their various environments (Goffman, 1959). The conceptual framework for the study was Bronfenbrenner's Ecological Systems Theory (1979) that identifies five environmental systems in which an individual interacts (microsystems, mesosystems, ecosystems, macrosystems, and chronosystems). This study focused on identity performance in microsystems.
Narrative inquiry, a qualitative methodological approach, was utilized to pursue two research questions: (1) how do undergraduate Muslim international women describe their experiences of identity performance inside college environments; and (2) how do undergraduate Muslim international women describe their experiences of identity performance outside college environments? Two in-person interviews were conducted with eight participants representing six countries (Kuwait, Malaysia, Morocco, Oman, Pakistan, and Saudi Arabia). Interviews were transcribed verbatim, and data were analyzed with four iterations of coding (narrative coding, refining narrative coding, pattern coding, theming the data) (Saldaña, 2015). Five themes emerged: Muslim identity performance in home country, Muslim identity performance and family, Muslim international identity consciousness, religious engagement on campus, and understandings of new Muslim international identity.
The stories shared revealed that identity performance was a complex process; it was ever changing and evolving as Muslim international women navigated their way from a religiously homogeneous environment in the home country to a heterogeneous environment within the U.S. Their microsystems and interactions with various environments influenced their performances of their various identities. These influences were also related to contextual conformity, psychological awareness, agency, resilience, persistence, positivity and appreciation of their experiences in the ever-changing environments. The study has implications for faculty and university administrators who are seeking to create inclusive and encouraging academic and social environments. Findings also have implications for future research on identity performance, contextual conformity, and experiences of Muslim international students.Doctor of Philosophy
The population in the United States of America is rapidly becoming more diverse in terms of ethnicities, religions, and resident demographics. As a result of this shifting pattern towards heterogeneity, colleges and universities are also becoming more diverse (Seidman, 2005). International students and Muslim students are two such populations that have contributed to the increased diversity of the student body. Among these populations, international Muslim women reside at a unique intersection of gender, religion, culture, ethnicity, and national identities. Literature reveals that Muslim international women are often stereotyped and they experience Islamophobia in gendered ways (Cole & Ahmadi, 2003). The purpose of my research was to study identity performance of Muslim international women on two college campuses in the U.S. Identity performance was the ways in which these women acted, engaged, interacted, behaved and situated themselves in their various environments (Goffman, 1959). I used Bronfenbrenner's Ecological Systems Theory (1979) as the conceptual framework for this study. This theory identifies five environmental systems in which individuals interact (microsystems, mesosystems, ecosystems, macrosystems, and chronosystems). This study focused on identity performance in microsystems, which were their immediate environments. I used narrative inquiry, a qualitative methodological approach, to pursue two research questions: (1) how do undergraduate Muslim international women describe their experiences of identity performance inside college environments; and (2) how do undergraduate Muslim international women describe their experiences of identity performance outside college environments? I conducted two interviews each with eight participants to collect their stories of identity performance. The stories shared revealed that identity performance was a complex process. Contextual conformity, psychological awareness, agency, resilience, persistence, positivity and appreciation of their experiences influenced their identity performances. This study has implications for faculty and university administrators who are seeking to create inclusive, convenient and encouraging academic and social environments for all students. Findings also have implications for future research on identity performance, contextual conformity, and experiences of Muslim international students.
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Wong, Chan Pik-Yuen. "Human factors in performance assessment : the assessment of practicum performance in social work." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369110.
30
Simoes, Anna-Lisa. "Internet Use and Academic Performance of Youth." UOIT, 2009. http://hdl.handle.net/10155/58.
31
Bruno, Alisée. "Les étudiants de basse classe sociale face au risque de mobilité ascendante : quels impacts sur l’adoption de buts de performance-évitement et sur les performances ?" Thesis, Université Clermont Auvergne (2017-2020), 2019. http://www.theses.fr/2019CLFAL005/document.
Анотація:
Ce travail de thèse ambitionne d’identifier les processus psycho-sociaux impliqués dans le processus de mobilité ascendante. Plus précisément, nous testons dans quelle mesure le processus de mobilité que vivent les étudiants de basse classe sociale peut les amener à adopter des buts de performance-évitement (i.e., peur d’échouer), susceptible d’impacter par la suite négativement leurs performances. Dans la première étude, le lien entre les buts de performance-évitement et la performance a été testé chez les étudiants de basse et de haute classe sociale. Les résultats ont montré que l’adoption des buts de performance-évitement prédisait négativement les performances des étudiants de basse classe sociale (pas celle des étudiants de haute classe sociale) et en particulier s’ils ont de bons résultats académiques (i.e., qu’ils sont susceptibles de vivre une expérience de mobilité). Le but de la deuxième étude était de tester le rôle du processus de mobilité en tant que médiateur du lien entre la classe sociale et l’adoption de buts performance-évitement. Les résultats ont montré que c’est parce que les étudiants de basse classe sociale se sentent en mobilité ascendante, qu’ils adoptent plus de buts de performance-évitement que leurs homologues de haute classe sociale. Enfin, dans les 3 dernières études (études 3a, 3b et 3c), le processus de mobilité a été manipulé afin d’étudier son impact sur l’adoption de buts de performance-évitement et les performances des lycéens. Les résultats de l’étude 3a ont montré que chez les élèves de basse classe sociale, la saillance du processus de mobilité a augmenté l’adoption de buts de performance-évitement et a diminué les performances en mathématiques. Par ailleurs, les buts de performance-évitement semblent être un médiateur de l’effet d’interaction entre la classe sociale et la saillance du processus de mobilité sur les performances en mathématiques, bien que cet effet ne soit pas répliqué dans les études 3b et 3c. Les résultats de la méta-analyse, réalisée sur ces 3 dernières études, tendent à confirmer ces résultats. Dans l’ensemble, ces résultats s’accordent pour dire que la crainte du processus de mobilité serait l’un des mécanismes à l’origine des difficultés rencontrées par les élèves/étudiants de basse classe sociale en contexte académique et susceptibles d’expliquer, ensuite, leurs moindres performancesThis thesis aims to identify psychological processes involved in the upward mobility process. More specifically, we tested in what extent mobility process experienced by lower-class students can lead them to adopt performance-avoidance goals (i.e., fear of failure), which may subsequently negatively impact their performances. In the first study, the link between performance-avoidance goals and performances was tested among lower and higher-class students. The results showed that the adoption of performance-avoidance goals negatively predicted performance of lower-class students (not that of higher-class students) and particuarly if they had good academic results (i.e., more likely to live a mobility experience). The purpose of the second study was to test the role of mobility process as a mediator of the link between social class and the adoption of performance-avoidance goals among lower and higher-class students. The results of this study showed that it is because lower-class students experience upward mobility that they adopt more performance-avoidance goals than their higher-class counterparts. Finally, in the 3 latest studies (studies 3a, 3b and 3c), we tested the impact of mobility process on the adoption of performance-avoidance goals and of high school students’ performances. The results of study 3a showed that within lower-class high school students, the salience of the mobility process increased the adoption of performance-avoidance goals and reduced performances in Mathematics. Moreover, performance-avoidance goals seem to be a mediator of the interaction between social class and salience of the mobility process on mathematics performances, although this effect is not replicated in studies 3b and 3c. The results of the meta-analysis carried out on these last three studies, tend to confirm this assumption. Overall, these results highlight that fear of mobility process would be a mechanism behind the difficulties faced by high school students/students of low social class in academic context to explain, then, their least performances
32
McGuire, Sharon Paterson. "At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40402.
Анотація:
Researchers and practitioners in an attempt to understand academic performance, and thus reduce academic failure, have identified variables associated with academic performance. Although this research has been useful, there are limitations and critiques: 1) findings are often inconsistent; 2) student experiences and perceptions tend to be constructed as dichotomous variables: thus little is known about interconnections and contradictions in students' lives; and, 3) gender, race and class are constructed as variables to assess difference and not as social structural positions of power. The purpose of this research is to explore at-risk, first-year students participating in a structured intervention program and their perceptions of their academic performance. In addition, the ways in which their perceptions are shaped by gender. Through multiple qualitative techniques of semi-structured interviews, content analysis, and observations over an 8-month period I constructed an understanding of students' perceptions of their academic performance. The students' perceptions are interconnected such that themes emerged illuminating three patterns of perceptions. My analysis illuminated some manifestations of how gender shaped students' perceptions. However, gender was but one lens, not the dominant analytical lens, from which to explore and understand these students' perspective. Using extensive quotes from students in a narrative form, these patterns are described and discussed. As a sociologist, a feminist, and student affairs professional, I am concerned with structural elements of a given phenomenon; therefore I make particular mention of organizational and policy issues and implications associated with the patterns of student perceptions.Ph. D.
33
Fant, Gregory Robert 1960. "An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290634.
Анотація:
This correlational study examined the relationships between undergraduate music education students' early field experiences and student teaching performance. Subjects were 40 music student teachers from eleven universities. Student teaching performance was determined from video samples using two teacher effectiveness forms, the Rehearsal Effectiveness Scale and the Survey of Teaching Effectiveness. Two independent judges were used and interjudge reliability was found to be .73 on the Survey of Teaching Effectiveness and .69 on the Rehearsal Effectiveness Scale. Reliability between forms is .88. Subjects were interviewed to collect data on both curricular and non-curricular undergraduate field experiences. These data were correlated with each subject's score on
the teacher effectiveness forms. No significant correlations were found between total early field experience and student teaching performance. Significant correlations were found between early field experiences with feedback and student teaching performance (r = .439 and .507; p < .01). A significant negative correlation was found between early field experiences without feedback and student teaching performance (r = -.316, p < .047). No significant correlations were found to exist between the non-curricular index and student teaching performance. Based on their average student teaching performance ranking, five subjects were identified as a subsample for closer analysis. Data on dieir backgrounds, high school experiences, curricular experiences, and non-curricular experiences is presented. Conclusions include the following: 1. Early field experience widi feedback and peer microteaching are positively related to student teaching performance. 2. Early field experience regardless of feedback, non-curricular experience, degree type and student background are not related to student teaching performance. 3. Early field experience without feedback has a negative relationship with student teaching performance. 4. A methods/conducting lab is an effective setting for microteaching experiences. Implications for education and future research are presented.
34
Miles, Connie E. Townes Deirdre. "Improving product performance through new equipment training (NET) techniques." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/JAP/2008/Dec/08Dec%5FNAME%5FMiles.pdf.
Анотація:
"Submitted in partial fulfillment of the requirements for the degree of Master of Science in Program Management from the Naval Postgraduate School, December 2008."Advisor(s): Suchan, James and Simon, Cary. "December 2008." "Joint applied project"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 135-137). Also available in print.
35
Yacovenco, Maria Angélica Savian. "Recuperação escolar : um trabalho com alunos em defasagem de aprendizagem nos anos inciais do ensino fundamental /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/101556.
Анотація:
Orientador: Maria Regina GuarnieriBanca: Alda Junqueira Marin
Banca: Adriane Knoblauch
Banca: Silvia Ricco Lucato Sigolo
Banca: Vera Lúcia M. Fialho Capellini
Resumo: Este estudo teve como objetivo geral investigar o rendimento escolar de alunos de 3º e 4º anos em situação de recuperação e suas relações com as condições de uma escola municipal de Ensino Fundamental de Bauru/SP. Buscou-se desvendar como a referida escola organizou o trabalho didático-pedagógico, de que modo desenvolveu ações de recuperação escolar e quais parâmetros e critérios estabeleceu para considerar os alunos recuperados. A hipótese norteadora do estudo foi de que o rendimento dos alunos em recuperação escolar não decorre somente do trabalho sistemático da coordenação, do grau de compromisso do professor de recuperação e do apoio dos familiares, mas, sobretudo, do nível de exigência da escola para considerá-los efetivamente recuperados, ou seja, ainda que ocorram avanços, eles não ultrapassarão os patamares mais elementares se o nível de exigência da escola for baixo e o próprio aluno considerado como parâmetro de avaliação. Trata-se de pesquisa de base empírica, de abordagem qualitativa, com procedimentos metodológicos que envolveram análise de documentos da escola; realização de entrevistas individuais com as 5 professoras das classes regulares, com a professora da classe da recuperação, com a coordenadora e com os 8 alunos de 3º e 4º anos escolares; questionários aplicados aos familiares dos alunos e visitas à escola para observações e análise dos cadernos de alunos. Os dados foram coletados no ano de 2009, mapeados e analisados em dois eixos abrangendo os seguintes elementos de análise: Condições iniciais, dificuldades e lacunas dos alunos encaminhados para o processo de recuperação (Eixo 1); Melhorias e condições favoráveis resultantes do processo de recuperação (Eixo 2). Os resultados obtidos permitiram confirmar a hipótese ao se atestar... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aimed to investigate the academic performance of students in the 3rd and 4th grade in remedial situation and its relations with the conditions of a public school for elementary education in Bauru/SP. We attempted to discover how the mentioned school organized the didactic and pedagogic work how it developed remedial school actions for students with learning gaps and what parameters and standard were established to consider the students effectively recovered. The central hypothesis of the study was that the achievement of students in remedial school does not simply follow the systematic coordination work, from the level of commitment of the recovery teacher and support of family, but specially with the demands of school in considering them effectively recovered, in other words, even if advances occur, they will not exceed the elementary levels if the most basic level of the school demand is low and the students themselves are regarded as the evaluation parameter. It is empirically based research, qualitative study with methodological procedures that involved analysis of school documents, varied; individual interviews with five teachers of regular grades, with the teacher of the recovery class, with the coordinator and with 8 students, 3rd and 4th grade; questionnaires to the families of students and school visits for observations and analysis of students notebooks. Data were collected in 2009, mapped and organized in boards, graphs, figures and analyzed in two axes including the following elements of analysis: Initial conditions, difficulties and gaps of the students referred to the recovery process (Axis 1); Improvements and conditions resulting from the recovery process (Axis 2). The results gotten confirmed the hypothesis as they demonstrate that the improvements presented by the students... (Complete abstract click electronic access below)
Doutor
36
Coronado-Aliegro, Javier. "Students' perception of performance through self-assessment." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1786.
Анотація:
Thesis (M.A.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vii, 80 p. Vita. Includes abstract. Includes bibliographical references (p. 66-69).
37
Zabuska, Anna Jasmina. "Burnout and engagement in music performance students." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619955/.
Анотація:
This dissertation focuses on burnout and engagement in music performance students. While involvement in music can be detrimental to the health of those involved, it can also foster their well-being. There has been a growing interest in the experiences of music students but there is very little research on aspects of their music-related well-being such as burnout and engagement.1 Not so much is known about the degrees to which students feel burned-out and engaged, and whether their demographic characteristics influence their burnout and engagement. A quantitative study was therefore undertaken to establish the levels of burnout and engagement in this population, and explore potential differences with respect to them between music performance students in Australia, Poland and the UK, and men and women (N=331). With a view to understanding why performance students burn out or become engaged, and what characterises their experiences of burnout or engagement, the mixed-method approach was employed. The results from a quantitative longitudinal study carried out in Australia and the UK (N=124), and the interviews with students classed as burned-out (N=7) or engaged (N=7) were combined to identify the factors underpinning the development of burnout and engagement, and to explore how they are experienced by music performance students. The findings suggest that performance students display comparatively low levels of burnout (although one in 10 could be at risk), and moderate degrees of engagement. The study points to cross-national and sex differences in the levels of music-related well-being experienced by performance students. Burnout develops as a consequence of inadequate motivation underlying involvement in music or limited personal and social resources to support learning. Burned-out students experience problems with their physical health (but devaluation of music may be a protective factor) and their overall psychological well-being is negatively affected. Students are likely to become engaged when music represents their true values, and when they have personal and social resources facilitating their selfactualisation through music. Engagement further fuels students’ proactive approach to learning and resultant progress. The findings form the basis for practical advice for teachers, institutions and students themselves on how students’ music-related well-being could be protected and enhanced.
38
Mcmillan, Wendy Jayne. "Explaining differential performance of teacher college students." University of the Western Cape, 2001. http://hdl.handle.net/11394/8441.
Анотація:
Doctor EducationisThe purpose of this study is to examine the relationship between identity and differential academic performance in a cohort of preprimary teachers-in-training. The study draws on indepth interviews with, and detailed observations of, nineteen students and five of their lecturers at a college of education in Cape Town in the late 1990s. Through an analysis of the narratives of academic performance of these students, this work argues that students constructed narratives of academic performance framed by their expectations of what they considered possible for people of their particular identity. Thus as a consequence, students who shared common identities and social locations tended to share common narrative threads. This was most evident in the way in which three broad narrative perspectives emerged - framed by shared social locations of race, class, and gender, and common understandings of religion and cognitive ability. However, within each broad grouping .individual agency nuanced how each student interpreted his or her personal history and particular social locations through the discourses to which he or she had access. This work presents a. challenge to the dominant metaphor of reproduction in the field of educational studies. It is clear from analysis of the students' narratives that as active agents they were not unproblematically reproduced by the teacher college as classed, raced, and gendered subjects. Rather, they produced themselves within existing, and often potentially contradictory, material and discursive contexts. In explaining differential academic performance, this work examines the way in which narrative understandings introduce people into particular ways of life through their authorial voice and legitimating functions. More specifically, it explains how subjective narratives of academic performance introduce students into particular social actions that result in 'objective' differential academic performance as recorded on year-end mark schedules. However, in selecting narrative analysis as a conceptual framework for the work, it has been possible to motivate for an explanation that goes beyond an analysis of academic achievement and failure. In successive chapters evidence is marshaled to frame an argument that students' narratives shape their social action as agents of history, and are implicated in the distribution of privilege within society. The framing of the research question was premised on the assumption that a relationship exists between educational outcomes and access to life chances. While evidence is presented that signals how subjective narratives of academic performance are 'lived out' as 'objective' academic performance, a linear relationship between marks as academic performance and life chances is raised as problematic. It is argued that rather than merely shaping academic performance, narratives as theories of social reality frame all understandings of the social world including access to socio-economic privilege. It is these understandings that get 'lived out' in the choices that students make about their futures. A significant thread to the argument is the extent to which lecturers are implicated in the narrative understandings that students construct, and consequently in the unequal distribution of privilege in society. While seeking to explain academic performance, the study comes to the significant conclusion that narrative understandings, rather than academic performance, are implicated in the distribution of privilege in society.
39
Volbrecht, Adam A. "Residence hall discipline and academic performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339139.
Анотація:
The purpose of this study was to examine the grades and demographic characteristics of students involved with the residence hall disciplinary process during the 2005 fall semester at Ball State University. These characteristics were studied to determine if differences existed in the academic performance and demographic characteristics of disciplinary students and the general residence hall population. Differences between the disciplinary sample and residence hall population were found to exist. Freshmen and sophomores in the disciplinary sample achieved lower mean grade point averages. Freshmen and males were over-represented in the disciplinary sample.Department of Educational Studies
40
Farrokhi-Kashani, Mahmoud. "Improving students' performance via relative performance feedback : evidence from three field experiments." Paris 1, 2012. http://www.theses.fr/2012PA010073.
Анотація:
Today's there is no doubt on the benefits of education. The life without it is impossible in the majority of societies. Schooling is not an option any more; it is a "Must" in many modern societies. The benefits of education are also known to the majority of people and they know that more education means better preparation for future life. Governments also have recognized that there are a lot of benefits and positive externalities in public education and almost in all countries there is a level of compulsory education which children should attend school up to a special level. As there is no doubt on the importance and benefits of education for societies we do not try to prove it here. What we would like to do is to find a costless, easy to implement, and psychologi¬cally acceptable mechanism to improve students' performance in their current situation. This mechanism should be designed carefully as children, especially girls, are so sensitive to the design (Croson and Gneezy 2009) and with a small change we would not achieve the desired goal. Of course after such a design it should be tested in real world to see whether it works or not.
41
Ng, Siu-ping Connie. "Do students' thinking styles predict students' motivation and performance in project learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793038.
42
Lunsford, Garrett P. "Environmental effects on student performance /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885755991&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
43
Lunsford, Garrett Paul. "Environmental Effects on Student Performance." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/11.
Анотація:
AN ABSTRACT OF THE THESIS OF Garrett P. Lunsford, for the Masters degree in Architecture, presented on July 10th 2009, at Southern Illinois University Carbondale. TITLE: ENVIRONMENTAL EFFECTS ON STUDENT PERFORMANCE MAJOR PROFESSOR: Dr. Walter Wendler With the increasing concern for sub par student performance in America, it has become more vital than ever for designers to create optimal learning environments. Student performance is significantly dependent on the quality of teaching as well as the pupil-instructor relationship. However, it is rare for even our best instructors to receive adequate performance from their students when teaching in poor environments. Research for more than 30 years has displayed explicit correlation between physical characteristics of school buildings and educational outcomes. These physical characteristics include lighting, acoustics, thermal control, indoor air quality, as well as class size. By taking each of these factors into consideration, architects can produce settings that do not hinder student performance. Better educated children today will make the world a smarter, improved, more sustainable environment tomorrow.
44
Su, Chi, and 蘇琦. "The Relationship between Student’s Personality, Design Performance, and Group Performance." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/68234w.
Анотація:
碩士大同大學
工業設計學系(所)
106
Nowadays, people tend to place a high value on design, studying in school of design becomes one of the popular choices for students in Taiwan. Since it is expected that there will be more and more fresh design graduates get into the design industry in the future, the way managers bring these new blood’s abilities in to full play with a view to rising performance is an important issue. Through cross-sectional study and Big Five Personality Traits (including Extraversion, Agreeableness, Neuroticism, Conscientiousness, and Openness), we selected college students studying in industrial design from Taipei as subjects to do research on the relationship between design student's personality, design performance, and group performance. In order to tap into the relationship between personality and group performance, researchers divided subjects into several teams based on their personalities and asked each team to finish few tasks, then found the most efficient team and the counterpart. On the other hand, recording subjects’ academic performances for one year facilitated researchers to understand students with different personalities’ design performances. The result indicated that: (1) the corporation between different personalities had something to do with performance. For instance, Extraversion has the best leadership than other four personalities; (2) Based on the test, the performances may decline when there were too much Extraversion who was considered as perfect leaders in the same team or lack of Agreeableness who was believed being sophisticate enough to corporate well with others; (3) Neuroticism may lower the team performance when working with other personalities except for team members who were also Neuroticism; (4) When it comes to final academic performance, Extraversion design students did better job than others; (5) Extraversion and Agreeableness made more progress on their performances; (6) Conscientiousness was drastically fewer than other four types of personalities in design industry which was worth researching on.
45
Chi, Huang Ya, and 黃雅琪. "Fifth Grade Elementary Student’s Learning Performance on Geometry." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/27445509090783719106.
Анотація:
碩士國立屏東教育大學
數理教育研究所
95
The purposes of this study are to explore the learning performance on geometry and the causes and difficulties during learning geometry in elementary mathematics. The study analyzes the horizontal relationships of the concepts of the geometry units during the learning period. The researcher used survey as a major research design, also the method of interviewing was used in the study. The instrument was developed based on the following points of students’ abilities during their learning : “ a triangle interior angle is 180 degree”,” the length of any two sides together in a triangle is greater than the third side”, “ line symmetry”, “ basic components to recognize simple solid shape”, “volume equation”, “and horizontal-vertical relationships of solid shape”. There were 95 fifth grade elementary students participating in the study. They were conducted to receive 17 items test that include the concepts of geometry in fifth grade textbooks. The important findings of this research are as following: 1. Eighty percents of fifth grade elementary students after geometry concept learning could achieve the teaching objective of the Nine Year Curriculum by grade in detail. 2. The concepts of “line symmetric graph” and “the total interior angle of triangle is 180 degree” got higher passing rate; however, “the length of any two sides together in a triangle is greater than the third side.” and “surfaces relationships between cube and cuboids” had worse performance. 3. Students could use equation of cuboids and cube to solve questions. Some of them can just use equations stereotyped and hardly understand the forming concept of volume equation. 4. Nine-year curriculum Guidelines in geometry learning for 5th grade mathematical field has possessed concepts-learning sequence. 5. Use of physical teaching aids and instruments could help students to catch geometry concepts. 6. Using life examples to prove these are tight relationships between mathematical learning and daily life.
46
Wu, Chao-hsien, and 吳昭賢. "Action research: Grade three student’s recorder performance teaching." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/18814442714700852713.
Анотація:
碩士國立臺南大學
國教所音樂教育科碩士班
92
The purpose of the study was to record the class teaching situations of grade three students’ recorder performance, observe students’ responses in learning recorder performance, investigate recorder teaching results, discover the difficulties in recorder teaching and find relevant solutions through action research. In addition to collecting and investigating related literature, this study analyzed the recorder teaching materials and instructional methods. Data sources included teaching journals, reflective journals, interview notes, observation notes, questionnaires, and evaluation forms. The results of the research were as follows: 1. Classroom situations of recorder performance teaching: a) The teacher was able to control teaching activities and progress. b) The teaching materials were easy to use, and parts of the materials had been adjusted. c) The teacher used diverse teaching methods and each music lesson included recorder performance teaching, and received positive feedbacks from students. 2. Students’ reactions in learning recorder performance: a) The students were able to enjoy, participating actively, and interact with the teacher in recorder learning. b) The students had basic recorder performance skills and the ability to read music notes, and progressively improved onto reading simple music songs. c) The students were able to practice recorder skills after class and received positive support from family members. 3. Results of recorder performance teaching: a) During the initial learning period, the results of learning fingering skills were good; however, the students were lack of air flow and tongue control skills. b) After teaching, students made positive improvements on recorder and music performance skills. 4. Difficulties in recorder performance teaching and its solutions: I) Difficulties: The students lacked in recorder performance techniques, active participation and sufficient practice after school. In addition, the classroom did not have adequate facilities, and students often forgot to bring recorders to class. II) Solutions: a) The teacher used diverse methods to solve the difficulties in recorder teaching, including descriptive analysis, direct demonstration and drills. b) The teacher used games, rewards, incentives, competitions and pair-reports to promote students’ willingness of performing in class. Strategies such as group competition and individual interviews were used to encourage the students bringing recorders to class. c) The teacher sought cooperation with parents and the school to solve problems of after school practice and classroom facilities. All of which was to provide a high quality learning environment. The results of this study provided recommendations for educational administration institutes, schools, music teachers, parents, teachers, students, publishers and future researchers.
47
Wu, Wei-Chih, and 吳偉銍. "The Effects of e-Learning and Cooperative Learning on Student’s Performance." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15906565800395171740.
Анотація:
碩士國立雲林科技大學
資訊管理系碩士班
94
e-Learning has become an important teaching method. The effects of teaching mode and learning mode on the effectiveness of learning are still not examined. The study is to understand the influence of teaching mode and learning mode on the grade of information passport and the satisfaction of learning. We selected 120 students in the Junior High Schools in Yunlin County as the sample. A field experiment was conducted. Results indicated that : 1. Teaching mode has significant effects on the grades of information passport. 2. Learning mode has significant effects on the grades of information passport and the satisfaction of learning. 3. The interaction of teaching mode and learning mode has significant effects on the grade of information passport and the satisfaction of learning. (1) The main effect of teaching mode on individual learning mode, has significant effects on the grade of information passport and the satisfaction of learning. (2) The main effect of learning mode on traditional teaching mode, has significant effects on the grade of information passport. (3) The main effect of learning mode on e-Learning, has significant effects on the satisfaction of learning. 4. The experience and self-efficacy of computer have significant effects on the grades of information passport. The self-efficacy of computer has significant effects on the satisfaction of learning. 5. The grade of information passport and the satisfaction of learning show positive correlation
48
Hung, Yu-Ting, and 洪于婷. "A Study of the Influence of Family Structure on Student’s Learning Performance." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09687386562484161741.
Анотація:
碩士義守大學
管理碩博士班
102
Due to the economic development and social changes, the family structure in Taiwan has become more diversified. Family structure is generally considered as one of the crucial factors on students’ learning performances. This thesis will explore the impact of family structure on students’ learning performances by using the analytical samples that collected from sixth-grade students in elementary school in 2009 which has been released by the database of "Taiwan Assessment of Student Achievement" in 2011. The findings of this study indicate that (a) Family structure shows significant impact on students’ learning performances in every subjects; (b) "Interpersonal Relationships", "Behavioral Conduct" and "Learning Attitude" display positive cause-effect relationship in " Academic Achievement " every subjects; (c) "Family Structures", "Behavioral Conduct", "Learning Attitude" reveal great predictability on " Academic Achievement " in every subjects; however, "Interpersonal relationships" shows great predictability only on students’ academic performances in English courses and the same result does not reflected in other subjects.
49
Li, Wen-lung, and 李文龍. "The Effects of Digital Learning on Vocational High School Student’s Mathematics Performance." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/96514072132747406040.
Анотація:
碩士樹德科技大學
資訊管理系碩士班
104
Purpose: Mathematics is considered one of the key subjects in school. Having basic knowledge and skills of math, students can not only solve daily life problems but also develop logical thinking ability. However, in traditional teacher-centered teaching environment, most teachers failed to provide a suitable and appropriate teaching method to help students learn math. Many foreign scholars have proposed that incorporating technology into teaching could help improve students’ learning effects. Based on this rationale, this study aimed to investigate (a) the overall differences between math performance of digital-learning class and traditional-lectured class; (b) the individual differences between high- and low-achievers’ math performance after they received digital-learning and traditional-lectured instruction. It is hoped that the findings of this study could provide teachers a plausible teaching strategy. Method: The subjects were recruited from a vocational high school in Kaohsiung where the researcher taught. Two classes were chosen as the experimental and the control groups to participate in this 20-week-long study. Results: (a) The difference between the experimental group, which received digital-learning instruction, and the control group, which received traditional-lectured instruction did not reach the significance level in statistics. However, the experimental group’s average score was 10 points higher than that of the control group. Moreover, both groups’ post-test scores were higher than their pre-test scores. (b) As to individual performance, the low-, mid-, and high-level students in the experimental group scored significantly higher in the post-test than in the pre-test. In the control group, however, there was no significant difference between low-, mid-, and high-level students’ post-test scores and their pre-test scores. Conclusion: The study showed that compared to traditional-lectured instruction, digital-learning instruction is more effective in the way that it improves students’ math knowledge and skills and benefits students’ learning performance. Therefore, more studies can be done by the following researchers to build a profounder digital-learning system and to integrate it with the digital materials in math class.
50
Chia-Wei, Chen, and 陳佳葳. "A case study in High-Scope courses influence on student’s learning performance." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/61558645749172924449.
Анотація:
碩士國立暨南國際大學
課程教學與科技研究所
102
The high scope project advocated by the Executive Yuan has been a success in Taiwan. Schools in the study case performed well in developing science and teaching materials. This study mainly focuses on the evolution of schools and students under the high scope project using methods of documents analysis, attitude scales and achievement tests. We also expect that the results of the study could be used for other relevant researches and courses. The goals of this study are as follows: first, to understand how high scope project influences the school; second, to assess the impact of high scope project on students’ learning and their learning attitudes; third, to know how the high scope project influences the achievements of students; fourth, to see if the students’ learning achievements can be predicted from their learning attitude; fifth, summarize the above analysis and provide recommendations for the future scientific education plans or projects. The conclusions of the study are: first, the high scope projects’ outcome is successful; second, the students’ learning attitudes improved after participating in the project; third, students’ learning achievements were better after participating in the project; fourth, students’ learning achievements cannot be predicted through their learning attitudes. According to the conclusion, this study presented four recommendations on teaching practices and future research: first, the high scope courses will be optional in order to increase students’ learning motivation; second, the learning materials of high scope project will be graded to increase students’ learning ability; third, inter-school and inter-disciplinary teaching and sharing activities will enhance the effectiveness of learning and teaching; fourth, the inclusion of other variables is to be discussed.