WorldWideScience

Sample records for high ability students

  1. Challenging high-ability students

    NARCIS (Netherlands)

    Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo; Hafd Onderwijsadvies en training; Leerstoel Vermunt; Faculteit Sociale Wetenschappen; LS Wubbels; Education and Learning: Development in Interaction

    2014-01-01

    The existing literature on indicators of an optimal learning environment for high-ability students frequently discusses the concept of challenge. It is, however, not clear what, precisely, constitutes appropriate challenge for these students. In this study, the authors examined an undergraduate hono

  2. Challenging High-Ability Students

    Science.gov (United States)

    Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo

    2014-01-01

    The existing literature on indicators of an optimal learning environment for high-ability students frequently discusses the concept of challenge. It is, however, not clear what, precisely, constitutes appropriate challenge for these students. In this study, the authors examined an undergraduate honours course, Advanced Cell Biology, which has…

  3. Challenging high-ability students

    NARCIS (Netherlands)

    Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo; Hafd Onderwijsadvies en training; Leerstoel Vermunt; Faculteit Sociale Wetenschappen; LS Wubbels; Education and Learning: Development in Interaction

    2014-01-01

    The existing literature on indicators of an optimal learning environment for high-ability students frequently discusses the concept of challenge. It is, however, not clear what, precisely, constitutes appropriate challenge for these students. In this study, the authors examined an undergraduate hono

  4. Do High Ability Students Have Mathematics Anxiety?

    Science.gov (United States)

    Yeo, Kai Kow Joseph

    2004-01-01

    This exploratory study investigates the level of mathematics anxiety among 116 high ability Secondary Two students. These students were from the top 10% of the Secondary Two students in Singapore. Mathematics Anxiety was measured using the Fennema-Sherman Mathematics Anxiety Scale (MAS) (Fennema & Sherman, 1978) which consisted of twelve items…

  5. High Ability Students' Voice on Learning Motivation

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2014-01-01

    This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures…

  6. Extracurricular enrichment workshops for high ability students

    Directory of Open Access Journals (Sweden)

    Ángela Rojo

    2010-04-01

    Full Text Available The aim of this article is to analyze and explain attention to diversity measures for high ability (gifted and talented students. The model, developed in the Spanish region of Murcia, is based on cognitive psychology and aims to encourage thinking skills. The program is developed as a curriculum extension and the interests, motivations and abilities of children have been considered once these were identified. The article offers a theoretical approach, a set of objectives, and some of the activities that have been done with students.

  7. Lessons Learned from Working with High-Ability Students

    Science.gov (United States)

    Pfeiffer, Steven I.

    2013-01-01

    This article discusses three lessons that stand out as particularly poignant in the author's career working with high-ability students. The author recounts personal and professional experiences that influenced his thinking. The three lessons are that identifying high-ability students is not an easy business, the development of talent requires more…

  8. Setting the Bar for High-Ability Students

    Science.gov (United States)

    Greene, Buck; Cross, Tracy L.

    2013-01-01

    Secondary school principals face no shortage of issues and challenges when it comes to ensuring that their teachers and students are ready for the Common Core State Standards. With so many issues competing for scarce time and resources, it is understandable that for many school leaders, the needs of high-ability and high-potential students are not…

  9. High-Ability Students' Time Spent outside the Classroom

    Science.gov (United States)

    Makel, Matthew C.; Li, Yan; Putallaz, Martha; Wai, Jonathan

    2011-01-01

    This study considered how three groups of academically talented high school students--those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)--spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and…

  10. Social and emotional difficulties among high ability students

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    Eunice Soriano de Alencar

    2008-06-01

    Full Text Available Social and emotional difficulties observed among highly able students are addressed. The asynchronous development, perfectionism, over-excitability, underachievement, and other social and emotional difficulties are discussed, describing factors related to them. The article finalizes highlighting possible contributions of the psychologist on counseling high ability students, their families and teachers, with the purpose of preventing or reducing maladjustments, as well as of helping them optimize their developmental process.

  11. Desirable characteristics for teachers of High Ability/Gifted students

    Directory of Open Access Journals (Sweden)

    Alexandra da Costa Souza Martins

    2011-06-01

    Full Text Available This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability, as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic.

  12. Myth 15: High-Ability Students Don't Face Problems and Challenges

    Science.gov (United States)

    Moon, Sidney M.

    2009-01-01

    One rationale for failure to address the needs of high-ability students in schools is that high-ability students do not need special services because they do not face any special problems or challenges. A more extreme corollary of this attitude is the notion that high ability is so protective that students with high ability do not face problems or…

  13. Using Self-Concept Instruments with High-Ability College Students: Reliability and Validity Evidence

    Science.gov (United States)

    Rinn, Anne N.; Cunningham, Lindy G.

    2008-01-01

    This study investigated the reliability and validity of the academic subscales of Marsh's Self-Description Questionnaire III and Neeman and Harter's Self-Perception Profile for College Students for use with high-ability college students. Participants included 100 high-ability college students and 196 average-ability college students enrolled in a…

  14. A successful intervention program for high ability minority students

    Science.gov (United States)

    Coleman, Winson R.

    1989-01-01

    intervention program is the Saturday Academy program for high ability minority students in the Washington, D.C. area. A description of the Saturday Academy is provided with the intent of making it available to personnel who are considering the development of similar projects. The effect of participation in the program on high school graduate rates, college enrollment, and choice of quantitative major is examined.

  15. Experiences of High-Ability High School Students: A Case Study

    Science.gov (United States)

    Schmitt, Carrie; Goebel, Vella

    2015-01-01

    This study attempted to answer the question, "To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?" Much research has been conducted in the field of gifted education about the identification, social and emotional…

  16. An Investigation of Cognitive Skills and Behavior in High Ability Students

    Science.gov (United States)

    Alloway, Tracy Packiam; Elsworth, Miquela

    2012-01-01

    The purpose of this study was to investigate the cognitive and behavioral profiles of high ability students. Performance on measures of verbal and visuo-spatial working memory and general ability (vocabulary and block design) was compared across the following groups: high, average, and low ability students. The behavioral profile of high ability…

  17. Identifying high ability students: a contribution from neuropsychological indicators

    OpenAIRE

    Dora Cortat Simonetti; Leandro S. Almeida; Zenita Guenther

    2010-01-01

    This paper presents some data on the convergence between psychometric intelligence measurements (IQ tests) and physiological signs of mental activity found in high ability adolescents. The research study focus on a small group of 15 subjects submitted to electric encephalograms, previously chosen from a larger group of 77 classmates on the basis of scores on the WISC-III IQ Test. The results suggest continuous predominance of Alpha waves for the gifted group (higher frequency percentile and h...

  18. Identifying high ability students: a contribution from neuropsychological indicators

    Directory of Open Access Journals (Sweden)

    Dora Cortat Simonetti

    2010-06-01

    Full Text Available This paper presents some data on the convergence between psychometric intelligence measurements (IQ tests and physiological signs of mental activity found in high ability adolescents. The research study focus on a small group of 15 subjects submitted to electric encephalograms, previously chosen from a larger group of 77 classmates on the basis of scores on the WISC-III IQ Test. The results suggest continuous predominance of Alpha waves for the gifted group (higher frequency percentile and higher amplitude what was not observed in the group without any superior intellectual ability. Even taking into account methodological limitations, this study may contribute to the understanding of a relationship between the intellectual quotient (IQ and alpha waves frequency and amplitude, as observed during performance on cognitive tasks. Such results may suggest a possibility to complement psychometric measures with encephalic registers in giftedness research studies.

  19. Early Identification of High-Ability Students: Clinical Assessment of Behavior

    Science.gov (United States)

    Bracken, Bruce A.; Brown, Elissa F.

    2008-01-01

    This study investigated the ability of teachers to accurately rate the cognitive and academic functioning of 1,375 students in kindergarten through the third grade on the Clinical Assessment of Behavior (CAB), as compared to two objective cognitive ability tests. CAB teacher ratings were compared for high-ability students who were currently…

  20. Locus of Control, Academic Self-Concept, and Academic Dishonesty among High Ability College Students

    Science.gov (United States)

    Rinn, Anne N.; Boazman, Janette

    2014-01-01

    The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students' loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took…

  1. Memory and Cognitive Strategies of High Ability Students in a Rural Secondary School

    Science.gov (United States)

    Ali, Fuziana; Yunus, Melor Md

    2013-01-01

    This study was conducted to examine language learning strategies employed by the high ability students in a rural secondary school. Memory and cognitive strategies employed by the high ability students were the main focus in this study. A survey design was used and data was collected using Oxford's questionnaires. Findings reveal that the high…

  2. Profile of Secondary School Students with High Mathematics Ability in Solving Shape and Space Problem

    Science.gov (United States)

    Putra, Mulia; Novita, Rita

    2015-01-01

    This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show…

  3. Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

    Science.gov (United States)

    Saragih, Sahat; Napitupulu, Elvis

    2015-01-01

    The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

  4. The Relationship between Utilization of Computer Games and Spatial Abilities among High School Students

    Science.gov (United States)

    Motamedi, Vahid; Yaghoubi, Razeyah Mohagheghyan

    2015-01-01

    This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage) and the…

  5. Analysis on the Factors Affecting English Listening Ability of High School Students

    Institute of Scientific and Technical Information of China (English)

    高小玉

    2012-01-01

    Listening is one of the most difficult skills to acquire. In language learning, listening is an important means to get information. Listening ability directly affects students' absorption of language, mastery of basic language skills and the ability to communicate with English. Only by hearing correctly, can they read smoothly and fluently. Therefore, high school students should improve their listening ability. Stu- dents' listening ability closely relates to the methods and profieiency in listening. Because of lacking of English environment and basic language skills, most high school students are not proficient in English listening. Therefore, this paper focuses on high school students' listening ability. It analyzes the factors that affect high school students' English listening from different aspects and it also comes up with coun- termeasures to improve students' listening ability.

  6. Logical Reasoning Abilities of Junior High School Students in the Province of Cotabato, Philippines

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    Paul John B. Ongcoy

    2016-11-01

    Full Text Available Reasoning abilities of the learners and its development was well-discussed in the world of education. The higher the ability of the person to reason abstractly, the higher the probability that a person will effectively function in the society. Thus, it is the main goal of the K-12 Curriculum of the Department of Education to improve the reasoning abilities and formal reasoning among students in the country. The higher the reasoning ability of a person, the more productive he is. The ability of logical reasoning has an essential function in the academic performance of students and their construction of the concepts. This study aimed to determine the logical reasoning abilities of 150 randomly selected junior high school students. Specifically, this study aimed to determine the logical reasoning abilities namely combinatorial reasoning, controlling variables, correlation reasoning, probabilistic reasoning and proportional reasoning among the grade 10 junior high school students and determine whether there is a significant difference in students’ logical reasoning abilities according to their gender. The respondents answered the Test of Logical Thinking (TOLT. Thirty respondents were interviewed to verify their answers. The findings of the study led to the following conclusions: most students correctly answered problems in probabilistic reasoning and least number of students correctly answered problems in proportional reasoning and combinatorial reasoning and, male and female respondents have equal performances in problems pertaining to combinatorial reasoning, controlling variables, correlational reasoning and probabilistic reasoning but female respondents are better in proportional reasoning than the male respondents.

  7. An Action Research on How to Improve English Reading Abilities of Students in High School

    Institute of Scientific and Technical Information of China (English)

    王文韬; 于月清; 程雯

    2014-01-01

    This dissertation is based on the characteristics of high school students' reading ability and the latest tendency of curriculum reforms of nation to carry out my action research. Firstly, propose a hypothetical analysis and utilize questionnaire, interviewing, teacher log and student log to collect and analyze information with the aim of verifying the hypothesis. Secondly, Work out an effective action research scheme and carry it out. In the process of carrying out the scheme, I reflect and ameliorate my scheme constantly in order to maximize students' reading ability and raise students' speed. This dissertation is divided into six parts.

  8. A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students

    Science.gov (United States)

    Sueker, Carrie Olstad

    2011-01-01

    The needs of academically advanced/high-ability students may not be met in today's schools. When educational needs are not met, students may not reach full potential, may lose intrinsic motivation for learning, and may develop poor work and study habits. The rural school district involved in this study lacks a formal gifted and talented program.…

  9. On Strategies of Improving Junior High School Students' Oral English Ability

    Institute of Scientific and Technical Information of China (English)

    罗茜

    2015-01-01

    With the increasingly frequent international exchanges,English,as an international language,has been attached greater importance.The oral English ability of junior high school students plays an indispensable role in their everyday study and social interaction,and it is the present junior school study that can lay a solid foundation for their future study and life. Therefore,to comprehensively improve their oral English ability is in urgent need and of paramount significance.This paper focuses on analyzing the external and internal factors influencing the cultivation of junior high school students' oral English ability,and put forwards the corresponding cultivating strategies of the oral English ability of junior high school students.

  10. Getting Ahead: Current Secondary and Postsecondary Acceleration Options for High-Ability Students in Indiana

    Science.gov (United States)

    Peters, Scott J.; Mann, Rebecca L.

    2009-01-01

    The International Baccalaureate and concurrent enrollment programs are both options available for high-ability high school students. Their value lies in their potential to provide greater depth and breadth of curriculum than is traditionally possible in public high schools. This study surveyed public school corporations in Indiana to examine the…

  11. Go Ahead, Prove that God Does Not Exist! On High School Students' Ability To Deal with Fallacious Arguments.

    Science.gov (United States)

    Neuman, Yair

    2003-01-01

    Tested the hypothesis that students' ability to identify fallacies is associated with a process of text comprehension. Findings for 184 Israeli high school students suggest that performance in the text comprehension task significantly predicted ability to identify fallacies. (SLD)

  12. The theory of multiple intelligences in the identification of high-ability students

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    Daniel Hernández-Torrano

    2014-01-01

    Full Text Available This study provides a framework to implement the theory of multiple intelligences (MI in the identification of high-ability students in secondary education. The internal structure of three scales to assess students' MI (students, parents and teachers' ratings was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08. The results indicated differentiated intellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas commonly assessed at school: an academic component composed by the linguistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodily-kinesthetic, musical and social intelligences. Convergence of the two components in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intelligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.

  13. Analysis of Factors Influencing Interest in STEM Career: Comparison between American and Turkish High School Students with High Ability

    Science.gov (United States)

    Bahar, Abdulkadir; Adiguzel, Tufan

    2016-01-01

    The low number of students studying or applying for STEM subjects and workforce demand has been prioritized in almost all countries policies. This study intended to examine factors that influenced American and Turkish students to pursue a degree or career in STEM-related fields. Participants of the study were 86 high-ability students selected from…

  14. High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools

    Science.gov (United States)

    Nicpon, Megan Foley; Pfeiffer, Steven I.

    2011-01-01

    Psychologists working in the schools have an opportunity to affect in new and exciting ways the services they provide to high-ability students. A talent development framework offers a unique lens through which gifted services is conceptualized. The framework moves school psychologists beyond viewing giftedness and high IQ as synonymous to…

  15. Factors Influencing High School Students' Science Enrollments Patterns: Academic Abilities, Parental Influences, and Attitudes toward Science.

    Science.gov (United States)

    Khoury, Ghada A.; Voss, Burton E.

    This study was designed, using a path analytic model, to assess the relative impact of different factors on science concentration decisions made by grade 10 high school students (N=237). Included in the model were selected demographic and socioeconomic factors, academic abilities factors (including logical thinking), indicators of home and school…

  16. A Comparison of High School Student Interests across Three Grade and Ability Levels.

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    Gill, Newell T.

    1980-01-01

    Students (Grades 9-11) in two Florida metropolitan high schools rated their interest in 28 topics, such as travel, popular music, religion, the opposite sex, war, and politics. Interests were analyzed by sex, grade, and ability track in English (Honors, Average, Basic). Findings, especially those on romantic interests, are discussed. (SJL)

  17. A Comparison of High School Student Interests across Three Grade and Ability Levels.

    Science.gov (United States)

    Gill, Newell T.

    1980-01-01

    Students (Grades 9-11) in two Florida metropolitan high schools rated their interest in 28 topics, such as travel, popular music, religion, the opposite sex, war, and politics. Interests were analyzed by sex, grade, and ability track in English (Honors, Average, Basic). Findings, especially those on romantic interests, are discussed. (SJL)

  18. Accelerated Mathematics and High-Ability Students' Math Achievement in Grades Three and Four

    Science.gov (United States)

    Stanley, Ashley M.

    2011-01-01

    The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and…

  19. The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions

    Science.gov (United States)

    Šmajdek, Anamarija; Selan, Jurij

    2016-01-01

    The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of…

  20. Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation

    Science.gov (United States)

    Speirs Neumeister, Kristie L.; Finch, Holmes

    2006-01-01

    The purpose of the present study was to create and test a model that (a) illustrated variables influencing the development of perfectionism, and (b) demonstrated how different types of perfectionism may influence the achievement goals of high-ability students. Using a multiple groups path analysis, the researchers found that parenting style was…

  1. The Benefits of Exploring Opera for the Social and Emotional Development of High-Ability Students.

    Science.gov (United States)

    Berman, Kristin B.

    2003-01-01

    This article discusses how the exploration of opera with high-ability students can contribute to positive social and emotional development, particularly the development of humane intelligence, by stimulating ethical and moral awareness, making connections with age-old truths of humanity, and providing a powerful genre for self-expression. Teaching…

  2. Mathematical ability of students with Asperger syndrome and high-functioning autism: a review of literature.

    Science.gov (United States)

    Chiang, Hsu-Min; Lin, Yueh-Hsien

    2007-11-01

    This article reviews studies investigating cognitive ability and academic achievement of students with Asperger syndrome (AS) and high-functioning autism (HFA). Particular emphasis is placed on the mathematical ability of people with AS/HFA. A preliminary analysis of empirical data is presented. Findings indicate that: (1) the majority of individuals with AS/HFA have average mathematical ability; (2) the majority of individuals with AS/HFA have a significant but clinically modest math weakness; (3) some individuals with AS/HFA have mathematical giftedness.

  3. The Impact of Motor Abilities on Belly Dance Performance in Female High School Students

    OpenAIRE

    Srhoj, Ljerka; Mihaljević, Dodi; Jukić, Josefina

    2008-01-01

    The aim of the study was to determine the relation of motor abilities and belly dance performance in female high school students, 1st to 4th graders aged 15–18 years. A battery of 19 motor tests were used and nine belly dance elements evaluated in the study sample that included 148 students aged 15–16 (1st and 2nd graders) and 123 students aged 17–18 (3rd and 4th graders). Factor analysis of the motor space isolated six factors in either study group: in 1st and 2nd graders, the fi...

  4. The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions

    Directory of Open Access Journals (Sweden)

    Tatiane Negrini

    2008-12-01

    Full Text Available Thinking about education in general and about the advances that have been coming up, brings us to reflect on the proposal of the inclusive school. The Brazilian educational policies point in this direction and new propositions appear to the school in order to understand how to make significant changes in the daily education. Accordingly, this article is to hold a discussion regarding the identification of students with high abilities/giftedness, articulating with some ideas proposed by the inclusive education. It is with that highlight the importance of identifying these students for a more genuine inclusion of these students in the educational context. In this sense, is used as input theoretical Gardner (1995, Renzulli (2004, Perez (2004, Virgolim (2007, Vieira (2005, among other authors who assist in the discussion of this issue. The considerations made about the high abilities and their process of identification highlight the importance of a great attention facing the process of identification and relevance of this to the actual inclusion of students with high skills in the educational context. Since they are not identified, these students may not be receiving the necessary guidance to learn and develop their potential, often distancing themselves from colleagues and friends. Thus, it is a debate about the appropriate identification of these students and how it can contribute to the inclusion of them.

  5. [Reading ability of junior high school students in relation to self-evaluation and depression].

    Science.gov (United States)

    Yamashita, Toshiya; Hayashi, Takashi

    2012-01-01

    Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.

  6. Are Students with High Ability in Math More Motivated in Math and Science than Other Students?

    Science.gov (United States)

    Andersen, Lori; Cross, Tracy L.

    2014-01-01

    Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2)…

  7. Unlocking Emergent Talent: Supporting High Achievement of Low-Income, High Ability Students

    Science.gov (United States)

    Olszewski-Kubilius, Paula; Clarenbach, Jane

    2012-01-01

    This report takes a comprehensive look at achievement for low-income promising learners--past, present, and future. At its core, it challenges the nation to move beyond its near-singular focus of achieving minimum performance for all students, to identifying and developing the talent of all students who are capable of high achievement, including…

  8. The Impact of Problem-Based Learning Approach to Senior High School Students' Mathematics Critical Thinking Ability

    Science.gov (United States)

    Widyatiningtyas, Reviandari; Kusumah, Yaya S.; Sumarmo, Utari; Sabandar, Jozua

    2015-01-01

    The study reported the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from…

  9. Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together

    Science.gov (United States)

    Lince, Ranak

    2016-01-01

    Mathematical ability of students creative thinking is a component that must be mastered by the student. Mathematical creative thinking plays an important role, both in solving the problem and well, even in high school students. Therefore, efforts are needed to convey ideas in mathematics. But the reality is not yet developed the ability to…

  10. High-Achieving High School Students and Not so High-Achieving College Students: A Look at Lack of Self-Control, Academic Ability, and Performance in College

    Science.gov (United States)

    Honken, Nora B.; Ralston, Patricia A. S.

    2013-01-01

    This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…

  11. THE FORMATION OF CREATIVE ABILITIES OF HIGH SCHOOL STUDENTS: STRUCTURAL AND SUBSTANTIVE ASPECTS

    Directory of Open Access Journals (Sweden)

    O. V. LECHER

    2015-01-01

    Full Text Available The article provides a detailed analysis of the problem of development of creative abilities of high school students. The study was conducted by examining the theoretical and practical literature in the field of pedagogy and psychology with reference to the authoritative sources. The article is of topical importance because today the work on the development of creative abilities of university graduates is not effective enough and this problem needs further studies and search of the ways to solve it. The author has carried out a profound work to determine the effectiveness of the fantasy genre as a means of developingcreative abilities, the potential of which to date is not used or is used not in full. The article presents a list of characteristic features of fantasy genre, as well as a brief historical background of this literary trend and its differences from other literary genres. The authors make a detailed analysis of the concepts of creativity, creative personality and creative ability and come to the conclusion about the necessity of in-depth studies of the problem raised in the article and elaboration of effective methods enhancing and developing creative abilities of students.

  12. EFFECT OF LEARNING WITH ABDUCTIVE-DEDUCTIVE STRATEGY TOWARDS THE ACHIEVEMENT OF REASONING ABILITY OF HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Ali Shodikin

    2017-09-01

    Full Text Available The purpose of this study was to investigate the effect of learning with abductive-deductive strategy towards the achievement of mathematical reasoning abilities of high school students. Research carried out an experimental pretest-posttest design and the control group was not randomized in class XI student at one high school in Pati, Central Java, Indonesia. Data analysis was conducted quantitative research based on early mathematical ability categories (KAM and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire learning abductive-deductive strategy better than students who received the expository learning. In more detail of KAM categories, only middle category that show achievement of mathematical reasoning abilities better. While in upper and under categories have the same reasoning abilities achievements. This research is expected teachers can encourage students to do abduction and deduction in the learning achievement of students’ mathematical reasoning abilities.

  13. The Enhancement of Mathematical Reasoning Ability of Junior High School Students by Applying Mind Mapping Strategy

    Science.gov (United States)

    Ayal, Carolina S.; Kusuma, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi Afgan

    2016-01-01

    Mathematical reasoning ability, are component that must be governable by the student. Mathematical reasoning plays an important role, both in solving problems and in conveying ideas when learning mathematics. In fact there ability are not still developed well, even in middle school. The importance of mathematical reasoning ability (KPM are…

  14. The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions

    Directory of Open Access Journals (Sweden)

    Anamarija Šmajdek

    2016-12-01

    Full Text Available The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies, specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner. In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearance based schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally.

  15. Impact of motor abilities on belly dance performance in female high school students.

    Science.gov (United States)

    Srhoj, Ljerka; Mihaljević, Dodi; Jukić, Josefina

    2008-09-01

    The aim of the study was to determine the relation of motor abilities and belly dance performance in female high school students, 1st to 4th graders aged 15-18 years. A battery of 19 motor tests were used and nine belly dance elements evaluated in the study sample that included 148 students aged 15-16 (1st and 2nd graders) and 123 students aged 17-18 (3rd and 4th graders). Factor analysis of the motor space isolated six factors in either study group: in 1st and 2nd graders, the first factor integrated coordination, trunk strength, aerobic and muscle endurance, and speed of lower extremity movements; second factor defined explosive strength; third factor defined flexibility; fourth factor defined rhythm coordination; fifth factor defined equilibrium; and sixth factor defined back musculature strength; in 3rd and 4th graders, the first factor integrated coordination and lower extremity explosive strength; second factor defined flexibility; third factor integrated trunk strength and aerobic-muscular endurance; fourth factor defined equilibrium; fifth factor defined rhythm coordination; and sixth factor defined lower extremity strength. Factor analysis of the scores allocated to particular belly dance elements isolated only one factor as a factor of the general specific ability for belly dance performance. Regression analysis in the latent space indicated the factor of flexibility, which is responsible for muscle tone regulation, to be the best predictor of belly dance performance in 1st and 2nd graders. In 3rd and 4th graders, the factor of rhythm coordination was found to be superior in predicting belly dance performance, followed by the factor of trunk strength and aerobic-muscular endurance, the factor integrating coordination and lower extremity strength, and factor of equilibrium.

  16. Cognitive abilities and motivational processes in high school students' science achievement and engagement

    Science.gov (United States)

    Lau, Shun

    The dissertation presents two analytic approaches, a variable-centered and person-centered approach, to investigating holistic patterns of the cognitive, motivational, and affective correlates of science achievement and engagement in a sample of 491 10th and 11th grade high-school students. Building on Snow's (1989) idea of two pathways to achievement outcomes, Study 1 adopted a variable-centered approach to examining how cognitive and motivational factors associated with the performance and commitment pathways, respectively, contributed to the prediction of achievement outcomes in science. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability and demography; (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers; and (d) competence beliefs served as a point of contact between the performance and commitment pathways. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes. Study 2 adopted a person-centered approach to examining holistic organizations of psychological factors within individuals and their relations to science achievement and engagement. Four types of students characterized by unique configurations of cognitive, motivational, and affective attributes were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found

  17. Honors and High-Ability Students: Factors That Predict Academic Efficacy, Critical Thinking Skills, and Academic Goals

    Science.gov (United States)

    Moon, Jessica Lynn

    2012-01-01

    The purpose of the quantitative study was threefold: (a) to examine high-ability students in and outside an honors program at a midwestern comprehensive university to determine differences in background and demographic characteristics between honors participants and nonparticipants of similar ability; (b) to determine differences in academic…

  18. Developing E-Learning Based on Animation Content for Improving Mathematical Connection Abilities in High School Students

    OpenAIRE

    Dedi Rohendi

    2012-01-01

    The purpose of this paper is to develop e-learning based on animation content for improving mathematical connection abilities in senior high school students. The e-learning was developed by using Moddle and the animation content was developed by using macromedia flash. To get the student mathematical conection abilities it uses the instruments of mathematical tests before and after teaching and learning process. The data were analyzed by using t-test and gain value test. The study found that ...

  19. Cultural and Social Capital and Talent Development: A Study of a High-Ability Aboriginal Student in a Remote Community

    Science.gov (United States)

    Kostenko, Karen; Merrotsy, Peter

    2009-01-01

    During the course of a school year, a study was conducted on the cultural context, the social milieu and the personal characteristics of a high ability Aboriginal student in a remote community in Canada. Using the lenses of cultural capital, social capital and human capital, the study explores the development of the student's talent through his…

  20. University Rankings in Action? The Importance of Rankings and an Excellence Competition for University Choice of High-Ability Students

    Science.gov (United States)

    Horstschraer, Julia

    2012-01-01

    This paper analyzes how high-ability students respond to different indicators of university quality when applying for a university. Are prospective students influenced by quality indicators of a university ranking or by an excellence status awarded within a nationwide competition? And if so, are some quality dimensions, e.g. research reputation,…

  1. Do Peer Reviews Help Improve Student Writing Abilities in an EFL High School Classroom?

    Science.gov (United States)

    Kurihara, Noriko

    2017-01-01

    Several studies have reported the benefits of peer reviews in English as a second language (ESL) and English as a foreign language (EFL) writing classrooms. However, there has been little empirical research on whether such peer reviews improve students' writing abilities. The current study investigated the effects of peer review on the development…

  2. Postsecondary Students with High Abilities and Reading Disabilities: Case Analyses and Commentary

    Science.gov (United States)

    Mather, Nancy; Gerner, Michael E.

    2008-01-01

    Exceptionally bright and capable students with learning disabilities, often referred to as being twice exceptional, may fail to meet learning disabilities criteria if a strict psychometric approach is taken. To make an accurate diagnosis, an evaluator must consider their special circumstances, unique abilities, educational histories, and…

  3. Understanding the mathematics and science achievement and growth trajectories of high ability high school students using hierarchical linear modeling

    Science.gov (United States)

    Belen-Ferrer, Bellasanta

    2009-12-01

    This study used longitudinal data and individual, family, and academic-related matriculation variables to examine trends in initial status and growth trajectories in overall academics, mathematics, and science achievement among 224 high ability high school Asian students. Results indicate that females have an advantage in both initial status and growth rates in overall academics and science. None of the family variables entered in the models were found to be significantly related to overall academics grade point average. All available matriculation variables entered into the models explained less than or at most about half the variance in initial achievement status and growth rate in overall academics and science but not in mathematics. These results strongly imply that other factors, notably family and school and/or classroom-related variables, not measured by the ones used in the models could explain the expected variance in initial status and growth rate of the students especially in Mathematics.

  4. Failing Our Brightest Kids: The Global Challenge of Educating High-Ability Students. Educational Innovations Series

    Science.gov (United States)

    Finn, Chester E., Jr.; Wright, Brandon L.

    2015-01-01

    In this provocative volume, Chester E. Finn, Jr., and Brandon L. Wright argue that, for decades, the United States has done too little to focus on educating students to achieve at high levels. The authors identify two core problems: First, compared to other countries, the United States does not produce enough high achievers. Second, students from…

  5. Developing E-Learning Based on Animation Content for Improving Mathematical Connection Abilities in High School Students

    Directory of Open Access Journals (Sweden)

    Dedi Rohendi

    2012-07-01

    Full Text Available The purpose of this paper is to develop e-learning based on animation content for improving mathematical connection abilities in senior high school students. The e-learning was developed by using Moddle and the animation content was developed by using macromedia flash. To get the student mathematical conection abilities it uses the instruments of mathematical tests before and after teaching and learning process. The data were analyzed by using t-test and gain value test. The study found that e-learning based on animation content not only had significant influence toward mathematical connection abilities but also able to improve students mathematical connection abilities far better than that of conventional approach.

  6. Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison between Black, Hispanic, and White Students

    Science.gov (United States)

    Andersen, Lori; Ward, Thomas J.

    2014-01-01

    Group differences in the effects of the expectancies and values that high-ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth-grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n =…

  7. A Study on the Development of Social Thinking Abilities and Judgment Abilities in Junior High School Students I : Through the Analysis of the Questionnaire Using Contents of the History

    OpenAIRE

    梅津, 正美; 加藤, 寿朗; 前田, 健一; 新見,直子; 大島, 悟; 竹崎, 葉子; 原, 義昭; 前島, 美佐江

    2013-01-01

    The objective of this study is to clarify developmental transformations in social perception through a developmental survey which focuses on social thinking abilities and judgment abilities in junior high school students. This survey and analysis, while assuming social thinking abilities and judgment abilities in the context of social sciences to be composed of the five elements of actual judgment abilities, inductive inference abilities, deductive reasoning abilities, social judgment abiliti...

  8. The Intelligence of Observation: Improving High School Students' Spatial Ability by Means of Intervention Unit

    Science.gov (United States)

    Patkin, Dorit; Dayan, Ester

    2013-01-01

    This case study of one class versus a control group focused on the impact of an intervention unit, which is not part of the regular curriculum, on the improvement of spatial ability of high school students (forty-six 12th-graders, aged 17-18, both boys and girls) in general as well as from a gender perspective. The study explored three…

  9. The Qualities of Effective Teachers of High Ability Female Secondary School Students in Singapore: A Comparison of Teachers' and Students' Perspectives

    Science.gov (United States)

    Slatter, Christopher John

    2010-01-01

    A group of high ability students (n = 32) described the qualities of their most effective teachers through a written essay. Analysis of the essays identified 30 different themes within four domains. These themes were used to construct a Likert scale survey and an ipsative comparison which were both administered to 42 teachers and 300 students at a…

  10. Fostering Creativity in the Classroom for High Ability Students: Context Does Matter

    Directory of Open Access Journals (Sweden)

    Liang See Tan

    2016-11-01

    Full Text Available Researchers have argued for the importance of the classroom context in developing students’ creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study measured creativity across three secondary schools using the Wallach-Kogan Creative Thinking Test (WKCT. A total of 283 students enrolled in the Express programme and 290 students enrolled in the Integrated Programme (IP volunteered in the study. The same cohort of students took the 38-item WKCT twice; once at the beginning of Secondary One and then at the end of Secondary Three. Four aspects of creativity, namely fluency, flexibility, unusualness, and uniqueness, were investigated. Our analyses showed that (i IP students showed a greater increase in scores over time when compared to Express students; (ii when Programme and PSLE (Primary School Leaving Examination were used to predict creativity scores in a multiple regression, the predictive power of Programme increased from Secondary 1 to Secondary 3 while that of PSLE decreased; and (iii flexibility scores were more resistant to change than fluency scores. These findings suggest that the classroom context matters and that the removal of high-stakes examination can provide room for the development of creative potential.

  11. High ability: Giftedness and talent

    Directory of Open Access Journals (Sweden)

    María Dolores Prieto Sánchez

    2010-04-01

    Full Text Available This special issue of the journal aims at putting together national and international research on high abilities, and is divided into three sections: 1 Roles and cognitive, emotional and professional competences of high ability students’ teachers, 2 Identification and assessment of high ability students, 3 Analysis of practices, programs and mentoring of high ability students’ attention to diversity.The articles are authored by scholars from nine different countries (Spain, Argentina, UK, USA, Russia, Brazil, Saudi Arabia, Portugal and Poland, from sixteen different Spanish and international universities: Alicante (Spain, Autónoma de Barcelona (Spain, Málaga (Spain, Murcia (Spain, Navarra (Spain, Oviedo (Spain, Tufts University (USA, Yale University (USA, Moscow State University (Russia, Nacional de La Plata (Argentina, University of Connecticut (USA, Universidade do Minho (Portugal, Universidade da Beira Interior (Portugal, Universidade do Estado do Rio de Janeiro (Brazil, King Faisal University (Saudi Arabia and Universidad de Szczecin (Poland.

  12. Exploring the Dimensions of Problem-solving Ability on High-achieving Secondary Students: A Mixed Methods Study

    OpenAIRE

    Hamm, Jolene Diane

    2010-01-01

    This mixed-methods study investigated the relationship between self-concept and problem-solving style and how these two constructs compared and contrasted in regards to a participantâ s perception of his or her problem-solving ability. The 86 study participants were high-achieving rising 11th and 12th grade students attending a summer enrichment program for agriculture. This study used a concurrent triangulation mixed methods design. The quantitative aspect of the study employed two instrum...

  13. Teachers of high ability pupils

    Directory of Open Access Journals (Sweden)

    Cándido Genovard

    2010-04-01

    Full Text Available In this article we analyze the characteristics of gifted and talented students’ expert teachers. The subject background and the specific proprieties of the instructional process to meet gifted students’ educational needs are analyzed. The value of teacher-student interactions and of teaching and learning styles are highlighted. Also, we include different action guidelines and instructional resources to use in the classroom to teach these students. There is not an ideal teacher for high ability students. However, teachers must know what the teaching-learning processes are and how these work, and the diverse psychological, content and contextual variables involved in such processes.

  14. On Cultivating the Ability of Question-Raising in English Class for High School Students

    Institute of Scientific and Technical Information of China (English)

    刘龙霞

    2015-01-01

    Questioning is the starting point and the power of human cognition and development.At present,most of students in our country have no awareness of questioning.In traditional teaching , teachers are accustomed to asking students questions,rather than to guide students to ask questions.How to develop students' awareness of questioning and enable students to ask questions is becoming a hot topic today.Therefore,I wil discuss this topic with you.

  15. Changing the Pond, Not the Fish: Following High-Ability Students across Different Educational Environments

    Science.gov (United States)

    Makel, Matthew C.; Lee, Seon-Young; Olszewki-Kubilius, Paula; Putallaz, Martha

    2012-01-01

    Big-fish-little-pond effect (BFLPE) research (e.g., Marsh & Parker, 1984) has found that perceptions of academic ability are generally positively related to individual ability and negatively related to classroom and school average ability. However, BFLPE research typically relies on environmental differences as a between-subjects factor. Unlike…

  16. The Relationship between Chinese High School Students' Implicit Theories of Ability in Sports and Perceived Enjoyment in Physical Education

    Science.gov (United States)

    Zhao, Qi; Li, Weidong

    2016-01-01

    According to theory, students' implicit theories of ability can affect their motivation and engagement in physical education (PE). Limited research has been conducted to examine the relationships between implicit theories of ability and motivation and engagement among K-12 students in PE. Our study examined the relationship between implicit…

  17. Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.

    Science.gov (United States)

    Hannah, C. Lynne; Shore, Bruce M.

    1995-01-01

    This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more…

  18. A Research-Focused Honors Program for High-Ability Teacher-Education Students

    Science.gov (United States)

    Howley, Marged; Howley, Aimee A.; Helfrich, Sara; Harrison, Lisa; Gillam, Mary Beth; Safran, Joan

    2012-01-01

    Honors programs represent one way that secondary schools and undergraduate programs address the needs of academically talented students. Evidence suggests that these programs contribute to positive student outcomes in terms of achievement, social development, and career preparation. Because colleges of education produce graduates who typically…

  19. A Progressive Pedagogy for Online Learning with High-Ability Secondary School Students: A Case Study

    Science.gov (United States)

    Ng, Wan; Nicholas, Howard

    2010-01-01

    This article describes a case study of a group of ten 14-year-old students who engaged with an online extended-learning project as an extracurricular activity for about 6 months. The students were physically located in Australia, Malaysia, and the United Kingdom. The facilitation and online learning made use of a progressive pedagogy that moved…

  20. The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junior High School of Medan

    Science.gov (United States)

    Yuliani, Kiki; Saragih, Sahat

    2015-01-01

    The purpose of this research was to: 1) development of learning devices based guided discovery model in improving of understanding concept and critical thinking mathematically ability of students at Islamic Junior High School; 2) describe improvement understanding concept and critical thinking mathematically ability of students at MTs by using…

  1. Short Circuits or Superconductors? Examining Factors That Encourage or Undermine Group Learning and Collaboration among High-Ability Students. CSE Technical Report.

    Science.gov (United States)

    Webb, Noreen M.; Welner, Mari; Zuniga, Stephen

    This study investigated the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high ability students completing science performance assessments. Participants were 99 seventh and eighth graders from 9 classes in 2 schools. The results show that group ability composition does not have…

  2. Online education for high intellectual ability students: An assessment of a mathematical program

    Directory of Open Access Journals (Sweden)

    Javier Tourón

    2010-04-01

    Full Text Available In this paper a Mathematics multimedia interactive online program is evaluated. It was used by 215 ten-year old students with a verbal or quantitative capacity which situated them in the top 10% of their age group. The program lasted twelve weeks from March to May 2009. The students’ evaluation of the experience was very positive: 82% would repeat the experience and 94% would recommend it to class mates. Also the average evaluation of the program on a five point Likert scale was 4,17, that of the virtual classroom 3,94, and that of the tutor 4,58. The student learning evaluation indicates significant improvements between the pretest and the posttest, with values between 5 and 20 points. A few considerations are made on the possibilities of on-line learning to be adjusted to the educational needs of all students.

  3. Hands On and Feet First: Linking High-Ability Students to Marine Scientists.

    Science.gov (United States)

    Schenkel, Lisa A.

    2002-01-01

    A study explored perceptions of 43 students on benefits gained from participating in the Science Fair Summer Camp program in Fort Pierce, Florida. Benefits included the availability of equipment/technology, opportunities to interact with teachers and scientists, opportunities for research design, and opportunities actually to engage in the process…

  4. Elaboration during Problem-Based Group Discussion: Effects on Recall for High and Low Ability Students

    Science.gov (United States)

    Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.

    2013-01-01

    Although elaboration has been investigated frequently, there is little evidence for the beneficial effect of elaboration in problem-based learning. A controlled experiment tested the effect of elaboration during problem-based discussion on recall. Sixty-seven students observed a video-recorded, problem-based discussion. In one experimental…

  5. TIMSS and High-Ability Students: Message of Doom or Opportunity for Reflection?

    Science.gov (United States)

    Callahan, Carolyn M.; Tomlinson, Carol Ann; Reis, Sally N.; Kaplan, Sandra N.

    2000-01-01

    Discusses possible reasons for U.S. gifted students' underachievement on the Third International Mathematics and Science Study. Homework, class time, and television viewing are similar elsewhere. Previous learning, negative reform effects, middle-school practices, nonrigorous coursework, curriculum deficiencies, and stress on potential over…

  6. Self-Efficacy, Test Anxiety, and Self-Reported Test-Taking Ability: How Do They Differ between High- and Low-Achieving Students?

    Science.gov (United States)

    Vuk, Jasna; Morse, David T.

    2013-01-01

    The purpose of this study was to compare high- and low-achieving undergraduate college students on selfefficacy, test anxiety, and self-reported test-taking ability. Eighty students from 2 sections of educational psychology course participated in the study; complete data were collected for 76 students. Before taking their first exam, students…

  7. High-Ability Students' Perspectives on an Affective Curriculum in a Diverse, University-Based Summer Residential Enrichment Program

    Science.gov (United States)

    Jen, Enyi; Gentry, Marcia; Moon, Sidney M.

    2017-01-01

    The purpose of this study was to investigate how high-ability students experienced their participation in an affective curriculum through small-group discussions in a diverse, university-based, summer enrichment program for talented youth. The investigation included two closely related studies. The first study included 77 high-ability students…

  8. The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

    Science.gov (United States)

    Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

    2017-05-01

    This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

  9. Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools

    Science.gov (United States)

    Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer

    2014-01-01

    The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…

  10. Teacher and Student Perceptions of Critical and Creative Thinking within a Science Programme for High Ability Females in Singapore: Implications for Classroom Practice and Staff Development

    Science.gov (United States)

    Slatter, Christopher John

    2009-01-01

    It can be rationalised that the education of high ability students is of immense importance to society, based on the principle that many of tomorrow's pioneers within the field of science will originate from this group of individuals. Consequently, these students must be equipped with critical and creative thinking skills to fulfil their…

  11. The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

    Science.gov (United States)

    Aurah, Catherine Muhonja

    Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students' genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.

  12. Simultaneous effects of allowed time, teaching method, ability, and student assessment of treatment on achievement in a high school biology course (ISIS)

    Science.gov (United States)

    Burkman, Ernest; Brezin, Michael; Griffin, Patrick

    The simultaneous effects of teaching method (self-directed, group directed, and teacher directed), allowed time for study, and two student variables (academic ability and assessment of treatment implementation) are described for student achievement in a high school biology course (ISIS). The variable student assessment of treatment implementation was viewed as a particularly important variable for two reasons: (1) in research by Stayrook, Corno, and Winne (1978) it has accounted for as much variance in achievement as the assigned treatment; and (2) it provides a means for controlling the range of implementation of teaching methods. A between-student analysis resulted in a description of effects complicated by interactions among all the variables. While the interactions were particularly strong in the student-directed method, it may generally be concluded that as time allowed for study decreased, students who perceived the treatment as being well implemented tended to have higher achievement. Also, it was found that the main effect of ability was quite strong. The results confirmed the importance of student assessment of treatment implementation as a descriptive variable. Additionally, the results suggest a qualification in the conclusion of Cronbach and Snow (1971) that individualized instruction tends to favor high-ability students; that conclusion may need to be modified to situations in which students fully perceive their autonomy.

  13. Student Self-Assessment of Math and Science Ability in High School. Data Point. NCES 2016-164

    Science.gov (United States)

    Hanebut, Rachel; Christopher, Elise

    2016-01-01

    The High School Longitudinal Survey (HSLS:09) is a nationally-representative, longitudinal study of over 23,000 9th graders from 944 schools in 2009. This study follows students throughout secondary and postsecondary years collecting data on student trajectories, major fields of study, career paths, and STEM interest. The study's Base Year was…

  14. DEVELOPING STUDENTS' READING ABILITIES IN JUNIOR SCHOOL

    Institute of Scientific and Technical Information of China (English)

    Duan Bixi

    2001-01-01

    In This Article, the writer focus on an over- all analysis of the present situation of the students' reading activities in junior middle school in the countryside and put forward some suggestions on improving the teaching arts to enhance the students' fast reading abilities . It provided some theoretical basis on the further improcement of students' reading abilities in the school

  15. Formation of the Ability to Identify the Causes of Deviant Behavior among Adolescents in Students of Pedagogical High School

    Directory of Open Access Journals (Sweden)

    Busarova O.R.,

    2014-11-01

    Full Text Available The aim of the presented research was the development and testing of special exercises for the formation of skills to competently determine the causes of deviant behavior among adolescents during psychology classes in students of pedagogical high school. The study involved 23 students of 2nd grade at Moscow State Pedagogical University. Methodological basis for students training were the results of studies carried out in line with the concept of psychological diagnosis by A.F. Anufriev. The focus of the proposed exercises is the diagnostic hypotheses production, because in previous studies it was noted that this step of the diagnostic search is of the greatest difficulty for teachers. The efficiency of the developed exercises was evaluated by the quality of the problems solution proposed by the students to assess the causes of deviant behavior of middle school students. According to the study, we concluded that the exercises proposed to pedagogical high school students increase quality of solving problems and can significantly reduce the number of errors inherent in the activities of teachers to determine the causes of the behavior of students.

  16. Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

    Science.gov (United States)

    Nurjanah; Dahlan, J. A.; Wibisono, Y.

    2017-02-01

    This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

  17. Ability of Stress, Sense of Control, and Self-Theories to Predict Swedish High School Students' Final Grades

    Science.gov (United States)

    Ollfors, Marianne; Andersson, Sven Ingmar

    2007-01-01

    The aim of this study was to investigate self-theories (theories of intelligence, confidence in one's intelligence, internal attribution of failure, academic self-efficacy), specific control, and experiencing of stress by means of a questionnaire for 915 Swedish high school students. Factor analysis yielded 6 stress domains (Workload, Psychosocial…

  18. High-Ability Students' Participation in Specialized Instructional Delivery Models: Variations by Aptitude, Grade, Gender, and Content Area

    Science.gov (United States)

    Assouline, Susan G.; Colangelo, Nicholas; Heo, Nanseol; Dockery, Lori

    2013-01-01

    Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary…

  19. Why Some Countries Attract More High-Ability Young Students to Teaching: Cross-National Comparisons of Students' Expectation of Becoming a Teacher

    Science.gov (United States)

    Park, Hyunjoon; Byun, Soo-Yong

    2015-01-01

    Using data from 37,570 students in 23 OECD countries in PISA 2006, we examine how national contexts shape the expectation of being a teacher at age 30 among high achieving students in secondary schools. Our results show considerable between-country differences in the degree of students' expectation of a teaching job. To address sources of this…

  20. Why Some Countries Attract More High-Ability Young Students to Teaching: Cross-National Comparisons of Students' Expectation of Becoming a Teacher

    Science.gov (United States)

    Park, Hyunjoon; Byun, Soo-Yong

    2015-01-01

    Using data from 37,570 students in 23 OECD countries in PISA 2006, we examine how national contexts shape the expectation of being a teacher at age 30 among high achieving students in secondary schools. Our results show considerable between-country differences in the degree of students' expectation of a teaching job. To address sources of this…

  1. Assessing Postgraduate Students' Critical Thinking Ability

    Science.gov (United States)

    Javed, Muhammad; Nawaz, Muhammad Atif; Qurat-Ul-Ain, Ansa

    2015-01-01

    This paper addresses to assess the critical thinking ability of postgraduate students. The target population was the male and female students at University level in Pakistan. A small sample of 45 male and 45 female students were selected randomly from The Islamia University of Bahawalpur, Pakistan. Cornell Critical Thinking Test Series, The…

  2. Grade Inflation Rates among Different Ability Students

    Directory of Open Access Journals (Sweden)

    Stephanie Mc Spirit

    1999-09-01

    Full Text Available This study compares grade inflation rates among different ability students at a large, open admissions public University. Specifically, this study compares trends in graduating grade point average (GPA from 1983 to 1996 across low, typical and higher ability students. This study also tests other explanations for increases in graduating GPA. These other explanations are changes in 1 ACT score 2 gender 3 college major and 4 vocational programs. With these other explanations considered, regression results still report an inflationary trend in graduating GPA. Time, as measured by college entry year, is still a significant positive predictor of GPA. More directly, comparisons of regression coefficients reveal lower ability students as experiencing the highest rate of grade increase. Higher grade inflation rates among low aptitude students suggest that faculty might be using grades to encourage learning among marginal students.

  3. Does Classmate Ability Influence Students' Social Skills?

    Science.gov (United States)

    Gottfried, Michael A.

    2015-01-01

    Empirically, the link between classmate ability and individual-level student achievement has been established. And yet, within the scope of this body of literature, there is a dearth of studies examining if a relationship also persists between classmate ability and non-achievement outcomes--that is, social skills. This article fills this research…

  4. Effects of Ability Grouping on Student Achievement.

    Science.gov (United States)

    Kulik, James A.; Kulik, Chen-Lin C.

    1987-01-01

    Examines the effect of within-class and between-class ability groupings on the academic achievement of gifted elementary and secondary level students. Results showed that gifted students gained more academically than they would have if they had been taught in heterogeneous classes. (PS)

  5. How to Improve the Students' Writing Ability

    Institute of Scientific and Technical Information of China (English)

    赵丽梅

    2012-01-01

    In our country,the traditional English teaching attaches the great importance to the grammar.But when the students try to write using the grammar rules,they usually translate the words one by one,which is the "so-called Chinese English ".Besides,the most exercises are about reading comprehension,So the students' writing ability is poor.Then how to arouse students ' interest in learning English ?

  6. Concept mapping learning strategy to enhance students' mathematical connection ability

    Science.gov (United States)

    Hafiz, M.; Kadir, Fatra, Maifalinda

    2017-05-01

    The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

  7. STUDENT ABILITIES, GROUPING PATTERNS, AND CLASSROOM INTERACTION.

    Science.gov (United States)

    DREWS, ELIZABETH M.

    A STUDY WAS MADE TO DETERMINE THE EFFECT OF HETEROGENEOUS AND HOMOGENEOUS GROUPING IN NINTH-GRADE ENGLISH CLASSES. ON THE BASES OF IQ AND READING LANGUAGE SKILLS, STUDENTS WERE GROUPED AT THREE ABILITY LEVELS AND PLACE IN HETEROGENEOUS, HOMOGENEOUS SUPERIOR, HOMOGENEOUS SLOW, AND HOMOGENEOUS AVERAGE CLASSES. TEACHER VARIABLES WERE REDUCED BY…

  8. Benchmarking Year Five Students' Reading Abilities

    Science.gov (United States)

    Lim, Chang Kuan; Eng, Lin Siew; Mohamed, Abdul Rashid

    2014-01-01

    Reading and understanding a written text is one of the most important skills in English learning.This study attempts to benchmark Year Five students' reading abilities of fifteen rural schools in a district in Malaysia. The objectives of this study are to develop a set of standardised written reading comprehension and a set of indicators to inform…

  9. The Influence of Ability Beliefs and Motivational Orientation on the Self-Efficacy of High School Science Students in Thailand

    Science.gov (United States)

    Lerdpornkulrat, Thanita; Koul, Ravinder; Sujivorakul, Chuchai

    2012-01-01

    This study investigated the influence of entity beliefs, gender stereotypes and motivational goals on participants' self-efficacy in biology and physics and their career aspirations. Participants (n = 2638, males 46% and females 54%) were students enrolled in Years 10-12 of the academic science-maths stream in Thailand. Entity beliefs were…

  10. Do High-Ability Students Disidentify with Science? A Descriptive Study of U.S. Ninth Graders in 2009

    Science.gov (United States)

    Andersen, Lori; Chen, Jason A.

    2016-01-01

    The present study describes science expectancy-value motivation classes within a nationally representative sample of students who were U.S. ninth graders in 2009. An expectancy-value model was the basis for science-specific profile indicators (self-efficacy, attainment value, utility value, interest-enjoyment value). Using exploratory latent class…

  11. Faking Bad: Do High-Ability Elementary Students Intentionally Underachieve When Their Work Is Peer-Reviewed?

    Science.gov (United States)

    Black, Kasey M. K.

    2012-01-01

    While faking bad, or the intentional distortion of assessment results, has been studied extensively with self-report measures (Lim & Butcher, 1996; Roskes, 2009), the possible presence of this behavior on direct measures has only just begun to be examined. Previous studies of faking bad on academic measures have been limited to students at the…

  12. How to Improve High School Students' English Reading Ability%如何提高高中生的英语阅读能力

    Institute of Scientific and Technical Information of China (English)

    孙少峰

    2015-01-01

    中学英语教学的重要任务之一就是培养学生的阅读能力。能否有效提高高中生阅读能力在很大程度上取决于学生是否有好的阅读习惯、是否掌握了科学的阅读技巧、是否具有强烈的学习兴趣。本文针对高中生阅读中存在的主要问题,提出了提升高中生英语阅读能力的相应对策。%One of the important tasks of middle school English teaching is to develop students' reading skills. Can effectively improve the reading skills of high school students depends largely on whether students have good reading habits, whether scientific reading skills mastered, whether have strong interest in learning. In this paper, the main problems existing in high school reading, proposed countermeasures to enhance high school English reading ability.

  13. My opinion on upgrading high school English learning ability

    Institute of Scientific and Technical Information of China (English)

    Geng yusi

    2016-01-01

    Nowadays, English has become the difficult problems for high school students to overcome. This article begins with the cultivation of English, and then from the perspectives of grammar, vocabulary, pronunciation and listening ability to discuss the enhancement of English ability of the students.

  14. Assessing Algebraic Solving Ability Of Form Four Students

    Directory of Open Access Journals (Sweden)

    Lim Hooi Lian

    2006-10-01

    Full Text Available Mathematics researchers generally agree that algebra is a tool for problem solving, a method of expressing relationship, analyzing and representing patterns, and exploring mathematical properties in a variety of problem situations. Thus, several mathematics researchers and educators have focused on investigating the introduction and the development of algebraic solving abilities. However research works on assessing students' algebraic solving ability is sparse in literature. The purpose of this study was to use the SOLO model as a theoretical framework for assessing Form Four students' algebraic solving abilities in using linear equation. The content domains incorporated in this framework were linear pattern (pictorial, direct variations, concepts of function and arithmetic sequence. This study was divided into two phases. In the first phase, students were given a pencil-and-paper test. The test comprised of eight superitems of four items each. Results were analyzed using a Partial Credit model. In the second phase, clinical interviews were conducted to seek the clarification of the students' algebraic solving processes. Results of the study indicated that 62% of the students have less than 50% probability of success at relational level. The majority of the students in this study could be classified into unistructural and multistructural. Generally, most of the students encountered difficulties in generalizing their arithmetic thinking through the use of algebraic symbols. The qualitative data analysis found that the high ability students seemed to be more able to seek the recurring linear pattern and identify the linear relationship between variables. They were able to co-ordinate all the information given in the question to form the algebraic expression and linear equations. Whereas, the low ability students showed an ability more on drawing and counting method. They lacked understanding of algebraic concepts to express the relationship

  15. Identity Development of High-Ability Black Collegians.

    Science.gov (United States)

    Fries-Britt, Sharon

    2000-01-01

    Discusses the difficulties that high-ability black college students face in blending their academic interest and racial affiliation into their sense of self. Student narratives show how a strong peer community and positive student-faculty interactions can overcome these obstacles and promote healthy identity development. (Author/DB)

  16. Inquiry on Training Students' Self-learning Ability in High School Mathematics Teaching%高中数学教学中培养学生自主学习能力的探究

    Institute of Scientific and Technical Information of China (English)

    高夫立

    2015-01-01

    高中学生已经具有了较好的自学能力,高中教学就是要运用学生的这一能力,进行合理引导,培养学生的自主学习能力,提高教学的质量。新课程改革对学生学习主动性的要求越来越高,良好的自主学习能力是学生能够适应新课程标准的必然。文章从高中学生的特点出发,分析了培养学生自主学习能力的意义,探讨了怎样在高中数学教学中培养学生的自主学习能力,以期对高中数学教学有一定的借鉴意义。%High school students already have a good self-learning ability, high school students in teaching is to use this abil-ity, a reasonable guide, students self-learning ability, improve the quality of teaching. The new curriculum reform initiatives on student learning have become increasingly demanding, good self-learning ability of students to adapt to the new curricu-lum standards inevitable. Articles from high school students the characteristics, analyzes the significance of self-learning ability of students to explore how students in high school mathematics teaching self-learning ability, in order to have a high school mathematics teaching reference.

  17. Explaining High Abilities of Nobel Laureates

    Science.gov (United States)

    Shavinina, Larisa

    2004-01-01

    Although the Nobel Prize is associated with a rare, superior degree of intellectually creative achievement, high abilities of Nobel laureates are far from well explained. This paper argues that Nobel laureates' high abilities are determined in part by their extracognitive abilities, that is, specific feelings, preferences, beliefs and intuitive…

  18. A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data.

    Science.gov (United States)

    Brownell, Sara E; Hekmat-Scafe, Daria S; Singla, Veena; Chandler Seawell, Patricia; Conklin Imam, Jamie F; Eddy, Sarah L; Stearns, Tim; Cyert, Martha S

    2015-01-01

    We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students' conceptions and practice of scientific thinking.

  19. Purpose in Life among High Ability Adolescents

    Science.gov (United States)

    Bronk, Kendall Cotton; Finch, W. Holmes; Talib, Tasneem L.

    2010-01-01

    Leading high ability scholars have proposed theories that suggest a purpose in life may be particularly prevalent among high ability youth; however, the prevalence of purpose has not been empirically assessed among this population. Therefore using in-depth interviews the present study established the prevalence of purpose among a sample of high…

  20. On the Students' Ability to Use Digital Educational Resources

    Science.gov (United States)

    Saliyeva, Aigul Z.; Zhumabekova, Fatima N.; Kashkynba?, Bayzhuman B.; Saurbekova, Gulmira; Tauasarova, Danara; Toktarbaev, Darkhan; Sakenov, Janat

    2016-01-01

    The study covers the issue of students' ability to use digital educational resources in their professional activity in which reflects their future professional work. Levels of students' readiness to use digital educational resources in their professional activity are identified. The Model of students' ability to use digital educational resources…

  1. Training Students' Innovatory Thinking Ability in Graphic Education

    Institute of Scientific and Technical Information of China (English)

    Han Baoling; Luo Qingsheng

    2001-01-01

    Graphic education should have full scope for developing and training students abilities of image thinking and innovatorythinking, and should integrate pedagogy with scientism, and should combine imparting knowledge with training capacity. This paper unites graphics science, engineering science with creative education, and introduce the graphic education methods and results based on training students abilities of thinking innovation and improving students qualities of engineering innovation.

  2. Developing Students' Ability to Ask More and Better Questions Resulting from Inquiry-Type Chemistry Laboratories

    Science.gov (United States)

    Hofstein, Avi; Navon, Oshrit; Kipnis, Mira; Mamlok-Naaman, Rachel

    2005-01-01

    This study focuses on the ability of high-school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry-type experiment (a practical test) and (b) the ability of…

  3. Generalist genes and high cognitive abilities.

    Science.gov (United States)

    Haworth, Claire M A; Dale, Philip S; Plomin, Robert

    2009-07-01

    The concept of generalist genes operating across diverse domains of cognitive abilities is now widely accepted. Much less is known about the etiology of the high extreme of performance. Is there more specialization at the high extreme? Using a representative sample of 4,000 12-year-old twin pairs from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between web-based tests of general cognitive ability, reading, mathematics and language performance for the top 15% of the distribution using DF extremes analysis. Generalist genes are just as evident at the high extremes of performance as they are for the entire distribution of abilities and for cognitive disabilities. However, a smaller proportion of the phenotypic intercorrelations appears to be explained by genetic influences for high abilities.

  4. Oral Narrative Abilities of Learning-Disabled Students.

    Science.gov (United States)

    Roth, Froma P.

    1986-01-01

    The literature on oral narrative comprehension, memory, and production abilities of language-learning-disabled students is reviewed. The relationship of these abilities to academic success is noted. (Author/DB)

  5. Creativity, synthetic intelligence and high ability

    Directory of Open Access Journals (Sweden)

    Marta Sainz

    2010-04-01

    Full Text Available The objective of this study is to analyze the construct of creativity and its relationship with high ability, presenting different definitions, assessment tools and strategies to encourage their development in the school context. The paper is structured into five sections: firstly, we define the concept of creativity. Secondly, we present the most relevant instruments used in the analysis of high ability students’ creativity. Thirdly, we look into several studies on creativity and high abilitiy, highlighting the main limitations of the research carried out. Fourthly, we present principles and strategies in order to foster creativity in the school context. Finally, some conclusions are drawn on the relationship between creativity and high ability.

  6. How to improve students' speaking ability?

    Institute of Scientific and Technical Information of China (English)

    夏红菊

    2009-01-01

    Of the four skills in learning English, speaking, to some extent ,sets an obstacle for most Chinese students. Therefore, it is up to English teachers to investigate into the factors and to find out solutions to solve the problem. Firstly, by speaking English accurately and fluently, English teachers will demonstrate the elegance of the language itself vividly. And with a harmonious and friendly relationship between teachers and students and a good English-learning atmosphere, students will be extremely motivated to participate into the well-designed English-speaking activities .Besides, while making assessment of students' performance, teachers are expected to use encouragement principles to fill students with the sense of success. As for their mistakes, teachers can apply the three-step method to help them to self-correct.

  7. Development of Reasoning Test Instruments Based on TIMSS Framework for Measuring Reasoning Ability of Senior High School Student on the Physics Concept

    Science.gov (United States)

    Muslim; Suhandi, A.; Nugraha, M. G.

    2017-02-01

    The purposes of this study are to determine the quality of reasoning test instruments that follow the framework of Trends in International Mathematics and Science Study (TIMSS) as a development results and to analyse the profile of reasoning skill of senior high school students on physics materials. This research used research and development method (R&D), furthermore the subject were 104 students at three senior high schools in Bandung selected by random sampling technique. Reasoning test instruments are constructed following the TIMSS framework in multiple choice forms in 30 questions that cover five subject matters i.e. parabolic motion and circular motion, Newton’s law of gravity, work and energy, harmonic oscillation, as well as the momentum and impulse. The quality of reasoning tests were analysed using the Content Validity Ratio (CVR) and classic test analysis include the validity of item, level of difficulty, discriminating power, reliability and Ferguson’s delta. As for the students’ reasoning skills profiles were analysed by the average score of achievements on eight aspects of the reasoning TIMSS framework. The results showed that reasoning test have a good quality as instruments to measure reasoning skills of senior high school students on five matters physics which developed and able to explore the reasoning of students on all aspects of reasoning based on TIMSS framework.

  8. Why Some Countries Attract More High-Ability Young Students to Teaching: Cross-National Comparisons of Students’ Expectation of Becoming a Teacher

    Science.gov (United States)

    PARK, HYUNJOON; BYUN, SOO-YONG

    2017-01-01

    Using data from 37,570 students in 23 OECD countries in PISA 2006, we examine how national contexts shape the expectation of being a teacher at age 30 among high-achieving students in secondary schools. Our results show considerable between-country differences in the degree of students’ expectation of a teaching job. To address sources of this cross-national variation, we use two-level logit models by linking student-level data with country-level data. Consistent with earlier findings, we find that teachers’ economic status matters for students’ expectation of becoming a teacher. Moreover, our results show that teachers’ social status also matters. Countries’ levels of professionalization of teaching, indicated by whether teachers have a bachelor’s degree and are fully certified, are also related to students’ expectation of the teaching profession. Specifically, in countries with higher levels of professionalization, we see a reduced gender gap in students’ expectation of becoming a teacher. PMID:28529349

  9. Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?

    Science.gov (United States)

    Sternberg, Robert J.

    1998-01-01

    Argues primarily that metacognition is an important part of human abilities, which are, in turn, forms of developing expertise. If the goal is to understand the basis of individual differences in student academic success, metacognition needs to be understood as representing part of the abilities that lead to student expertise, but only as part.…

  10. How to Improve Students' Listening Ability

    Institute of Scientific and Technical Information of China (English)

    周建莲

    2010-01-01

    @@ At present,the purpose of middle school English teaching is to improve students' skills of listening,speaking,reading and writing.However,the teachers and the students yield to the examinations,which result in many problems in English learning,particularly in English listening.The main causes of it are as follows:(1)Teachers and students think it's not important to practice listening in junior one and junior two.They prefer tactics for the examination of entering schools of a higher grade.(2)Listening is not taught systematically to students,such as how to choose words,make sentences,organize paragraphs,conceive the whole essay and so on.

  11. How to enhance students' questioning ability in English reading?

    Institute of Scientific and Technical Information of China (English)

    陆学聃

    2006-01-01

    @@ A student's thinking usually starts from questions. In English teaching, it's an important part of the teacher's work to guide the students to question. When read a new article, the students may have questions about words, phrases, sentences, grammar, structure, motif, etc. To encourage students to raise questions in reading is a good way to help students enhance their interest in English and improve their ability of self-study.

  12. 初中语文教学中发展学生创造思维能力浅探%Development of Students' Creative Thinking Ability in Junior High School Chinese Language Teaching

    Institute of Scientific and Technical Information of China (English)

    舒悦红

    2014-01-01

    创造思维能力是学生思维能力中最重要和最高级的能力,本文拟从初中语文教学中课堂情境的创设、语文课外活动的开展、学生思维方式的训练三个方面谈谈如何发展学生的创造思维能力。%Creative thinking ability is the most important and the most advanced capabilities of students' thinking ability, this paper from a junior high school language teaching in the classroom context creation, to carry out language extracurricular activities, training of students to talk about three aspects of the way of thinking of how to develop students' creative thinking capacity.

  13. The Possible Selves of High-Ability African Males Attending a Residential High School for Highly Able Youth

    Science.gov (United States)

    Frazier, Andrea Dawn

    2012-01-01

    This study explored the possible selves of high-ability African American males attending a specialized school for high-ability students. To this end, interviews were conducted with nine students. Results provided details about the hoped-for and feared selves the young men envisioned as well as the strategies these youth utilized to realize and…

  14. How to improve English Reading Ability of Middle School Students

    Institute of Scientific and Technical Information of China (English)

    Peng Yaodong

    2016-01-01

    As a part of English learning, English reading is not only an important means to learn English for students, but also the basic skills that students must master in actual use. The level of English reading ability directly affects the quality of English learning, however, vocabulary is the main factor that influences the students reading difficulties.

  15. Students' Experiences of Ability-Based Streaming in Vocational Education

    Science.gov (United States)

    Tanggaard, Lene; Nielsen, Klaus; Jørgensen, Christian Helms

    2015-01-01

    Purpose: Since 2007, it has been mandatory for all vocational schools in Denmark to assess the prior qualifications of all students when they begin at the school and to use this assessment to divide students into different ability-based courses (streaming) with the aim of increasing the retention of students. The purpose of this paper is to…

  16. Time Estimation Abilities of College Students with ADHD

    Science.gov (United States)

    Prevatt, Frances; Proctor, Briley; Baker, Leigh; Garrett, Lori; Yelland, Sherry

    2011-01-01

    Objective: To evaluate the time estimation abilities of college students with ADHD on a novel, complex task that approximated academically oriented activities. Method: Totally 20 college students with ADHD were compared to a sample of 20 non-ADHD students. Both groups completed a task, and scores were obtained for time to complete the task, errors…

  17. Students' Experiences of Ability-Based Streaming in Vocational Education

    Science.gov (United States)

    Tanggaard, Lene; Nielsen, Klaus; Jørgensen, Christian Helms

    2015-01-01

    Purpose: Since 2007, it has been mandatory for all vocational schools in Denmark to assess the prior qualifications of all students when they begin at the school and to use this assessment to divide students into different ability-based courses (streaming) with the aim of increasing the retention of students. The purpose of this paper is to…

  18. Quantitative Ability as Correlates of Students' Academic ...

    African Journals Online (AJOL)

    Nekky Umera

    Previous research findings had shown that students' achievement is affected by different factors ... It is therefore necessary to gear research work in Economics. Education towards .... Anderson, L.W. (2004). Increasing Teacher Effectiveness. 2nd ed. Paris: UNESCO ... Effectiveness Research Report RR 216. London DFEE.

  19. 如何提高高三学生的英语读写能力%How to Improve English Reading and Writing Ability of Students in Grade Three of Senior High School

    Institute of Scientific and Technical Information of China (English)

    宗德祥

    2011-01-01

    阅读理解和书面表达能力是高考英语考查的“重头戏”。本文结合笔者的教学实践简述如何提高高三学生的读写能力。%Reading comprehension and writing ability is the "key point" in NMET. This paper briefly expounds how to improve reading and writing ability of students in grade three of senior high school based on the author's teaching practice.

  20. The Role of Cognitive Ability and Preferred Mode of Processing in Students' Calculus Performance

    Science.gov (United States)

    Haciomeroglu, Erhan Selcuk

    2015-01-01

    The present study sought to design calculus tasks to determine students' preference for visual or analytic processing as well as examine the role of preferred mode of processing in calculus performance and its relationship to spatial ability and verbal-logical reasoning ability. Data were collected from 150 high school students who were enrolled…

  1. The Role of Cognitive Ability and Preferred Mode of Processing in Students' Calculus Performance

    Science.gov (United States)

    Haciomeroglu, Erhan Selcuk

    2015-01-01

    The present study sought to design calculus tasks to determine students' preference for visual or analytic processing as well as examine the role of preferred mode of processing in calculus performance and its relationship to spatial ability and verbal-logical reasoning ability. Data were collected from 150 high school students who were enrolled…

  2. Pharmacy students' ability to identify plagiarism after an educational intervention.

    Science.gov (United States)

    Degeeter, Michelle; Harris, Kira; Kehr, Heather; Ford, Carolyn; Lane, Daniel C; Nuzum, Donald S; Compton, Cynthia; Gibson, Whitney

    2014-03-12

    Objective. To determine if an educational intervention in a doctor of pharmacy (PharmD) degree program increases pharmacy students' ability to identify plagiarism. Methods. First-year (P1), second-year (P2), and third-year (P3) pharmacy students attended an education session during which types of plagiarism and methods for avoiding plagiarism were reviewed. Students completed a preintervention assessment immediately prior to the session and a postintervention assessment the following semester to measure their ability. Results. Two hundred fifty-two students completed both preintervention and postintervention assessments. There was a 4% increase from preintervention to postintervention in assessment scores for the overall student sample (pplagiarism can significantly improve students' ability to identify plagiarism.

  3. An Exploration of the Visual Refractive Status, Perceptual Abilities, and Efficiency Skills of High School Credit Recovery Students and GED/HiSet Participants

    Directory of Open Access Journals (Sweden)

    Breanne McGhee, BS

    2015-09-01

    Full Text Available Background: Vision is not often explored as a confounding variable in the case of academically at-risk individuals. While there are educational options for these at-risk students, vision anomalies are not taken into account as a possible culprit for poor academic performance. The goal of this study was to identify any significant relationships between the vision (refractive error, perceptual or information processing skills, and efficiency skills and educational performances of credit recovery and GED/HiSet students. Methods: A total of 21 participants served as subjects. The sample consisted of students enrolled or who participated previously in GED/HiSet programs and credit recovery high school programs. Research subjects participated in the survey anonymously through an online link that was provided on study recruitment flyers. The survey was created in a Google Form document format, allowing individuals only one response submission. The survey included 52 closed-ended questions that were divided into three individual sections (visual, perceptual, and educational. Results: The survey was completed by 12 credit recovery and 9 GED/HiSet students. More than 70% of both groups reported never having a full comprehensive vision exam. All 21 participants reported that a vision examination was not recommended after their reduced academic performances were noted or prior to their enrollment into their selected programs. Significance was found with visual sequential memory and visual attention (p<0.05. Almost 50% of both groups reported difficulty with visual discrimination. There was asymmetry between both groups regarding visual spatial skills, where GED/HiSet participants reported more difficulty. Both credit recovery and GED/HiSet groups reported experiencing headaches after extended periods of reading. Conclusions: The role of optometrists extends beyond the clinic into classrooms and academic settings. The results of this study showed significant

  4. Pre-Service Teachers' Mindset Beliefs about Student Ability

    Science.gov (United States)

    Gutshall, C. Anne

    2014-01-01

    Introduction: We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is commonly referred to as our mindset. This research is designed to explore pre-service teachers' mindset beliefs as well as their beliefs when applied to hypothetical student scenarios. Method:…

  5. Pre-Service Teachers' Mindset Beliefs about Student Ability

    Science.gov (United States)

    Gutshall, C. Anne

    2014-01-01

    Introduction: We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is commonly referred to as our mindset. This research is designed to explore pre-service teachers' mindset beliefs as well as their beliefs when applied to hypothetical student scenarios. Method:…

  6. A Study on Metacognitive Strategies and Autonomous Learning Ability of Junior High School Students%元认知策略训练与初中生自主学习能力研究

    Institute of Scientific and Technical Information of China (English)

    杨丽娟; 芦文俊

    2012-01-01

    部分初中生在学习上缺乏有效的学习策略,自我管理学习能力欠缺,自主学习水平偏低。作为一种学习策略,元认知策略的使用水平体现了学生自主学习能力的发展水平。为探索元认知策略训练在培养初中生英语自主学习能力方面的作用及影响,笔者对陕西省户县某中学九年级学生进行了调查。结果表明,实验后,学生的元认知策略使用水平、学习自主性以及语言水平都有大幅度提升,多数学生在学习中能够有效制定学习计划,监控学习过程,评价学习效果,学习自觉性有了很大的提高。%Some junior high school students lack effective learning strategies and the ability of self-control. Their level of autonomous learning need to be improved. This paper aims at exploring the effects and influences of the metacoguitive strategy training on the development of the autonomous learning ability of junior high school students. The author conducted an experiment on the students of two classes in grade nine in a junior school. The result indicates that the use of metacognitive strategies has improved these students significantly on the English autonomous learning ability and the language competence after the students accepted training in metacognitive strategies.

  7. Cultivation of Autonomous Learning Ability of Students Learning College English

    Institute of Scientific and Technical Information of China (English)

    Yang Ruping; Qiu Shifeng

    2014-01-01

    As the mode of college English teaching is gradually transformed from the teacher-centered into the student-centered teaching mode, the cultivation of college English autonomous learning ability has become increasingly important. This paper, starting from the theory of autonomous learning, makes an analysis of current situation of college English teaching and points out the necessity of this ability-cultivation for English learning. In the end, it puts forward several strategies of cultivating the ability of college English autonomous learning.

  8. Cognitive abilities of health and art college students a pilot study.

    Science.gov (United States)

    AlAbdulwahab, Sami S; Kachanathu, Shaji John; AlKhamees, Abdullah K

    2016-05-01

    [Purpose] The selection of a college major is a struggle that high school students undergo every year; however, there is a dearth of studies examining the role of cognitive ability tests as a tool for determining the aptitude of prospective students. Hence, the purpose of this study was to assess cognitive ability differences among students. [Subjects and Methods] A convenience sample of 60 college students (30 health science and 30 art students) with a mean age of 19 ± 1.6 years, voluntarily participated in this study. Cognitive ability was assessed using the self-administered Cognitive Assessment of Minnesota (CAM) scale under the supervision of a researcher. [Results] The findings indicated that there was a significant cognitive ability difference between health science and art students, especially in the cognitive components of knowledge, calculation, and thinking. However, the difference in the social cognitive component of both the health science and art students was not significant. [Conclusion] The results indicate that the health science students' cognitive abilities were better than those of the art students. This finding implies that it is important for high school graduates to undertake a cognitive ability assessment prior to choosing a subject major. Hence, it is recommended that cognitive scales should be included as an aptitude assessment tool for the decision-makers and prospective students to determine an appropriate career, since it might reduce the percentage of university drop-out ratio.

  9. A Novel Instrument for Assessing Students' Critical Thinking Abilities

    Science.gov (United States)

    White, Brian; Stains, Marilyne; Escriu-Sune, Marta; Medaglia, Eden; Rostamnjad, Leila; Chinn, Clark; Sevian, Hannah

    2011-01-01

    Science literacy involves knowledge of both science content and science process skills. In this study, we describe the Assessment of Critical Thinking Ability survey and its preliminary application to assess the critical thinking skills of undergraduate students, graduate students, and postdoctoral fellows. This survey is based on a complex and…

  10. Problem-Based Learning Associated by Action-Process-Object-Schema (APOS) Theory to Enhance Students' High Order Mathematical Thinking Ability

    Science.gov (United States)

    Mudrikah, Achmad

    2016-01-01

    The research has shown a model of learning activities that can be used to stimulate reflective abstraction in students. Reflective abstraction as a method of constructing knowledge in the Action-Process-Object-Schema theory, and is expected to occur when students are in learning activities, will be able to encourage students to make the process of…

  11. A Strategic Research on Improving Middle School Students' Listening Abilities

    Institute of Scientific and Technical Information of China (English)

    赵璟祎

    2015-01-01

    Listening is a life skill that is often developed during early childhood.it is one of the most important life skills that helps people become effective communicators for the rest of their lives.Listening ranks first among are the four basic skills that English learners in middle school should develop. The improvement of middle school students' listening ability is very helpful to the development of their abilities. However, the training of listening has not been placed in its proper position in traditional teaching for a long time and hence listening has long been a weak point. Many students think that listening is one of the most difficult things in English study. As the development of students' listening ability has become the demand of middle school's New English Curriculum Standard, nowadays the training of listening has drawn unprecedented attention than before. How to increase the students' ability in listening and how to improve students' listening comprehension in the examination has been the common concern of many English teachers'. this thesis tries to probe into middle school students' problems into listening and to seek solutions for these problems so as to improve their listening ability.

  12. 漫谈如何有效提高高中学生语文阅读能力%Discussion on How to Effectively Improve Senior High School Students' Chinese Reading Ability

    Institute of Scientific and Technical Information of China (English)

    廖玮

    2013-01-01

    In senior high school Chinese teaching, the teaching of reading ability is an important aspect and an important measure of inspecting teachers. In the improvement of senior high school Chinese reading teaching, we should stimulate students' inner drive of reading, guide their cooperative study and deep reading, expand their reading space, and make their reading concrete. Only through the joint effort of both teachers and students can help effectively complete senior high school Chinese reading teaching and improve students' reading ability.%高中语文教学中,阅读能力教学是重要方面,也是考察高中语文教师教学的重要标尺。在提高高中语文阅读教学方面要做到:激发学生的阅读内驱力;合作探究深入阅读;延伸学生的阅读空间;阅读教学需落实。只有师生共同努力方可有效地完成高中语文阅读教学,提高学生的阅读能力。

  13. The Correlation Study of Interest at Physics and Knowledge of Mathematics Basic Concepts towards the Ability to Solve Physics Problems of 7th Grade Students at Junior High School in Ambon Maluku Province, Indonesia

    Directory of Open Access Journals (Sweden)

    Izaak Hendrik Wenno

    2015-01-01

    Full Text Available The purpose of the study is to determine the relation between interest at Physics and knowledge of Mathematics basic concepts with the ability to solve Physics problems. The populations are all students in the 7th grade at the junior high school in Ambon, Maluku, Indonesia. The used sample schools are Junior High Schools 8, 9, and 10 during 2013/2014 academic year with 44 students per school. Two independent variables and one dependent variable are studied. The independent variables are the interest at Physics (X1 and the knowledge of Mathematics basic concepts (X2, while the dependent variable is the ability to solve Physics problems (Y. Data collection technique for X1 is an interview with questionnaire instrument, while for the X2 and Y is using the test technique with test items instrument. The obtained data from the measurements were analyzed with descriptive analysis and inferential analysis. The results show that there is a positive relation between interest at Physics and knowledge of Mathematics basic concepts with students’ ability to solve Physics problems.

  14. Influential Factors and Countermeasures of College Students' English Writing Ability%Influential Factors and Countermeasures of College Students'English Writing Ability

    Institute of Scientific and Technical Information of China (English)

    汪兰; 周丽

    2016-01-01

    English writing is a basic ability that the college students must master. The cultivation of college students' English writing ability is more important in college English writing teaching. English writing is based on the students' English comprehensive application ability. Because of many factors, nowadays, college students' English writing level is generally low and English writing ability is very poor. Therefore, how to improve college students' English writing ability is an urgent problem which must be solved.

  15. Do High Ability Learners Enjoy Learning Alone "or" in Groups? It Depends....

    Science.gov (United States)

    Kanevsky, Lannie

    2015-01-01

    Pedagogical shifts favouring collaborative learning and findings of recent studies have raised concerns regarding the claim that gifted students prefer to learn alone. The purpose of this study was to further investigate if, when and how high ability learners want to work with or without others. The distributions of 416 high ability students (n =…

  16. Selecting the Right Educational Setting for High-Ability TCKS: A Mother's Perspective

    Science.gov (United States)

    Yamada, Sylvia

    2015-01-01

    Meeting the needs of gifted students is challenging even in traditional contexts and settings. Well-known issues include a limited choice of schools, underrepresentation of certain populations, and, often, the lack of facilities and support for high-ability students. Imagine, then, the further complexities of high-ability Third Culture Kids (TCKs)…

  17. I Can Assess Myself: Singaporean Primary Students' and Teachers' Perceptions of Students' Self-Assessment Ability

    Science.gov (United States)

    Wong, Hwei Ming

    2016-01-01

    Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen…

  18. Dental students' ability to detect and diagnose oral mucosal lesions.

    Science.gov (United States)

    Ali, Mohammad A; Joseph, Bobby K; Sundaram, Devipriya B

    2015-02-01

    The aim of this study was to assess the ability of dental students in the screening clinic of the Kuwait University Dental Center to detect and diagnose oral mucosal lesions. Clinical examinations performed by dental students between January 2009 and February 2011 were included. All their findings regarding the oral mucosal lesions and dental carious lesions detected were recorded, after which the patients were re-examined by faculty examiners. The students rated their own ability to detect mucosal and carious lesions before each examination. Among the 341 patients screened, 375 oral mucosal lesions were found by the faculty examiners. Of those, the students detected 178 (47.5%). Out of the 375 lesions, including the ones they failed to detect, the students diagnosed 272 (72.5%) correctly. The students were more likely (p≤0.01) to correctly diagnose a mucosal lesion when they themselves had detected it (n=169/178) than when they failed to detect it and had it subsequently pointed out by the faculty examiners (n=103/197). The students were more competent in detecting carious lesions (p≤0.001) than in detecting mucosal lesions. A significantly higher proportion of students who felt confident in detecting mucosal lesions were actually more competent in detecting the lesions than those who were not confident (p≤0.001). Further educational strategies are needed to motivate Kuwait University dental students to develop the knowledge, skills, and judgment necessary to integrate a complete intraoral examination into their routine practice.

  19. The Effects of Modality and Multimedia Comprehension on the Performance of Students with Varied Multimedia Comprehension Abilities when Exposed to High Complexity, Self-Paced Multimedia Instructional Materials

    Science.gov (United States)

    Al-Abbasi, Daniah

    2012-01-01

    Poor multimedia comprehenders suffer from a decreased ability in comprehending complex textual and pictorial materials (Maki & Maki, 2002). This deficit will lead to an overloaded working memory and consequently decreased performance (Carretti, Borella, Cornoldi, & De Beni, 2009). The purpose of this research study was to examine the effects of…

  20. The Ability of Color-Vision Defective and Color-Normal Early Elementary and Junior High Students to Utilize Color. Final Report.

    Science.gov (United States)

    Cook, Ann C. N.; Hannaford, Alonzo E.

    The investigation was undertaken to obtain data on the number of kindergarten, second, and seventh grade Ss classified as having color vision defects by the American Optical-Hardy, Rand, Rittler Test (AO-HRR) and two tests by S. Ishihara. Also studied was the ability of color vision defective and color normal Ss to utilize color as measured by the…

  1. The Effects of Modality and Multimedia Comprehension on the Performance of Students with Varied Multimedia Comprehension Abilities when Exposed to High Complexity, Self-Paced Multimedia Instructional Materials

    Science.gov (United States)

    Al-Abbasi, Daniah

    2012-01-01

    Poor multimedia comprehenders suffer from a decreased ability in comprehending complex textual and pictorial materials (Maki & Maki, 2002). This deficit will lead to an overloaded working memory and consequently decreased performance (Carretti, Borella, Cornoldi, & De Beni, 2009). The purpose of this research study was to examine the effects of…

  2. A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data

    Science.gov (United States)

    Brownell, Sara E.; Hekmat-Scafe, Daria S.; Singla, Veena; Seawell, Patricia Chandler; Imam, Jamie F. Conklin; Eddy, Sarah L.; Stearns, Tim; Cyert, Martha S.

    2015-01-01

    We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of…

  3. Students' science process skill and analytical thinking ability in chemistry learning

    Science.gov (United States)

    Irwanto, Rohaeti, Eli; Widjajanti, Endang; Suyanta

    2017-08-01

    Science process skill and analytical thinking ability are needed in chemistry learning in 21st century. Analytical thinking is related with science process skill which is used by students to solve complex and unstructured problems. Thus, this research aims to determine science process skill and analytical thinking ability of senior high school students in chemistry learning. The research was conducted in Tiga Maret Yogyakarta Senior High School, Indonesia, at the middle of the first semester of academic year 2015/2016 is using the survey method. The survey involved 21 grade XI students as participants. Students were given a set of test questions consists of 15 essay questions. The result indicated that the science process skill and analytical thinking ability were relatively low ie. 30.67%. Therefore, teachers need to improve the students' cognitive and psychomotor domains effectively in learning process.

  4. The reading comprehension abilities of dyslexic students in higher education.

    Science.gov (United States)

    Simmons, F; Singleton, C

    2000-01-01

    The reading comprehension abilities of a group of dyslexic university students were compared with those of non-dyslexic university students. A 655-word passage, followed by literal and inferential questions, was used to measure reading comprehension. The text was designed to be syntactically complex, yet place relatively modest demands on decoding skills. Although dyslexic students performed at a similar level to the non-dyslexic students on the literal questions, their performance on the inferential questions was poorer. An index of the participants' ability to make inferences was calculated by subtracting the inferential question score from the literal question score. The groups differed significantly on this measure, indicating that the dyslexic students were specifically impaired in constructing inferences when processing complex text. It was concluded that dyslexic students in higher education have reading comprehension difficulties that cannot be accounted for by an inability to decode individual words in the text. The possible contribution that poor lexical automaticity and an impaired working memory make to this impairment is discussed. The implications for the assessment and support of dyslexic students are considered.

  5. An Experiment of Developing Students ’ Speaking Ability

    Institute of Scientific and Technical Information of China (English)

    唐大举

    2013-01-01

    Many teachers like to use Question-Answer technique in their English language teaching class. To what extent is such technique useful? A programme was set up to test whether it is a good method in the development of students ’ oral English skill. The result showed a marked improvement in subjects’ speaking ability.

  6. Pedagogical Management of University Students' Communication Ability Development

    Science.gov (United States)

    Anatolievna, Spirchagova Tatiana; Munirovna, Nasyrova Albina; Kasimovna, Vakhitova Dilyara; Mirzayanovna, Sadrieva Liliya; Anatolievna, Brodskaya Tatiana

    2017-01-01

    The development of social interaction forms emphasizes urgency and importance of the topic. The purpose of the study is to find out peculiarities of pedagogical management of university students' communication ability development. The leading approach to the research was the narrative approach which allows considering pedagogical management of…

  7. Changes in Studying Abilities as Perceived by Students Attending Psychotherapy

    Science.gov (United States)

    Härkäpää, Kristiina; Junttila, Outi; Lindfors, Olavi; Järvikoski, Aila

    2014-01-01

    In rehabilitative psychotherapy, the goal is to support and improve the person's working and studying capacity and to secure his/her staying in or entering the workforce. In this qualitative study, the aim was to describe the changes students experienced in their studying ability and the advancement of their studies as a result of the therapy…

  8. An Empirical Study on Students' Ability to Comprehend Design Patterns

    Science.gov (United States)

    Chatzigeorgiou, Alexander; Tsantalis, Nikolaos; Deligiannis, Ignatios

    2008-01-01

    Design patterns have become a widely acknowledged software engineering practice and therefore have been incorporated in the curricula of most computer science departments. This paper presents an observational study on students' ability to understand and apply design patterns. Within the context of a postgraduate software engineering course,…

  9. The Ability of A-Level Students to Name Plants

    Science.gov (United States)

    Bebbington, Anne

    2005-01-01

    The ability of A level students to recognise and name common wild flowers was shown to be very poor. Trainee teachers performed little better and nearly a third of the practising A-level biology teachers tested were able to name only three or fewer wild flowers. Although opportunities exist at primary level for children to learn about the…

  10. Parenting Style, Perfectionism, and Creativity in High-Ability and High-Achieving Young Adults

    Science.gov (United States)

    Miller, Angie L.; Lambert, Amber D.; Speirs Neumeister, Kristie L.

    2012-01-01

    The current study explores the potential relationships among perceived parenting style, perfectionism, and creativity in a high-ability and high-achieving young adult population. Using data from 323 honors college students at a Midwestern university, bivariate correlations suggested positive relationships between (a) permissive parenting style and…

  11. Parenting Style, Perfectionism, and Creativity in High-Ability and High-Achieving Young Adults

    Science.gov (United States)

    Miller, Angie L.; Lambert, Amber D.; Speirs Neumeister, Kristie L.

    2012-01-01

    The current study explores the potential relationships among perceived parenting style, perfectionism, and creativity in a high-ability and high-achieving young adult population. Using data from 323 honors college students at a Midwestern university, bivariate correlations suggested positive relationships between (a) permissive parenting style and…

  12. Effect of Formative and Ability Test Results on Early Learning of Students

    Science.gov (United States)

    Kadir, Abdul; Ardi, Muhammad; Nurhayati, B.; Dirawan, Gufran Darma

    2016-01-01

    The objective of this study was to examine the relationship of formative tests to early learning ability of students in the science learning style. This research used an experimental method with a 2 x 2 factorial design. The participants comprised all the students in class VII of the Islamic Junior High School State of Kolaka, a total of 343…

  13. Students' Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches

    Science.gov (United States)

    Kiliç, Didem; Saglam, Necdet

    2014-01-01

    Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation…

  14. Students' Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches

    Science.gov (United States)

    Kiliç, Didem; Saglam, Necdet

    2014-01-01

    Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning…

  15. Students' Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches

    Science.gov (United States)

    Kiliç, Didem; Saglam, Necdet

    2014-01-01

    Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation…

  16. Students' Critical Thinking Ability: Description Based on Academic Level and Gender

    Science.gov (United States)

    Zetriuslita, Hj.; Ariawan, Rezi; Nufus, Hayatun

    2016-01-01

    This research aims to describe students' critical thinking ability based on the level academic and gender. The populations of this study were 132 students participating in five classes of Calculus course. The research data obtained through technical tests and interview techniques. This study found that the high level of capability, both male…

  17. Why You Should Measure Your Students' Reasoning Ability

    Science.gov (United States)

    Coletta, Vincent P.; Phillips, Jeffrey A.; Steinert, Jeffrey J.

    2007-04-01

    Many teachers administer a force concept test such as the Force Concept Inventory1,2 (FCI) to their students in an effort to evaluate and improve their instructional practices. It has been commonly assumed that looking at class normalized gains allows teachers to compare their courses with other courses. In this paper we present evidence to suggest that the use of class normalized gains alone may not provide a complete picture. We argue that student reasoning ability should also be assessed before between-course comparisons can be made. Assessment of reasoning ability is also useful in identifying students who are at risk. In the following we shall concentrate on the FCI, but we think our conclusions probably apply to physics concept tests generally.

  18. [Psychoeducational intervention in high ability: intellectual functioning and extracurricular enrichment].

    Science.gov (United States)

    Sastre-Riba, Sylvia

    2014-02-24

    The 'new paradigm' defines the high intellectual ability as a potential that should crystallize progressively throughout development. Its main feature is a high intellectual initial multidimensional potential, which is transformed so that, being a person with high intellectual ability is the result of a developmental process from a neurobiological substrate and the incidence of variables (psychosocial and education) which determines its manifestation more or less stable and optimal to excellence. It is interesting to know the effectiveness of psychoeducational intervention of the extracurricular enrichment programs and their effects on the expression of differential functioning and the optimization of the management of cognitive resources that lead to excellence. An extracurricular enrichment program is described and evaluated through: 1) the stability of the intellectual measures; 2) the satisfaction level of participants and families. Participants are 58 high ability students on the enrichment program and 25 parents. Intellectual profiles are obtained on T1-T2 and calculated their stability by regression analysis, the CSA and CSA-P questionnaires were applied in order to know the participants and families' satisfaction measure. Results show the basic stability of intellectual profiles with five cases of instability among the 58 profiles obtained, and a high satisfaction with the results obtained in the domain of cognitive and personal management among the participants.

  19. The Ability And Factors Affecting The Students To Use English Gerund

    Directory of Open Access Journals (Sweden)

    Arham R

    2015-08-01

    Full Text Available This research actually provides a description about the ability of the Second year students of Senior High School Tamalatea Makassar to Use-ing from as gerund. The problem statement of this research refers to the students ability to use-ing form as gerund and the factors that affect the students to learning form as gerund. The writer applied a descriptive method in verifying the arguments of this thesis. The objective of this research is to find out the ability of the Second Year students of Senior High School Tamalatea Makassar to use-ing form as Gerund and the factors affecting them to learning form as Gerund. In collecting the data the writer used two kinds of instruments namely- test objective test that is used to know the students ability to use English Gerund and questionnaire which is used to know the factors that affect the students to learn English gerund. The data obtained from the test were firstly tabulated and then analized into percentage and mean score analysis. Finally the writer inferred the conclusion. Based on the test result it discovered that the Second year students of Senior High School Tamalatea Makassar have low mastery in using-ing form as gerund. The factor that may affect them are lack of motivation low frequency of practice or exercise lack of literature that support them to learn and the teachers method in teaching is not acceptable by students.

  20. An Analysis of Language Coding Ability Difference Between High/Low Score Group Students%英语高/低分组语言编码能力差异分析

    Institute of Scientific and Technical Information of China (English)

    吴丽林; 黄琴

    2016-01-01

    文章采取量性研究和质性研究相结合的方式,以长沙两所高校的200名大三学生为调查对象,通过问卷调查和半开放式访谈采集数据,用SPSS20.0的描述性统计分析、T检验、相关关系来分析高低分组语言编码能力差异,继而对这种差异的原因进行探究。研究结果表明:高分组学生和低分组学生在语言编码能力上有不同的倾向,针对调查所发现的两组学生的差异,对其原因进行了分析。%In this research ,200 students of grade three in two universities in Changsha are selected as subjects .With both the quantitative and qualitative methods ,the differences of lan-guage coding ability between high and low group students are analyzed by using questionnaire and taking semi-open interviews .The data are treated with descriptive statistics analysis , T-test and correlation by SPSS 20.0.Then,the writers explore the reasons for these differences . The results shows that the high score and low score group students have different tendencies in language coding abilities .And finally the writers analyze the reasons to the differences between the two groups found in the survey .

  1. Inferential reading abilities of mildly mentally retarded and nonretarded students.

    Science.gov (United States)

    Bos, C S; Tierney, R J

    1984-07-01

    The inferential operations of mildly mentally retarded students reading at the intermediate level were investigated using methods based on discourse comprehension theory. We hypothesized that problems encountered in reading by these students are related to difficulties in generating logical inferences. Mildly retarded junior-high students and nonretarded third-grade students of the same reading comprehension level read and recalled a descriptive expository and a narrative passage. On the expository passage mildly retarded students generated the same quantity of inferences as did nonretarded students, but the inferences were qualitatively inferior. On the narrative passage the differences between the two groups were not significant. These findings were discussed in relation to the cognitive functioning of mildly retarded students.

  2. Visual abilities in students with severe developmental delay

    DEFF Research Database (Denmark)

    Welinder, Lotte G; Baggesen, Kirsten L

    for vision. All students with visual acuities ≤6/12 were refractioned and examined by an ophthalmologist. Results:  Of 502 students, 56 (11%) had visual impairment (VI) [visual acuity (VA) ≤ 6/18], of which 21 had been previously undiagnosed. Legal blindness was found in 15 students (3%), of whom three had......Purpose:  To investigate the visual abilities of students with severe developmental delay (DD) age 6-8 starting in special needs education. Methods:  Between 1 January 2000 and 31 December 2008, we screened all students with severe DD starting in special needs schools in Northern Jutland, Denmark...... previously been undiagnosed. Students tested with preferential looking systems (N = 78) had significantly lower visual acuities [VA (decimal) = 0.55] than students tested with ortho types [VA (decimal) = 0.91] and had problems participating in the colour and form tests, possibly due to cerebral VI...

  3. How to Improve Writing Ability of Senior High Students%如何提高高中生英语写作能力

    Institute of Scientific and Technical Information of China (English)

    周月霞

    2011-01-01

    本文通过分析现今高中英语写作教学中存在的一些问题,结合教学实践,提出了紧扣教材,从词汇入手,结合听、说、阅读等训练,提高高中生英语写作能力的教学方法。%This paper analyzes the problems in current high school English writing teaching, combined with teaching practice, closely linked to materials, from the vocabulary, combining listening, speaking, reading and other training to improve English writ- ing skills of high school teaching methods.

  4. SOME THOUGHTS ON DEVELOPING THE STUDENTS'LISTENING ABILITY

    Institute of Scientific and Technical Information of China (English)

    徐惠文

    2002-01-01

    @@ Language is the means by which people communicate with each other. At present, the teaching of listening is considered one of the most important teaching courses. Listening greatly affects communicative ability. For this reason, it is necessary for students to break through obstacles to the listening to improve their abilities. In recent years, theories have been put forward in the teaching of listening. The focus of attention has shifted from the teachers, who have tended to be the center of the class to the students. Listening and spoken English are the key features of English classes. As English teachers, we should devote ourselves to the reforms of teaching systems and develop suitable teaching methods so that we could improve the quality of listening teaching.

  5. The methods that college students use to answer questions about stereochemistry involving spatial ability

    Science.gov (United States)

    Strange de Soria, Luise Ethelyn

    Introduction. The research problem investigated involved determining the spatial techniques used by students when they solved problems relating to stereochemistry using both traditional and non-traditional techniques. The main reason for undertaking this study was to determine how to help students invoke their spatial ability in solving problems during their organic chemistry courses. The project allowed students to generate their own understanding of the material, to gain experience in order to increase their knowledge, and to be actively involved in the learning process in order for true understanding to take place. Methods. The qualitative methodology for the project included a background questionnaire and the Purdue Visualization of Rotations Exam to determine the five students to be interviewed. The class participated in three multimedia lectures, an in-class assignment, and an on-line homework activity, which allowed multiple ways of incorporating the material. These activities included hand-drawing structures, making non-traditional models as well as traditional models, and computer related exercises that required differing aspects of spatial ability and engagement. Five students participated in an individual and small group interview in which rotation ability as well as visualization ability was assessed using physical molecular models as well as computer models. Results. This study is significant for the field of science education and chemistry because it determined that students with varying levels of spatial ability preferred different tools and used different skills when answering questions about stereochemistry that require spatial ability. There was a pronounced difference in the ability of low and high spatial ability students to draw and make structures that required three-dimensional aspects. A distinct preference for working with the physical model kit over the computer-enhanced program was also noted. An online resource for instructors and

  6. English Abilities for Academic Listening: How Confident Are Chinese Students?

    Science.gov (United States)

    Huang, Jinyan

    2006-01-01

    Research with ESL students studying at North American universities has indicated that Chinese students have difficulties in understanding academic lectures, taking notes, writing assignments, and giving presentations although they have obtained high TOEFL scores. The study investigates their English academic listening challenges as reported by…

  7. How to Improve the Listening Ability of Primary School Students

    Institute of Scientific and Technical Information of China (English)

    马沙静

    2013-01-01

    With the development in our society,English is widely used and it plays a crucial role in the international trade and culture exchange.It is important for students to master English.Modern language teaching theory emphasizes the effect of listening.Listening is one of the most important ways in English language communication.Many Chinese students regard the listening as the most difficult part.This thesis is aimed to solve the problem that most students are not good at listening,it is hypothesized that primary school students’ ability will be improved by well organized practical listening activities.This hypothesis is verified at the end of the action.

  8. Cognitive, Adaptive, and Psychosocial Differences between High Ability Youth with and without Autism Spectrum Disorder

    Science.gov (United States)

    Doobay, Alissa F.; Foley-Nicpon, Megan; Ali, Saba R.; Assouline, Susan G.

    2014-01-01

    Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is…

  9. Student Attitudes Towards Change From Ability Grouping To Heterogeneous Grouping At A University Class

    Directory of Open Access Journals (Sweden)

    Mustafa Bahar

    2015-04-01

    Full Text Available There is ample research on student grouping at primary, middle and high school level but it is a controversial issue for universities educating the high and low achievers in the same classes, reflecting confusion about whether scholarship and tuition fee students should be taught together. This study aims to shed light on what the student population at university thinks about heterogeneous grouping after seeing effects of ability grouping, about which there is almost no evidence. Students in an undergraduate department who started the academic year at two different sections grouped according to their prior achievement took courses in mixed ability classes the following semesters. They were given a questionnaire in three intervals asking them about their expectations and opinions of grouping before and after mixing and then after one year of study. 45 students responded to any two questionnaires and 15 responded to all three questionnaires. For the repeated measures design, Friedman test was carried out to see the change of ideas from time1 to time3 and Mann-Witney U test was used to see the differences in ideas between scholarship students and tuition-fee students. MannWhitney U test was carried out to test whether there was a difference in the GPAs of scholarship and tuition-fee students between time1 and time3. Students expressed a change in their attitudes about achievement and how the other group influenced them. GPAs of high ability students increased after they started being in educated in mixed ability class, realizing the fears of low achievers.

  10. Probabilistic Thinking Ability of Students Viewed from Their Field Independent and Field Dependent Cognitive Style

    Science.gov (United States)

    Taram, A.

    2017-04-01

    The aims of this research are to study: (1) probabilistic thinking ability of mathematics education students, (2) classification of the students’ cognitive style, (3) levelling of the students’ probabilistic thinking ability viewed from their cognitive styles. This research used the qualitative descriptive method and involved 74 subjects. The measured subjects were Group 1 with “fixed FD” classification consisted of 7 students, Group 2 with “mobile FD and mobile FI” classification consisted of 9 students, and Group 3 with “fixed FI” classification consisted of 5 students. The classification of cognitive styles into three groups revealed that there was suitability between cognitive style and probabilistic thinking ability from low to high level. These results could be analysed from the classification of cognitive style and an average of their value of probabilistic thinking ability. The average of probabilistic thinking ability of Group 1 was 42.58; the average of probabilistic thinking ability of Group 2 was 54.44, and the average of probabilistic thinking ability of Group 3 was 68.6. Group 1 and 3 had small standard deviation for the value of probabilistic thinking ability, respectively are 11.36 and 12.30. Thus the data was relatively homogeneous. Meanwhile, Group 2 had a huge standard deviation for the value of probabilistic thinking ability, namely 19.36 which means that the data was relatively heterogeneous. Most of the probabilistic thinking ability level for Group 1 and 2 was Level 2, which is Transitional level, while the most of the probabilistic thinking ability level for Group 3 was Level 4, which is Numeric level.

  11. High Intellectual Ability: Extracurricular Enrichment and Cognitive Management

    Science.gov (United States)

    Sastre-Riba, Sylvia

    2013-01-01

    This study aims to provide a better understanding of high intellectual abilities and of how to address the educational needs of those who possess such abilities. Within the emergent paradigm, high intellectual abilities are understood as multidimensional and as the result of lifetime development; that is, not only are they the result of their…

  12. Undergraduate nursing students' perceptions regarding factors that affect math abilities

    Science.gov (United States)

    Pyo, Katrina A.

    2011-07-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.

  13. Intensive chemistry seminar, group ability composition, and students' achievement

    Science.gov (United States)

    Fakhreddine, Fatima Hassan

    Intensive Chemistry Seminar (ICS) is an optional, supplemental, honors-level program for chemistry and biochemistry majors. The program emphasizes academic excellence in a challenging yet supportive chemistry rich learning environment that brings together a community of freshmen sharing the same interests. At the heart of ICS are intensive discussion sessions where students work in small groups on worksheets of carefully chosen problems that are direct application of the concepts covered in the main general chemistry course. Central to the success of such learning environment are interactions among students. A key element affecting the depth of such interactions is the relative ability levels of group members. The main focus of this study is to investigate the relationship between. group ability composition and chemistry knowledge acquisition within the ICS sessions. However, the study also compares the achievement of the ICS students with achievement of the non-ICS students. Our data analyses show that chemistry knowledge acquisition within the ICS sessions was significantly enhanced when group members' selection occurred from a Zone of Proximal Development perspective. Our analyses show that students' attitude toward the ICS is overwhelmingly positive and that the benefits of the program extend beyond academic achievement. In practice, our significant results have important applications in college level, cooperative learning practices with objectives similar to those of ICS. Our results show that Vygotsky's ZPD theory seems to be very appropriate for the design and application of cooperative learning environments. Finally, the significant beneficial outcomes of the ICS program should strongly support its integration into the general chemistry I and II majors' sections curriculums.

  14. Probabilistic thinking of elementary school students in solving probability tasks based on math ability

    Science.gov (United States)

    Sari, Dwi Ivayana; Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    Probabilistic thinking is very important in human life especially in responding to situation which possibly occured or situation containing uncertainty elements. It is necessary to develop students' probabilistic thinking since in elementary school by teaching probability. Based on mathematics curriculum in Indonesia, probability is firstly introduced to ninth grade students. Though, some research showed that low-grade students were successful in solving probability tasks, even in pre school. This study is aimed to explore students' probabilistic thinking of elementary school; high and low math ability in solving probability tasks. Qualitative approach was chosen to describe in depth related to students' probabilistic thinking. The results showed that high and low math ability students were difference in responding to 1 and 2 dimensional sample space tasks, and probability comparison tasks of drawing marker and contextual. Representation used by high and low math ability students were also difference in responding to contextual probability of an event task and probability comparison task of rotating spinner. This study is as reference to mathematics curriculum developers of elementary school in Indonesia. In this case to introduce probability material and teach probability through spinner, as media in learning.

  15. Should Students Be Admitted to Universities On Special Ability Alone?

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    @@ A high school graduate from Shaanxi Province, Sun Jiankun, found it hard to understand his college application experi-ence. He only believed fate played a joke on him. Sun's long-cherished wish to study history at Fudan University was enthusiastically welcomed by the prestigious university. But the talented student's dream was eventually shattered when the provincial admission office refused to send his personal file to the university, a necessary procedure for students' college admission in China.

  16. Increasing Self-Confidence of Indonesian Low Ability Student with Green’s Motivational Strategies

    Science.gov (United States)

    Siregar, I.; Darhim; Asih, E. C. M.

    2017-02-01

    Self-confidence is the important factor of mathematical learning, But in the reality, many 8th grade students do not have good self-confidence. To increasing the self-confidence is used Green’s motivational strategies. So the purpose of the research is to know whether the Green’s motivational strategies can increase the self-confidence of 8th grade students. The research focus on Indonesian junior high school student with lower ability. The research used qualitative research method, with basic qualitative research approach design. The activity included teaching material development and interview with student. From all conversation on the interview with students, students have satisfied feel. Students’s self-confidence has changed better. All students show up that they can handle all matematical problems.

  17. Motor Abilities in Dance Structure Performance in Female Students

    OpenAIRE

    Srhoj, Ljerka; Katić, Ratko; Kaliterna, Andreja

    2006-01-01

    The aim of the study was to analyze the relation between motor abilities and performance in folk dances originating from the island of Hvar and modern social dances. Two groups of variables were used in a sample of 78 female students of the Teacher Training College from Split: 7 motor variables as a battery of predictors, and performance evaluation of 4 dances (2 folk dances, i.e. ciciliona and pašavijen, and 2 social dances, i.e. cha-cha-cha and rock-'n'-roll) as criterion variables. Canonic...

  18. Student Perceptions of Science Ability, Experiences, Expectations, and Career Choices

    Science.gov (United States)

    Cherney, Michael; Cherney, I.

    2006-12-01

    The decision to study physics or astronomy is affected by many factors, including preferences, motivations, and expectations for success. Differing cognitive profiles contribute to the learning of science through a complex process in which intrinsic capacities are tuned both by everyday experience and by instruction. In an attempt to identify the developmental pathways and intrinsic factors that most strongly influence the choice to study science, we administered an extensive survey to a sample of 400 students. The survey questions were based on Eccles et al.’s model of achievement-related choices and findings showing that previous play experiences, spatial experiences, task beliefs, as well as perceived mathematics ability, motivational and personality characteristics affect mathematics achievement and science career choices. The perceptions of students planning a science career are compared with those planning a career in other areas. Gender differences are also discussed.

  19. DEVELOPING WRITING ABILITIES OF EFL STUDENTS THROUGH BLOGGING

    Directory of Open Access Journals (Sweden)

    Orachorn KITCHAKARN

    2014-10-01

    Full Text Available Due to a rapid development and expansion of technology and, as a result, Web 2.0 technologies are providing both teachers and learners with new solutions to the limitations of traditional method in the field of language teaching and learning. The research compared students’ writing ability before and after they were taught through blog, a new medium or tool for written communication and interaction in many different languages around the world. The research design is a kind of one group pretest posttest. Participants were 35 first-year students. They were divided into eight groups. Four or five students in each group created a blog, www.blogger.com, and they worked together for twelve weeks to produce six pieces of writing assignments. Each member in the group worked through providing comments, editing and revising on the blog until the group got a final writing and submitted that to the teacher for grading. The instruments used in this study were: Ø two writing tests Ø a questionnaire surveying students’ attitude toward learning through blogs, and Ø postings on blogs to reflect their learning experiences. The results revealed that after the students worked together on weblogs, their English writing mean score of the posttest was higher than that of the pretest, and they had positive attitudes towards using weblogs in learning. Regarding cooperative learning experiences through using weblogs, most students thought that it was interesting, a new experience to work with their friends on the weblogs.

  20. Comparing the Spelling and Reading Abilities of Students with Cochlear Implants and Students with Typical Hearing

    Science.gov (United States)

    Apel, Kenn; Masterson, Julie J.

    2015-01-01

    The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and…

  1. Comparing the Spelling and Reading Abilities of Students with Cochlear Implants and Students with Typical Hearing

    Science.gov (United States)

    Apel, Kenn; Masterson, Julie J.

    2015-01-01

    The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and…

  2. College Student Leader Development: A Study of Perceptions of Leadership Skills and Abilities of Senior Students

    Science.gov (United States)

    Azdell, Grant L.

    2010-01-01

    Almost every institution of higher education advertises its ability to "produce" or "train" leaders for the community and world. Indeed, most institutions, if asked, would freely report that leadership development is a large part of their overall mission of educating students. The purpose of this research is to determine whether students who…

  3. It's All about Student Learning: Assessing Teacher Candidates' Ability to Impact P-12 Students

    Science.gov (United States)

    Wise, A. E., Ed.; Ehrenberg, P., Ed.; Leibbrand, J., Ed.

    2010-01-01

    "It's All About Student Learning Assessing Teacher Candidates' Ability to Impact P-12 Students", provides practical assistance for institutions designing or revising assessment systems or individual assessments for use by units or programs. The publication includes performance assessments currently used by teacher preparation institutions and…

  4. Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement.

    Science.gov (United States)

    Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela

    2014-01-01

    School days can be a difficult time, especially when students are faced with subjects that require motivational investment along with cognitive effort, such as mathematics and sciences. In the present study, we investigated the effects of teachers' emotional intelligence (El) ability, self-efficacy, and emotional states and students' self-esteem, perceptions of ability, and metacognitive beliefs in predicting school achievement. We hypothesized that the level of teacher EI ability would moderate the impact of students' self-perceptions and beliefs about their achievements in mathematics and sciences. Students from Italian junior high schools (N = 338) and their math teachers (N = 12) were involved in the study, and a multilevel approach was used. Findings showed that teachers' EI has a positive role in promoting students' achievement, by enhancing the effects of students' self-perceptions of ability and self-esteem.These results have implications for the implementation of intervention programs on the emotional, motivational, and metacognitive correlates of studying and learning behavior.

  5. Study and Practice of the Cultivation of Mathematics Teaching Design Ability for Normal College Students

    Science.gov (United States)

    Xu, Zhenhui; Chen, Hanlin

    2010-01-01

    With the development of the course reform of elementary education, the requirements that the classroom teaching should fully embody the new concept of education and inspire students to actively participate in classroom teaching are higher and higher, so high school teachers should have stronger teaching design ability. To make normal college…

  6. The Relationship Between Listening Strategy Performance and Critical Listening Ability of Indonesian Students

    Directory of Open Access Journals (Sweden)

    Arono Arono

    2015-02-01

    Full Text Available It is believed that students’ critical listening ability can be improved through proper listening strategy performance. This action research (Fraenkel & Wallen, 2007 was conducted in line with the assumption that students of Indonesia Literature and Language Education, Bengkulu University and Bengkulu Muhammadiyah University could reach proficient level provided that they were taught properly. The goal of this research was to reveal listening strategy performance related to students’ critical listening ability. The result of the research showed that the relationship between listening strategy performance and critical listening ability of students tended to be directly proportional in which high students’ listening strategy performance tended to be followed by high critical listening ability and vise versa. Students’ listening strategy performance in improving students’ critical listening ability was able to (1 effective activities, students create active, effective, and creative learning process independently in measuring and developing in each step of listening learning model, (2 enough listening learning media can improve students’ critical listening skill (3 critical listening strategy performance can increase students’ critical listening ability. Copyright © 2015 by Al-Ta'lim All right reserved

  7. Creating an Effective and Meaningful Learning Environment for High-Ability Learners!

    Science.gov (United States)

    Davis, Joy Lawson

    2013-01-01

    An effective and meaningful classroom for high-ability students is one in which teaching and learning is focused on meeting students' intellectual, academic, and psychosocial needs using specific strategies to impact their learning today as they prepare for tomorrow. As parents become more engaged with teachers, it also is important for them…

  8. The Classification of the Probability Unit Ability Levels of the Eleventh Grade Turkish Students by Cluster Analysis

    Science.gov (United States)

    Ozyurt, Ozcan

    2014-01-01

    In this study, the probability unit ability levels of the eleventh grade Turkish students were classified through cluster analysis. The study was carried out in a high school located in Trabzon, Turkey during the fall semester of the 2011-2012 academic years. A total of 84 eleventh grade students participated. Students were taught about…

  9. Scientific Creativity and High Ability: Gender and academic level differences

    Directory of Open Access Journals (Sweden)

    Fernando Javier ESPARZA MOLINA

    2015-10-01

    Full Text Available  The purpose of this study was to investigate the influence of gender and educational level on scientific creativity among gifted/talented students. A cohort of creatividad científica y alta habilidad: diferencias de género y nivel educativo 78 secondary school students from 12 to 16 years old participated in this research. The scientific creativity was measured using the Creative Scientific Ability Test (Sak & Ayas, 2011 designed for secondary school students from 11 to 14 years old. Its theoretical framework sets up the measurement of a three dimensional structure: general creative abilities (fluency, flexibility and creativity, scientific creative abilities (hypothesis generation, hypothesis testing and evidence evaluation and scientific knowledge. This test has the right adequate psychometric properties with a Cronbach’s alpha coefficient of 0.848 (Sak & Ayas, 2013. Results indicated that male students scored significantly higher in a task named Interaction Graph which measures hypothesis generation in interdisciplinary science. The analysis also showed that students involved in upper education levels scores significantly higher in general fluency and in the task called The Food Chain which measures evidence evaluation in the area of ecology.

  10. How to Improve the Students of Junior High School Language Learning Ability%如何提高初中学困生的语文学习能力

    Institute of Scientific and Technical Information of China (English)

    刘颖

    2014-01-01

    The language discipline students with learning difficulties is a contrary to expectation things,how the effective way to reduce the probability of occurrence of learning difficulties students,how to improve the learning difficulty students language learning ability is an urgent problem for teachers to solve existing. The causes of lealning difficulties conducted a careful analysis,find some symptomatic strategies.%如何通过有效途径减少初中语文学困生发生的概率,如何提高已有学困生语文学习的能力是教师亟待解决的问题。对学困生的成因进行了仔细分析,寻找了一些对症策略。

  11. Open-Ended Approach: An Effort in Cultivating Students' Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

    Science.gov (United States)

    Fatah, Abdul; Suryadi, Didi; Sabandar, Jozua; Turmudi

    2016-01-01

    The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten…

  12. Current trends in developing medical students' critical thinking abilities.

    Science.gov (United States)

    Harasym, Peter H; Tsai, Tsuen-Chiuan; Hemmati, Payman

    2008-07-01

    Health care is fallible and prone to diagnostic and management errors. The major categories of diagnostic errors include: (1) no-fault errors--the disease is present but not detected; (2) system errors--a diagnosis is delayed or missed because of the imperfection in the health care system; and (3) cognitive errors--a misdiagnosis from faulty data collection or interpretation, flawed reasoning, or incomplete knowledge. Approximately one third of patient problems are mismanaged because of diagnostic errors. Part of the solution lies in improving the diagnostic skills and critical thinking abilities of physicians as they progress through medical school and residency training. However, this task is challenging since both medical problem-solving and the learning environments are complex and not easily understood. There are many interacting variables including the motivation of the medical student (e.g. deep versus surface learning), the acquisition and evolution of declarative and conditional knowledge (e.g. reduced, dispersed, elaborated, scheme, and scripted), problem-solving strategies (e.g. procedural knowledge-guessing, hypothetical deductive, scheme inductive, and pattern recognition), curricular models (e.g. apprenticeship, discipline-based, body system-based, case-based, clinical presentation-based), teaching strategies (e.g. teaching general to specific or specific to general), the presented learning opportunities (PBL versus scheme inductive PBL), and the nature of the learning environment (e.g. modeling critical thinking and expert problem-solving). This paper elaborates on how novices differ from experts and how novices can be educated in a manner that enhances their level of expertise and diagnostic abilities as they progress through several years of medical training.

  13. The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

    Science.gov (United States)

    Prabawanto, Sufyani

    2017-05-01

    This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

  14. The Mathematical Abilities and Personality of Undergraduate Psychology Students Relative to Other Student Groups

    Science.gov (United States)

    Bhakta, Roy; Wood, Clare; Lawson, Duncan

    2010-01-01

    This study examined differences in personality and mathematical ability between students studying Business, Psychology, Sports and Nursing. There were 286 participants who each completed a mathematics diagnostics test and a Revised Eysenck Personality Questionnaire (EPQ-R) during the first term of their first year of study. There was a significant…

  15. On Strategies of Improving Junior High School Students’ Oral English Ability

    Institute of Scientific and Technical Information of China (English)

    罗茜

    2015-01-01

    With the increasingly frequent international exchanges,English,as an international language,has been attached greater importance.The oral English ability of junior high school students plays an indispensable role in their everyday study and social interaction,and it is the present junior school study that can lay a solid foundation for their future study and life.Therefore,to comprehensively improve their oral English ability is in urgent need and of paramount significance.This paper focuses on analyzing the external and internal factors influencing the cultivation of junior high school students’oral English ability,and put forwards the corresponding cultivating strategies of the oral English ability of junior high school students.

  16. Using Rasch model to analyze the ability of pre-university students in vector

    Science.gov (United States)

    Ibrahim, Faridah Mohamed; Shariff, Asma Ahmad; Tahir, Rohayatimah Muhammad

    2015-10-01

    Evaluating students' performance only from overall examination marks does not give accurate evidence of their achievement on a particular subject. For a more detailed analysis, an instrument called Rasch Measurement Model (Rasch Model), widely used in education research, may be applied. Using the analysis map, the level of each student's ability and the level of the questions difficulty can be measured. This paper describes how the Rasch Model is used to evaluate students' achivement and performance in Vector, a subject taken by students enrolled in the Physical Science Program at the Centre for Foundation Studies in Science, University of Malaya. Usually, students' understanding of the subject and performance are assessed and examined at the end of the semester in the final examination, apart from continuous assessment done throughout the course. In order to evaluate the individual achievement and get a better and accurate evidence on the performance, 28 male and 28 female students' marks were taken randomly from the final examination results and analysed using the Rasch Model. Observation made from the map showed that more than half of the questions were categorized as difficult while the two most difficult questions could be answered correctly by 33.9% of the students. Results showed that the students performed very well and their achievement was above expectation. About 27% of the sudents could be considered as having very high ability in answering all the questions, with one student being able to answer well, obtaining perfect score. However, two students were found to be misfits since they were able to answer difficult questions but gave poor response to easy ones.

  17. Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance.

    Science.gov (United States)

    Webb, Noreen M.; Nemer, Kariane Mari; Zuniga, Stephen

    2002-01-01

    Studied the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science assessments. Results for 83 high ability students show the quality of group functioning serves as the strongest predictor of high-ability students' performance and explained much of the…

  18. The Effect of Problem Solving and Problem Posing Models and Innate Ability to Students Achievement

    Directory of Open Access Journals (Sweden)

    Ratna Kartika Irawati

    2015-04-01

    Full Text Available Pengaruh Model Problem Solving dan Problem Posing serta Kemampuan Awal terhadap Hasil Belajar Siswa   Abstract: Chemistry concepts understanding features abstract quality and requires higher order thinking skills. Yet, the learning on chemistry has not boost the higher order thinking skills of the students. The use of the learning model of Problem Solving and Problem Posing in observing the innate ability of the student is expected to resolve the issue. This study aims to determine the learning model which is effective to improve the study of the student with different level of innate ability. This study used the quasi-experimental design. The research data used in this research is the quiz/test of the class which consist of 14 multiple choice questions and 5 essay questions. The data analysis used is ANOVA Two Ways. The results showed that Problem Posing is more effective to improve the student compared to Problem Solving, students with high level of innate ability have better outcomes in learning rather than the students with low level of innate ability after being applied with the Problem solving and Problem posing model, further, Problem Solving and Problem Posing is more suitable to be applied to the students with high level of innate ability. Key Words: problem solving, problem posing, higher order thinking skills, innate ability, learning outcomes   Abstrak: Pemahaman konsep-konsep kimia yang bersifat abstrak membutuhkan keterampilan berpikir tingkat tinggi. Pembelajaran kimia belum mendorong siswa melakukan keterampilan berpikir tingkat tinggi. Penggunaan model pembelajaran Problem Solving dan Problem Posing dengan memperhatikan kemampuan awal siswa diduga dapat mengatasi masalah tersebut. Penelitian ini bertujuan untuk mengetahui model pembelajaran yang efektif dalam meningkatkan hasil belajar dengan kemampuan awal siswa yang berbeda. Penelitian ini menggunakan rancangan eksperimen semu. Data penelitian menggunakan tes hasil belajar

  19. 3D-CAD Effects on Creative Design Performance of Different Spatial Abilities Students

    Science.gov (United States)

    Chang, Y.

    2014-01-01

    Students' creativity is an important focus globally and is interrelated with students' spatial abilities. Additionally, three-dimensional computer-assisted drawing (3D-CAD) overcomes barriers to spatial expression during the creative design process. Does 3D-CAD affect students' creative abilities? The purpose of this study was to explore the…

  20. 3D-CAD Effects on Creative Design Performance of Different Spatial Abilities Students

    Science.gov (United States)

    Chang, Y.

    2014-01-01

    Students' creativity is an important focus globally and is interrelated with students' spatial abilities. Additionally, three-dimensional computer-assisted drawing (3D-CAD) overcomes barriers to spatial expression during the creative design process. Does 3D-CAD affect students' creative abilities? The purpose of this study was to explore the…

  1. EFFECTIVENESS OF USING GRAPHIC ANIMATION COURSEWARE FOR STUDENTS WITH DIFFERENT COGNITIVE STYLES AND SPATIAL VISUAL ABILITIES

    Directory of Open Access Journals (Sweden)

    Ahmad Rizal Madar

    2011-09-01

    Full Text Available This research was conducted to examine the effectiveness of using graphic animation courseware on pre and post test performance achievement in Electronic System 1 subject among students undergoing Certificate of Electrical and Electronic Engineering at the Malaysian Ministry of Higher Education Polytechnics. These students have different Cognitive Styles (Field Independent & Field Dependent and Spatial Visual Abilities (High Visual and Low Visual. The achievement performance of this pre and post test was obtained from students who apply graphic animation courseware (experimental group and conventional (control group as their learning styles. The research samples comprised of 138 semester 1 students undergoing Certificate of Electrical and Electronic Engineering in the Department of Electrical Engineering, MOHE polytechnics. Two MOHE polytechnics were involved in this research, which are Central and Southern Zone. The experimental group consisted of students from Southern Zone, while the control group recruited students from Central Zone. Quasi-experimental with 2 x 2 factorial (Cognitive style x spatial visual ability design was applied using quantitative data. Data collected were analysed using descriptive and inferential statistics which are mean, standard deviation, and independent samples T-test. A significant value of 0.05 was set for data reporting. Overall research finding shows that ; there was a significant difference in students achievement with Cognitive Styles of FI, FD, VT and VR where the experimental group were found better than the control group ; there was significant differences in the achievement of students with the characteristics of FIVT, FIVR, FDVT and FDVR where the experimental group showed a better result compared to the control group and ; the elements (Interface Design, Interaction Design, Motivation and User Friendliness in the Electronic System 1 graphic animation courseware assist in students learning achievement

  2. Motivation and Math Anxiety for Ability Grouped College Math Students

    Science.gov (United States)

    Helming, Luralyn

    2013-01-01

    The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

  3. Factors affecting the social problem-solving ability of baccalaureate nursing students.

    Science.gov (United States)

    Lau, Ying

    2014-01-01

    The hospital environment is characterized by time pressure, uncertain information, conflicting goals, high stakes, stress, and dynamic conditions. These demands mean there is a need for nurses with social problem-solving skills. This study set out to (1) investigate the social problem-solving ability of Chinese baccalaureate nursing students in Macao and (2) identify the association between communication skill, clinical interaction, interpersonal dysfunction, and social problem-solving ability. All nursing students were recruited in one public institute through the census method. The research design was exploratory, cross-sectional, and quantitative. The study used the Chinese version of the Social Problem Solving Inventory short form (C-SPSI-R), Communication Ability Scale (CAS), Clinical Interactive Scale (CIS), and Interpersonal Dysfunction Checklist (IDC). Macao nursing students were more likely to use the two constructive or adaptive dimensions rather than the three dysfunctional dimensions of the C-SPSI-R to solve their problems. Multiple linear regression analysis revealed that communication ability (ß=.305, pproblem-solving after controlling for covariates. Macao has had no problem-solving training in its educational curriculum; an effective problem-solving training should be implemented as part of the curriculum. With so many changes in healthcare today, nurses must be good social problem-solvers in order to deliver holistic care. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. The Study of the Relation between Students' Anxiety and How They Judge their Ability to Learn Mathematics

    Directory of Open Access Journals (Sweden)

    Arezoo Mohammad Jafari

    2013-06-01

    Full Text Available The relation between ability and self-judgment has always drawn the attention of parents and teachers. Obviously, students lose their ability and fail to gain much from good education if they lack necessary motives. Learning mathematical concepts and the ability to solve mathematical questions is highly influenced by judgments, beliefs and anxiety of students. The present research attempts to study the relation between anxiety of students and how they judge their ability to learn mathematics. A number of 30 girl and boy students studying the third grade of high school in the field of mathematics were chosen by correlation research and quasi-cluster sampling method and their anxiety and self-judgment was studied by means of two questionnaires (anxiety and judgment. Descriptive and inferential statistics and the results of Pearson correlation test revealed that there is a meaningful relation between anxiety of students and how they judge their ability to learn mathematics. Therefore, students with high anxiety may judge their ability positively or negatively.

  5. Improve Students'Listening and Speaking Ability in Intensive Course

    Institute of Scientific and Technical Information of China (English)

    陆佳琳

    2008-01-01

    It is particularly important and necessary to try to make intensive course interesting and iffective for the students.Their study will become a lot more effective if the student come to the classroom willingly instead of being forced to.That is to say,how a teacher can succeed in arousing the students' interest in intensive course and making the students more active and aggressive in thinking,listening and speaking.For this purpose,we should change the teacher dominated class for a student-centered one.

  6. The Relationship Between Dental Students' Assessment Ability and Preclinical and Academic Performance in Operative Dentistry.

    Science.gov (United States)

    Lee, Cliff; Asher, Sheetal R; Chutinan, Supattriya; Gallucci, German O; Ohyama, Hiroe

    2017-03-01

    Self-assessment is a critical skill for health care professionals. Because these professionals must be lifelong, self-directed learners and self-regulating practitioners, the ability to self-assess is essential for them. The aims of this study were to measure how dental students self-assessed and peer-assessed their performance in preclinical operative procedures and to evaluate any relationship between their assessment ability and preclinical skills or academic performance. The study was conducted from 2015 to 2016. Third-year students at Harvard School of Dental Medicine self-assessed their work on four preclinical practical exams: Class II amalgam preparation, Class II amalgam restoration, Class III composite preparation, and Class III composite restoration. Three faculty members graded the same preparations and restorations. The difference between the students' self-assessment and the mean faculty assessment was calculated as the student-faculty (S-F) gap. An absolute S-F gap was also calculated with absolute values of differences. A total of 71 students completed these practical exams: 36 in the Class of 2016 and 35 in the Class of 2017. All 71 self-assessments for each of the four practical exams were collected for a response rate of 100%. The results showed that the mean S-F gap ranged from 2% to 8%, and the absolute S-F gap ranged from 7% to 12%. Preclinical performance was correlated with self-assessment accuracy. Low-performing students significantly overestimated their self-assessments compared to the rest of the class. High-performing students had more accurate self-assessments and tended to underestimate themselves. Overall, these results showed that the students had room for improving the accuracy of their self-assessments.

  7. Looking at the high ability/giftedness through the lens of curriculum studies

    Directory of Open Access Journals (Sweden)

    Soraia Napoleão Freitas

    2011-12-01

    Full Text Available From diving in the educational field, either in teaching or research in Special Education, this article postulates bring visibility to a curricular discussion strongly marked by the educational practice of learners with high ability/giftedness and having the "lighthouse flag” the inclusion policy school principles, not just theorizing about the elements of the theme. Curriculum is understood as a territory of knowledge and power, so the manufacturing process of the curriculum in the wake of the inclusive hillside – a journey which aims to solidify egalitarian social link - can put up as an potentiating agent of different actions for the education of students with high ability/giftedness, protecting them from moments of discrimination, segregation and personal, family, school and social exclusion. Therefore, this article takes up an invitation to educators to look at the prerogatives of education that hosts students with high ability/giftedness with the lens of curriculum studies.

  8. Against the Odds: Academic Resilience among High-Ability African American Adolescents Living in Rural Poverty

    Science.gov (United States)

    Ellis, Wendy Taylor

    2010-01-01

    This qualitative study investigated the internal and external protective factors that serve to ameliorate barriers to academic achievement posed by the cultural factors of poverty, minority status, and rural residence for high-ability students, rendering them academically resilient. While there has been ample research on underachievement among…

  9. Group by Subject or by Ability? Tertiary Mathematics for Engineering Students

    Science.gov (United States)

    Plank, Michael; James, Alex; Hannah, John

    2011-01-01

    The mathematics topics taught to engineering students at university are ostensibly no different to those taught to mathematics majors, so should these students be taught together or separately? Should engineering students be segregated by ability in their mathematics classes? This study analyses the grades of over 1000 engineering students, and…

  10. Verbal Measures of Cognitive Ability: The Gifted Low SES Student's Albatross.

    Science.gov (United States)

    Tyler-Wood, Tandra; Carri, Louis

    1993-01-01

    Scores on cognitive abilities tests administered to students (n=80; grades 4-8) being considered for gifted placement were analyzed for differences between low socioeconomic status (SES) students and average or above average SES students. Analysis indicated that the primary reason low SES students did not meet criteria for gifted placement was low…

  11. Diagnosis of students' ability in a statistical course based on Rasch probabilistic outcome

    Science.gov (United States)

    Mahmud, Zamalia; Ramli, Wan Syahira Wan; Sapri, Shamsiah; Ahmad, Sanizah

    2017-06-01

    Measuring students' ability and performance are important in assessing how well students have learned and mastered the statistical courses. Any improvement in learning will depend on the student's approaches to learning, which are relevant to some factors of learning, namely assessment methods carrying out tasks consisting of quizzes, tests, assignment and final examination. This study has attempted an alternative approach to measure students' ability in an undergraduate statistical course based on the Rasch probabilistic model. Firstly, this study aims to explore the learning outcome patterns of students in a statistics course (Applied Probability and Statistics) based on an Entrance-Exit survey. This is followed by investigating students' perceived learning ability based on four Course Learning Outcomes (CLOs) and students' actual learning ability based on their final examination scores. Rasch analysis revealed that students perceived themselves as lacking the ability to understand about 95% of the statistics concepts at the beginning of the class but eventually they had a good understanding at the end of the 14 weeks class. In terms of students' performance in their final examination, their ability in understanding the topics varies at different probability values given the ability of the students and difficulty of the questions. Majority found the probability and counting rules topic to be the most difficult to learn.

  12. Assessment of Critical Thinking Ability in Medical Students

    Science.gov (United States)

    Macpherson, Karen; Owen, Cathy

    2010-01-01

    In this study conducted with 80 first-year students in a graduate medical course at the Australian National University, Canberra, students' critical thinking skills were assessed using the Watson-Glaser Critical Thinking Appraisal (Forms A and B) in a test-retest design. Results suggested that overall subjects retained consistent patterns of…

  13. Undergraduate Nursing Students' Perceptions Regarding Factors That Affect Math Abilities

    Science.gov (United States)

    Pyo, Katrina A.

    2011-01-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study…

  14. Logical Reasoning Ability and Student Performance in General Chemistry

    Science.gov (United States)

    Bird, Lillian

    2010-01-01

    Logical reasoning skills of students enrolled in a general chemistry course at the University of Puerto Rico in Rio Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical…

  15. Instructional Enhancements to Improve Students' Reading Abilities

    Science.gov (United States)

    Stoller, Fredricka L.; Anderson, Neil J.; Grabe, William; Komiyama, Reiko

    2013-01-01

    This article offers five instructional enhancements that help students become better readers. These classroom practices coincide with five key elements of English as a Foreign Language (EFL) reading instruction: "extensive practice and exposure to print," "commitment to building student motivation," "attention to reading…

  16. The interactive exmination: assessing students self-assessment ability

    DEFF Research Database (Denmark)

    Nikhos, M.; Nattestad, A.; Falk-Nilsson, E.;

    2004-01-01

    Clinical competence/standards, education, medical, undergraduate/standards, educational measurement, self evaluation programmes/methods, students, medical, faculty, reproducibility of results, comparative study......Clinical competence/standards, education, medical, undergraduate/standards, educational measurement, self evaluation programmes/methods, students, medical, faculty, reproducibility of results, comparative study...

  17. Logical Reasoning Ability and Student Performance in General Chemistry

    Science.gov (United States)

    Bird, Lillian

    2010-01-01

    Logical reasoning skills of students enrolled in a general chemistry course at the University of Puerto Rico in Rio Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical…

  18. Undergraduate Nursing Students' Perceptions Regarding Factors That Affect Math Abilities

    Science.gov (United States)

    Pyo, Katrina A.

    2011-01-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study…

  19. Does Students' Confidence in Their Ability in Mathematics Matter?

    Science.gov (United States)

    Parsons, Sarah; Croft, Tony; Harrison, Martin

    2009-01-01

    Research was conducted into first year engineering students' learning of mathematics in a university college during 2005-2007. The aims were to understand better students' confidences and explore which factors affected performance and how these were inter-related. Questionnaires were administered which posed questions regarding previous…

  20. Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief

    Science.gov (United States)

    Bogdan, Abigail Marie

    Here I present my work studying introductory physics students proficiency with the control of variables strategy to evaluate simple data tables. In this research, a primary goal was to identify and to describe the reasoning strategies that students use preferentially when evaluating simple data tables where the control of variables strategy is the normative evaluation strategy. In addition, I aimed to identify and describe the factors that affect students reasoning strategies when analyzing these simple data tables. In a series of experiments, I tested 1,360 introductory physics students, giving them simple tables of experimental data to analyze. Generally, each of the experiments that I conducted had two conditions. In both of these conditions, the data filling the tables was identical; however, in the first condition, the data table was presented in a physical context and students were given a short pre-test to measure their beliefs about the context. In the second condition, the table was given in a more generic context. This was repeated with multiple data tables and physical contexts. In addition to the data table task, students were given several measures of cognitive ability. By using students answers on the pretest about physical context, I was able to measure whether or not each students prior beliefs were consistent with the relationships shown in the data tables. Across all the experiments conducted here, I found that those students whose prior beliefs were consistent with the data were over three times more likely to draw a valid inference from the table than students whose prior beliefs were inconsistent with the data. By further analyzing students responses, I found evidence that this difference in performance could be accounted for by the presence of a belief bias. Students tended to cite data in suboptimal ways, frequently treating their own theories as a source of evidence to be supplemented by or illustrated with examples from the data. Because of

  1. Teaching High-Ability Pupils in Early Primary School

    NARCIS (Netherlands)

    Dijkstra, Elma

    2015-01-01

    This thesis describes the design and implementation of the intervention 'Excel Kwadraat' in primary schools. This intervention aims to improve teachers’ differentiation practices in order to better anticipate pupil differences, including excellent or high-ability pupils. In the end, the intervention

  2. Teaching High-Ability Pupils in Early Primary School

    NARCIS (Netherlands)

    Dijkstra, Elma

    2015-01-01

    This thesis describes the design and implementation of the intervention 'Excel Kwadraat' in primary schools. This intervention aims to improve teachers’ differentiation practices in order to better anticipate pupil differences, including excellent or high-ability pupils. In the end, the intervention

  3. Exploring Bias in Math Teachers' Perceptions of Students' Ability by Gender and Race/Ethnicity.

    Science.gov (United States)

    Riegle-Crumb, Catherine; Humphries, Melissa

    2012-04-01

    This study explores whether gender stereotypes about math ability shape high school teachers' assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers' perceptions of students in different gender and racial/ethnic subgroups, and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Utilizing nationally representative data from the Education Longitudinal Study of 2002 (ELS), analyses reveal that disparities in teachers' perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females which, although relatively small in magnitude, suggests that teachers hold the belief that math is easier for white males than it is for white females. We also find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality.

  4. Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis.

    Science.gov (United States)

    Slavin, Robert E.

    1987-01-01

    Review of research of between-class and within-class ability grouping on the achievement of elementary students. Ability grouping appears most effective for specific subjects with students remaining in heterogeneous classes most of the day. Cross-grade assignment for selected subjects can increase achievement. (SLD)

  5. Newspaper Reading among College Students in Development of Their Analytical Ability

    Science.gov (United States)

    Kumar, Dinesh

    2009-01-01

    The study investigated the newspaper reading among college students in development of their analytical ability. Newspapers are one of the few sources of information that are comprehensive, interconnected and offered in one format. The main objective of the study was to find out the development of the analytical ability among college students by…

  6. The Effects of Analogies and Mathematics Ability on Students' Programming Learning Using Computer-Based Learning.

    Science.gov (United States)

    Lai, Shu-Ling; Repman, Judith L.

    1996-01-01

    Purposes of this study were to determine: (1) if analogies and elaboration and placement of the analogies help novices learning a computer-programming language; (2) if students' mathematics ability influences programming learning; and (3) the interaction effects between analogy and mathematics ability. Subjects were 156 college students. Results…

  7. Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students

    Science.gov (United States)

    Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei

    2014-01-01

    This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…

  8. Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students

    Science.gov (United States)

    Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei

    2014-01-01

    This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math…

  9. Learning Ability, Socioeconomic Status, and Student Placement for Undergraduate Studies in Israel

    Science.gov (United States)

    Dar, Yechezkel; Getz, Shlomo

    2007-01-01

    Choice of institution and field of study for a bachelor's degree in Israel was found essentially meritocratic although influenced by socioeconomic status (SES) as well. As expected, students of higher ability attend universities and those of lower apply to academic colleges. However, among students of higher ability, those of higher SES opt for…

  10. Critical thinking ability of associate, baccalaureate and RN-BSN senior students in Korea.

    Science.gov (United States)

    Shin, Sujin; Ha, Juyoung; Shin, Kyungrim; Davis, Michael K

    2006-01-01

    The purpose of this study was to compare the critical thinking ability of students enrolled in associate, baccalaureate, and Registered Nurse-Bachelor of Science in Nursing (RN-to-BSN) programs in Korea. The participants were 301 undergraduate nursing students. The instrument used for this study was the Watson & Glaser Critical Thinking Appraisal (WGCTA). The data were analyzed using descriptive statistics, t-test, and analysis of variance with Scheffe's multiple comparison. The average critical thinking ability score was 41.59. Bachelor of Science in Nursing (BSN) students scored significantly higher on critical thinking than the other 2 groups. Students thinking. This study provides preliminary evidence that the length and content of an educational program is as important as its focus on enabling students to develop their critical thinking abilities. This finding suggests a need to infuse critical thinking activities early in existing secondary school curricula as a way of encouraging students to develop their thinking abilities earlier.

  11. A Survey on Students’Oral English Ability in High School

    Institute of Scientific and Technical Information of China (English)

    朱旭

    2013-01-01

    Oral communicative ability is of great importance to measure students’English ability. However, it long exists that English course of high schools focuses on grammar. In economically backward cities where high schools don ’t treat speaking as a necessity, there is a prevailing phenomenon of high marks but dumb English. Based on the fact above, the author adopts some methods to conduct an investigation among teachers and students in a high school in Shanxi province. After an elaborate collec-tion of data and a comprehensive conclusion of information related to students, the author points out problems existing in stu-dents’oral communication in the Grade Two; by analysis, the author points out some possible reasons for these problems; and lastly, the author puts forward some suggestions to these problems accordingly.

  12. On the Cultivation of Junior High School Physics Teaching Students Creative Thinking Ability%浅谈初中物理教学中学生创造性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    尹强

    2014-01-01

    As a junior high school physical education workers,we should take various effective means, stimulate the students’ independent thinking and innovation consciousness, promote the development of students’ creative thinking, for conveying talents with creative ability for the society.%作为一名初中物理教育工作者,应通过采取各种有效手段,激发学生独立思考和创新意识,促进学生创造性思维的发展,争取为社会输送出具有创新能力的优秀人才。

  13. Medical students' knowledge, abilities and access characteristics to the internet at a peruvian university

    OpenAIRE

    Horna, Pedro; Facultad de Medicina Alberto Hurtado, Universidad Peruana Cayetano Heredia; Sociedad Científica de Estudiantes de Medicina Cayetano Heredia – SOCEMCH; Curioso, Walter; Facultad de Medicina Alberto Hurtado, Universidad Peruana Cayetano Heredia; Sociedad Científica de Estudiantes de Medicina Cayetano Heredia – SOCEMCH; Guillén, Carlos; Facultad de Medicina Alberto Hurtado, Universidad Peruana Cayetano Heredia; Sociedad Científica de Estudiantes de Medicina Cayetano Heredia – SOCEMCH; Torres, Carla; Facultad de Medicina Alberto Hurtado, Universidad Peruana Cayetano Heredia; Sociedad Científica de Estudiantes de Medicina Cayetano Heredia – SOCEMCH; Kawano, Jorge; Facultad de Medicina Alberto Hurtado, Universidad Peruana Cayetano Heredia; Sociedad Científica de Estudiantes de Medicina Cayetano Heredia – SOCEMCH

    2013-01-01

    Objectives: To study the knowledge abilities and access characteristics to the Internet in undergraduate medical students from a Peruvian University. Methods: Development and application of a questionnaire to medical students, report of the results and nested case-control analysis of data to identify variables related to the ability to surf the Internet. Results: The students enter the Internet mainly from home. The most visited websites were those from web mail services and entertainment sit...

  14. Assessing Social Perception Abilities in Learning Disabled Students.

    Science.gov (United States)

    Maheady, Larry; Maitland, George E.

    1982-01-01

    Experimental attempts at assessing the social perception skills of learning disabled (LD) children are reviewed, along with methodological concerns relative to these experiments, and possible directions for future social perception research. Ten studies that examined LD children's ability to interpret nonverbal cues indicated they performed more…

  15. Pictorial Visual Rotation Ability of Engineering Design Graphics Students

    Science.gov (United States)

    Ernst, Jeremy Vaughn; Lane, Diarmaid; Clark, Aaron C.

    2015-01-01

    The ability to rotate visual mental images is a complex cognitive skill. It requires the building of graphical libraries of information through short or long term memory systems and the subsequent retrieval and manipulation of these towards a specified goal. The development of mental rotation skill is of critical importance within engineering…

  16. Pictorial Visual Rotation Ability of Engineering Design Graphics Students

    Science.gov (United States)

    Ernst, Jeremy Vaughn; Lane, Diarmaid; Clark, Aaron C.

    2015-01-01

    The ability to rotate visual mental images is a complex cognitive skill. It requires the building of graphical libraries of information through short or long term memory systems and the subsequent retrieval and manipulation of these towards a specified goal. The development of mental rotation skill is of critical importance within engineering…

  17. Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

    Science.gov (United States)

    Lee, Okhee; Buxton, Cory; Lewis, Scott; Leroy, Kathryn

    2006-09-01

    This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds.

  18. Verbal abilities in low and highly proficient bilinguals.

    Science.gov (United States)

    Andreou, Georgia; Karapetsas, Anargyros

    2004-09-01

    The study investigated native language verbal skills among low and highly proficient bilinguals, using the WISC III verbal subtests. Highly proficient bilinguals showed a superiority for almost all verbal subtests. This finding lends support to Threshold Theory which maintains that bilinguals need to achieve high levels of linguistic proficiency before bilingualism can promote cognitive development. Our study also shows that verbal ability underlying proficiency in the native language can be generalized to a foreign language, revealing a causal connection between native and foreign language learning.

  19. Were Knowledge Management Abilities of University Students Enhanced after Creating Personal Blog-Based Portfolios?

    Science.gov (United States)

    Chang, Chi-Cheng; Liang, Chaoyun; Tseng, Kuo-Hung; Tseng, Ju-Shih; Chen, To-Yu

    2013-01-01

    The effect of creating blog-based portfolios on knowledge management (KM) abilities among university students was examined in the present study. Participants included 43 students majoring in Multimedia and Game Science at a University in Taiwan. Students spent nine weeks creating their personal portfolios by using a blog. The "t"-test…

  20. Were Knowledge Management Abilities of University Students Enhanced after Creating Personal Blog-Based Portfolios?

    Science.gov (United States)

    Chang, Chi-Cheng; Liang, Chaoyun; Tseng, Kuo-Hung; Tseng, Ju-Shih; Chen, To-Yu

    2013-01-01

    The effect of creating blog-based portfolios on knowledge management (KM) abilities among university students was examined in the present study. Participants included 43 students majoring in Multimedia and Game Science at a University in Taiwan. Students spent nine weeks creating their personal portfolios by using a blog. The "t"-test…

  1. Improving Students' English Pronunciation Ability through Go Fish Game and Maze Game

    Science.gov (United States)

    Nurhayati, Dwi Astuti Wahyu

    2015-01-01

    The problem highlighted in this research is the low pronunciation ability of Kindergarten students in Al-Irsyad Madiun that is caused by (1) the uninteresting activities in learning English; (2) the students' difficulties of English pronunciation; (3) the students' low motivation in learning. The theoretical review includes the young learners…

  2. An Investigation of Mathematically Promising Students' Cognitive Abilities and Their Contributions to Learning Environment

    Science.gov (United States)

    Budak, Ibrahim; Kaygin, Bulent

    2015-01-01

    In this study, through the observation of mathematically promising students in regular classrooms, relevant learning environments and the learning needs of promising students, teacher approaches and teaching methods, and the differences between the promising students and their normal ability peers in the same classroom were investigated.…

  3. Grade Inflation Rates among Different Ability Students, Controlling for Other Factors.

    Science.gov (United States)

    Mc Spirit, Stephanie; Jones, Kirk E.

    1999-01-01

    Compared grade inflation rates among students of different abilities at an open-admissions public university by examining trends in graduating grade point average from 1983 to 1996. The higher grade inflation rates among low aptitude students suggest that faculty might be using grades to encourage learning among marginal students. (SLD)

  4. Connecting and Collaborating: How Content-Related Instruction Increases Students' Speaking Abilities

    Science.gov (United States)

    Harkins, Sherri

    2010-01-01

    Young students come to world language classrooms with genuine excitement about the possibility of being able to speak a language other than their own. When world language teachers connect second language instruction to students' general education curriculum content, the opportunity presents itself to potentially increase students' ability to speak…

  5. The Effect of Teaching Interlanguage Pragmatics on Interpretation Ability of Iranian Translation Students

    Science.gov (United States)

    Ravesh, Mahnaz Mahmoudi; Tabrizi, Hossein Heidari

    2017-01-01

    The present study sought to investigate whether Iranian translation students were successful in comprehending interlanguage pragmatic (ILP) features. Moreover, it tried to figure out whether teaching interlanguage pragmatics proved helpful for the improvement of interpretation ability of Iranian translation students. To this end, 30 students of…

  6. [High ability children and their differential cognitive functioning].

    Science.gov (United States)

    Sastre-Riba, S

    2008-01-01

    From the neuroconstructivist point of view, cognitive development is understood as a process of successive and continuous reorganization whose changing mechanisms and differential outcomes (typical and atypical) must be studied. High intellectual abilities are one of their differential manifestations but its concept and nature is confused conditioning the validity of its identification and the efficacy of the interventional programs. To propose a clarifying definition of the nature of high intellectual abilities and their manifestations: giftedness, talent and genious, as well as their cognitive functioning and neurological correlates. A qualitative task analysis is applied to 41 participants with intellectual profiles corresponding to: giftedness, talent and typical intelligence, previously obtained. Results show differences on the cognitive results, not only referred to the quantity of informations produced but in the data organization more complex and hard interrelated among the gifted participants. It must be a differential process of resolution adjusted to each one of the profiles studied.

  7. Low-Budget Apps for Students of All Abilities

    Science.gov (United States)

    VanWeelden, Kimberly; Heath, Julia

    2013-01-01

    With more than 850,000 apps currently on the market, there are multiple apps that can be used to help all students in music education, particularly those with special needs. This article lists low-budget apps useful for the elementary or secondary general music classroom.

  8. DEVELOPING LINGUISTIC SKILLS AND ABILITIES IN EMP STUDENTS

    Directory of Open Access Journals (Sweden)

    Nataša Milosavljević

    2012-03-01

    Full Text Available English for medical purposes falls within the category of discipline-specific language learning. It is characterized by specific linguistic features and requires specific study that is possible to carry out using specially designed programmes. Reading skill is one way of learning strategy of English for medical purposes. Most often, students use this skill in order to obtain information for some particular topic from the area of medical science, or because they need some sort of instruction in order to carry out certain task. Vocabulary acquisition plays a very important role in EMP teaching. It is achieved best through learning vocabulary in context, rather than in isolation. One of the most important questions in EMP teaching is related to what grammatical constructions should be analysed and emphasised. Some types of these activities would include, for example, asking students to find examples of one particular structure in the text or fill in the blanks with the missing forms such as tenses, passive forms, prepositions, etc. Speaking skill represents productive skill the aim of which is communication. In order for foreign language communication to be suucessful, a student should know linguistic and cultural features of native speakers and follow certain rules and conventions that are not easy to define. It is of crucial importance that during teaching process students develop strategies and techniques that will help them use linguistic structures fluently, apply language in different situations, take part in discussions, and use acquired vocabulary in accurate and precise way.

  9. Improve English Reading Ability Of Primary And Middle School Students

    Institute of Scientific and Technical Information of China (English)

    吴干城

    2012-01-01

    Reading is an very important part of the English learning in the primary and Middle school, but most students can't find the proper ways of reading effectively. So, this thesis mainly discusses the problem and puts forward some useful suggestions.

  10. Improving Student's Writing Ability through Journals and Creative Writing Exercises.

    Science.gov (United States)

    Bartscher, Mark A.; Lawler, Kim E.; Ramirez, Armando J.; Schinault, Kris S.

    This study describes a program for students in the target 4th, 7th, and 8th grades who exhibit low achievement in writing. This low achievement affects behaviors, attitudes, and peer interactions. Discipline referrals, district assessments, and teacher written assessments substantiate this dilemma. Probable cause for lack of writing skills has…

  11. Institutional Assessment of Student Information Literacy Ability: A Case Study

    Science.gov (United States)

    Chan, Christopher

    2016-01-01

    With increasing interest in the assessment of learning outcomes in higher education, stakeholders are demanding concrete evidence of student learning. This applies no less to information literacy outcomes, which have been adopted by many colleges and universities around the world. This article describes the experience of a university library in…

  12. Identifying Intraindividual Differences in Students' Written Language Abilities

    Science.gov (United States)

    Apel, Kenn; Apel, Lynda

    2011-01-01

    Students must be able to consciously use their knowledge of phonology, orthography, morphology, semantics, syntax, and pragmatics to successfully read and write. Difficulties in the conscious awareness of 1 or more of these 6 linguistic knowledge components may lead to reading and writing deficits. In this article, we present a componential model…

  13. Low-Budget Apps for Students of All Abilities

    Science.gov (United States)

    VanWeelden, Kimberly; Heath, Julia

    2013-01-01

    With more than 850,000 apps currently on the market, there are multiple apps that can be used to help all students in music education, particularly those with special needs. This article lists low-budget apps useful for the elementary or secondary general music classroom.

  14. Measuring College Students' Reading Comprehension Ability Using Cloze Tests

    Science.gov (United States)

    Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole

    2011-01-01

    Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater…

  15. The Impact of Teaching Grammatical Structures on Writing Ability of Iranian Students

    Directory of Open Access Journals (Sweden)

    Hooshang Khoshsima

    2014-11-01

    Full Text Available Since the beginning of language studies, second language acquisition (SLA researchers have been searching for effective ways of improving learners’ language skills. With this in mind this study aimed to examine the effect of teaching grammatical structures on developing writing ability of Chabehar high school students. The research identified some effective strategies in improving writing ability of students. Twenty subjects were assigned in one group and were pretested/ post tested on the writing section. To obtain information on the effect of this model, some grammatical structures including conjunctions, adjective clause, adverb clause and noun clause were taught to learners. The topic of composition was to describe their town. The items which were considered to rate were length and rate in subordinate conjunctions, transitive adverbs, coordinate conjunctions, connectors in composition.. The results showed that teaching grammatical structures affects writing ability and there was a meaningful improvement compared with the beginning of the research.Keywords: concept, language skills, language style, writing strategies, sentence combining

  16. Social Problem Solving Ability Predicts Mental Health Among Undergraduate Students

    OpenAIRE

    Mansour Ranjbar; Ali Asghar Bayani; Ali Bayani

    2013-01-01

    Background : The main objective of this study was predicting student′s mental health using social problem solving- ability . Methods : In this correlational- descriptive study, 369 (208 female and 161 male) from, Mazandaran University of Medical Science were selected through stratified random sampling method. In order to collect the data, the social problem solving inventory-revised and general health questionnaire were used. Data were analyzed through SPSS-19, Pearson′s correlation, t tes...

  17. Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

    Directory of Open Access Journals (Sweden)

    Sakorn Pimta

    2009-01-01

    Full Text Available Problem statement: This study aims to investigate factors influencing mathematic problem-solving ability of sixth grade students. One thousand and twenty eight of sixth grade students, studying in the second semester of academic year 2007 were sampled by stratified random sampling technique. Approach: The research instruments used in the study included mathematic problem-solving ability test and questionnaires. Data was analyzed by Path Analysis. Results: Factors influencing mathematic problem-solving ability were represented as following: (1 direct factors influencing mathematic problem-solving ability were described that direct and indirect factors influencing mathematic problem-solving ability were attitude towards mathematics, self-esteem and teachers’ teaching behavior. Indirect factors influencing mathematic problem-solving ability were motivation and self-efficacy (2 factor models influencing mathematic problem-solving ability of sixth grade students was associated with visual data (3 The developed model could describe variance of skill in mathematic problem-solving at 63.00 % (R2 = 0.63. Conclusion: Teacher’s behaviors took both direct and indirect effects on the students’ mathematic problem solving. The teachers are supposed to study the methods to develop this ability deeply and then bring them to manage the activities in class that encourage students to be enthusiastic to learn and have good attitude toward mathematic learning or to get students’ concentration.

  18. How long does it take? A study of student acquisition of scientific abilities

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2008-12-01

    Full Text Available Most of the time, instructors of introductory physics limit their goals to students’ acquisition of basic concepts and end-of-the-chapter problem solving efficiency. They overlook the development of students’ science process abilities required for constructing scientific knowledge and approaching complex problems as scientists do. This goal is attainable and very valuable at the same time. This paper describes how learners improved their scientific abilities during the course of one semester and reports on the activities and facilitations that helped students in the process. We investigated how long it takes for novices to develop complex scientific abilities and whether the content and the context of the tasks affect the abilities that students demonstrate. We found that students need to conduct several cycles of scaffolded investigations to gain competence in the application of scientific abilities. Depending on the particular ability, a period of five to eight weeks of work is necessary to achieve it.

  19. Math anxiety, self-efficacy, and ability in British undergraduate nursing students.

    Science.gov (United States)

    McMullan, Miriam; Jones, Ray; Lea, Susan

    2012-04-01

    Nurses need to be able to make drug calculations competently. In this study, involving 229 second year British nursing students, we explored the influence of mathematics anxiety, self-efficacy, and numerical ability on drug calculation ability and determined which factors would best predict this skill. Strong significant relationships (p anxiety, self-efficacy, and ability. Students who failed the numerical and/or drug calculation ability tests were more anxious (p < .001) and less confident (p ≤ .002) in performing calculations than those who passed. Numerical ability made the strongest unique contribution in predicting drug calculation ability (beta = 0.50, p < .001) followed by drug calculation self-efficacy (beta = 0.16, p = .04). Early testing is recommended for basic numerical skills. Faculty are advised to refresh students' numerical skills before introducing drug calculations.

  20. Improving the Second Year Students Ability in Writing Narrative Paragraphs by Using Picture Series

    Directory of Open Access Journals (Sweden)

    Kalsum Mochtar

    2016-02-01

    Full Text Available This collaborative classroom action research was directed to obtain information about how the second grade students ability in writing a narrative paragraph improved by using picture series. Specifically, it was intended to develop the strategy of using picture series to improve the students ability in writing narrative paragraphs. The result shows that the appropriate model of using picture series in the teaching of writing narrative paragraphs contains some procedures and has some strengths in improving the students ability in writing narrative paragraphs. The improvements resulted from the use of series of pictures in the form of cartoon and series of questions related to the pictures.

  1. How to improve students ’oral English ability

    Institute of Scientific and Technical Information of China (English)

    陈忠泽

    2016-01-01

    With the opening-up of China, English teaching has been getting more and more attention, Now, A Standard English course is being used to replace the former teaching outline. The new standard adopts the international system. This has changed the old style of teaching, which attaches importance to grammar and vocabulary. The new method will place less stress on“reading and writing”, in favor of“listening”and“speaking”. So now, speaking is getting more and more important in middle school English teaching. This paper discuss how to improve students’speaking ability .

  2. A Study of High School Music Participants' Stylistic Preferences and Identification Abilities in Music and the Visual Arts.

    Science.gov (United States)

    Haack, Paul

    1982-01-01

    Research investigated how high school students conceptualize the basic Classical-Romantic values dichotomy as exemplified by various aesthetic eras, styles, and objects, and how students operate within such aesthetic-conceptual frameworks in terms of their preferences and identification-categorization abilities. (Author/AM)

  3. Reading ability and computer-related attitudes among African American graduate students.

    Science.gov (United States)

    Collins, Kathleen M T; Onwuegbuzie, Anthony J; Jiao, Qun G

    2008-06-01

    This study examined the degree that African American graduate students' reading abilities predict their attitudes toward computers and the educational use of the Internet. A canonical correlation analysis revealed that students with the lowest levels of reading ability tended to report the least computer confidence, least positive attitudes regarding computer liking, and least positive attitudes toward the educational use of the Internet. Findings of the study provide support for the hypothesis that reading ability differentially impacts African American graduate students' computer-related attitudes. The findings also suggest that reading ability may impede African American students' acquisition of computer and Internet skills and may negatively impact their achievement levels in graduate courses requiring computer-based skills.

  4. The Effects of the Number of Options per Item and Student Ability on Test Validity and Reliability.

    Science.gov (United States)

    Trevisan, Michael S.; And Others

    1991-01-01

    The reliability and validity of multiple-choice tests were computed as a function of the number of options per item and student ability for 435 parochial high school juniors, who were administered the Washington Pre-College Test Battery. Results suggest the efficacy of the three-option item. (SLD)

  5. Improving the Second Year Students Ability in Writing Narrative Paragraphs by Using Picture Series

    OpenAIRE

    Kalsum Mochtar

    2016-01-01

    This collaborative classroom action research was directed to obtain information about how the second grade students ability in writing a narrative paragraph improved by using picture series. Specifically, it was intended to develop the strategy of using picture series to improve the students ability in writing narrative paragraphs. The result shows that the appropriate model of using picture series in the teaching of writing narrative paragraphs contains some procedures and has some strengths...

  6. Improving the Second Year Students Ability in Writing Narrative Paragraphs by Using Picture Series

    OpenAIRE

    Kalsum Mochtar

    2016-01-01

    This collaborative classroom action research was directed to obtain information about how the second grade students ability in writing a narrative paragraph improved by using picture series. Specifically, it was intended to develop the strategy of using picture series to improve the students ability in writing narrative paragraphs. The result shows that the appropriate model of using picture series in the teaching of writing narrative paragraphs contains some procedures and has some strengths...

  7. Ability grouping of gifted students : effects on academic self-concept and boredom

    OpenAIRE

    Preckel, Franzis; Götz, Thomas; Frenzel, Anne C.

    2010-01-01

    In this paper, we examine the effects of full-time ability grouping on students academic self-evaluations and their experiences of boredom in class within special classes for the gifted. The effect of ability grouping on the academic self-concept of gifted students has been investigated in several studies. Our study addresses a less frequently observed angle of this line of research by focusing on changes in academic self concept over time (longitudinal approach). In addition, our study enha...

  8. The commonality of extreme discrepancies in the ability profiles of academically gifted students

    Directory of Open Access Journals (Sweden)

    DAVID F. LOHMAN

    2008-06-01

    Full Text Available Extreme discrepancies in abilities are more common among the most and least able students than among average ability children. Therefore, procedures for identifying gifted children that deliberately or inadvertently rely on a composite score that averages across ability domains will exclude many children who reason exceptionally well in particular symbol systems. In this article, we first discuss general issues in the measurement of ability profiles. We then introduce a method for categorizing score profiles and finally document the reliability and stability of score profiles using the 2000 standardization data of the Cognitive Abilities Test (Lohman & Hagen, 2001a.

  9. Student-Teachers' Ability to Read Nature: Reflections on their own learning in ecology

    Science.gov (United States)

    Magntorn, Ola; Helldén, Gustav

    2005-08-01

    This paper addresses student-teachers' ability to read nature in a woodland habitat before and after a 10-week ecology course. Reading nature is our definition of the ability to observe, describe and explain basic ecology in the field. Data consists of field-based pre-course and post-course interviews followed up by metacognitive interviews where students analyse their own learning. A bi-dimensional coding scheme is adopted to examine the range and development of students' ability to read nature. Students find it important to know the ecology of a few key species and they recognize the importance of having learned the language of ecology — ecologish — helping them to describe and discuss ecology. Students generally recognize the excursions as key learning situations in ecology education but they give different reasons for finding excursions so important. This variation will be elaborated in the paper together with the implications for teaching ecology.

  10. Coping Ability of Medical and Nursing Students: A Cause of Concern

    Directory of Open Access Journals (Sweden)

    Ramkumar S

    2011-07-01

    Full Text Available Background: Medical students today are subject to a variety of stress; academic, social, emotional or stress in the form of affliction of health during their stay at medical school. The physiological response to these depends on various factors including their inherent coping abilities. This study was designed to examine the coping ability of medical and nursing students at the time of admission to medical school. Materials and Methods: 42 medical and 34 nursing students volunteered for the study. They were administered the BAI questionnaire and classified as good and poor adjusters based on their score. Results: The study revealed an unsatisfactory overall coping ability to be prevalent among medical and nursing students. Conclusion: This study showed that there is a need for orientation and counselling of medical and nursing students at the start of college.

  11. Should Students Be Admitted to Universities On Special Ability Alone?

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    A high school graduate from Shaanxi Province, Sun Jiankun, found it hard tounderst and his college application experience. He only believed fate played a joke on him. Sun’s long-cherished wish to study history at Fudan University

  12. Performances of Student Activism: Sound, Silence, Gender, and Dis/ability

    Science.gov (United States)

    Pasque, Penny A.; Vargas, Juanita Gamez

    2014-01-01

    This chapter explores the various performances of activism by students through sound, silence, gender, and dis/ability and how these performances connect to social change efforts around issues such as human trafficking, homeless children, hunger, and children with varying abilities.

  13. Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students

    Science.gov (United States)

    Arikan, Elif Esra; Ünal, Hasan

    2015-01-01

    This study aims to examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students and to assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing were also explored. Participants were 20 gifted…

  14. The Relationships among Language Ability, Emotion Regulation and Social Competence in Second-Grade Students

    Science.gov (United States)

    Monopoli, W. John; Kingston, Sharon

    2012-01-01

    Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students (N = 67)…

  15. A Study of the Relationship between Learning Styles and Cognitive Abilities in Engineering Students

    Science.gov (United States)

    Hames, E.; Baker, M.

    2015-01-01

    Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for…

  16. Exploring the Relationships between Students' Academic Motivation and Social Ability in Online Learning Environments

    Science.gov (United States)

    Yang, Chia-Chi; Tsai, I-Chun; Kim, Bosung; Cho, Moon-Heum; Laffey, James M.

    2006-01-01

    This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information,…

  17. Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students' Information Literacy Abilities

    Science.gov (United States)

    Douglas, Veronica Arellano; Rabinowitz, Celia E.

    2016-01-01

    Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary's College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students' demonstrated information literacy (IL) abilities. In gathering information on the…

  18. The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities

    NARCIS (Netherlands)

    Wicherts, J.M.; Vorst, H.C.M.

    2010-01-01

    The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology

  19. Attitudes of Students, Teachers, and Administrators toward Ability Grouping for Individualizing Instruction

    Science.gov (United States)

    Papalia, Anthony

    1975-01-01

    Foreign language students, teachers and administrators in Erie County, New York, were interviewed to determine their attitudes toward grouping pupils according to achievement in foreign languages. Some teachers were found to prefer ability grouping, but administrators favored heterogeneous grouping. Average achievers and male students favored…

  20. Teachers' Ability to Identify and Explain Students' Actions in Near and Far Figural Pattern Generalization Tasks

    Science.gov (United States)

    El Mouhayar, Rabih Raif; Jurdak, Murad Eid

    2013-01-01

    The purpose of this paper is to explore middle school in-service mathematics teachers' ability (1) to identify and explain students' actions in pattern generalization and (2) to account for the variation in teachers' explanations of students' actions in terms of task and teachers' factors. Two questionnaires were developed: (1) a questionnaire to…

  1. Improving Student Attitudes and Writing Abilities through Increased Writing Time and Opportunities.

    Science.gov (United States)

    Gau, Elisabeth; Hermanson, Jennifer; Logar, Michele; Smerek, Christine

    This report describes a program for improving student abilities and attitudes toward writing through increased writing time and opportunities. The targeted population consists of second, third, fourth, and fifth grade students at the elementary level in a growing middle class community located in the northwest suburban area of Chicago, Illinois.…

  2. College Students' Wellness as a Function of Social Support and Empathic Ability.

    Science.gov (United States)

    Granello, Paul F.

    1999-01-01

    Study examines the wellness, empathic ability, and social support networks of undergraduate students. Results indicate a significant relationship between students' own ratings of their happiness and wellness and their total wellness scores. Also finds a significant correlation between social network size and perceived social support. (Contains 61…

  3. Using the Think-Pair-Share Strategy to Improve Students' Speaking Ability at STAIN Ternate

    Science.gov (United States)

    Usman, Abdurrahman Hi

    2015-01-01

    This research was conducted to improve students' English speaking ability by using the think-pair-share strategy designed in CAR. The findings in Cycle 1 was unsuccessful because the students' average scores was 74.18 and classroom atmospheres were "mid" that did not meet the criteria of success. Therefore, the implementation of the…

  4. Web-Based Adaptive Testing System (WATS) for Classifying Students Academic Ability

    Science.gov (United States)

    Lee, Jaemu; Park, Sanghoon; Kim, Kwangho

    2012-01-01

    Computer Adaptive Testing (CAT) has been highlighted as a promising assessment method to fulfill two testing purposes: estimating student academic ability and classifying student academic level. In this paper, assessment for we introduced the Web-based Adaptive Testing System (WATS) developed to support a cost effective assessment for classifying…

  5. An Index to Measure the Ability of First Year Science Students to Transfer Mathematics

    Science.gov (United States)

    Roberts, A. L.; Sharma, M. D.; Britton, S.; New, P. B.

    2007-01-01

    This project aimed to quantitatively measure the ability of first year science students to transfer their mathematical skills and knowledge to a physical context. An instrument used in earlier studies to measure transfer of mathematical knowledge was modified for this project, and tested with 49 student volunteers. This paper presents the Transfer…

  6. An Investigation of Relationships between Students' Mathematical Problem-Posing Abilities and Their Mathematical Content Knowledge

    Science.gov (United States)

    Van Harpen, Xianwei Y.; Presmeg, Norma C.

    2013-01-01

    The importance of students' problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students' mathematical content knowledge could be highly…

  7. The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities

    NARCIS (Netherlands)

    Wicherts, J.M.; Vorst, H.C.M.

    2010-01-01

    The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology w

  8. Diagnosing academic language ability : An analysis of the Test of Academic Literacy for Postgraduate Students

    NARCIS (Netherlands)

    Pot, Anna; Weideman, Albert

    2015-01-01

    Following the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students' strengths and weaknesses in academic literacy, with a specific focus on academi

  9. Thai Grade 10 and 11 Students' Conceptual Understanding and Ability to Solve Stoichiometry Problems

    Science.gov (United States)

    Dahsah, Chanyah; Coll, Richard K.

    2007-01-01

    Stoichiometry and related concepts are an important part of student learning in chemistry. In this interpretive-based inquiry, we investigated Thai Grade 10 and 11 students' conceptual understanding and ability to solve numerical problems for stoichiometry-related concepts. Ninety-seven participants completed a purpose-designed survey instrument…

  10. Mathematical Understanding and Proving Abilities: Experiment with Undergraduate Student by Using Modified Moore Learning Approach

    Science.gov (United States)

    Maya, Rippi; Sumarmo, Utari

    2011-01-01

    This paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students' mathematical understanding and proving abilities. Subjects of study were 56 undergraduate students of one state university in Bandung, who took advanced abstract algebra course.…

  11. Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students' Information Literacy Abilities

    Science.gov (United States)

    Douglas, Veronica Arellano; Rabinowitz, Celia E.

    2016-01-01

    Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary's College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students' demonstrated information literacy (IL) abilities. In gathering information on the…

  12. Does Marketing Attract Less Ethical Students? An Assessment of the Moral Reasoning Ability of Undergraduate Marketing Students

    Science.gov (United States)

    Herington, Carmel; Weaven, Scott

    2007-01-01

    This article assesses the level of moral reasoning ability (MRA) of undergraduate marketing students and compares the results with the MRA of students in a range of other business disciplines. The aim was to determine if marketing attracts individuals who have a greater predisposition to unethical behaviors given that marketing is often reported…

  13. On Cultivating Students'Self-learning Ability and Application of Multimedia into College English Teaching

    Institute of Scientific and Technical Information of China (English)

    王甜

    2008-01-01

    Muhimedia teaching method has been widely used in college English teaching.It has contributed a lot to higher teaching quality.We abilitv is the need of quality education and the requirement of life-long development of students.In this paper the author discusses how to cultivate students' self-learning ability by stimulating students'self-learning interest,training learning strategy with the modern education technology reasonably to fulfill the target of college English teaching.

  14. THE EFFECT OF TRAIN NUMBER GAME TOWARD THE SUMMATION ARITHMATIC ABILITY FOR STUDENT WITH INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Anita Rachmawati

    2017-02-01

    Full Text Available The purpose of this research was to describe the effect of train number game toward the summation arithmetic ability for student with intellectual disability of the second grade in SDLB Eka Mandiri Kota Batu. Data collecting from students was tests and observation. Data analysis in this study used descriptive statistics analysis of visual graphs on analysis in and intercondition. The results indicated that the train number game contributing in both increasing and effecting of 1-10 summation arithmetic ability for student with intellectual disability.

  15. Geometry Problem Solving Ability and Tolerance Character of Students 8th Grade with Assessment Project

    Science.gov (United States)

    Masrukan; Mufidah, N. A.

    2017-04-01

    The 4K model is a learning model that is characterized by character, performance, creative and conservative. The use of a 4K model in this research is to improve the character of tolerance and Geometry problem-solving ability of students. Assessment of learning done thoroughly and during the learning process, using project assessment that includes assessment at the time of student do the project and assessment of students’ project report. The result that the ability of geometry problem solving and tolerance character of students with project assessment achieve mastery and improved by project assessment.

  16. Cultivating the scientific research ability of undergraduate students in teaching of genetics.

    Science.gov (United States)

    Wanjin, Xing; Morigen, Morigen

    2016-11-20

    The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

  17. Enhancing Inferential Abilities in Adolescence: New Hope for Students in Poverty

    Directory of Open Access Journals (Sweden)

    Jacquelyn F Gamino

    2014-12-01

    Full Text Available The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist-reasoning and fact recall ability in 556 public middle-school students (grades seven and eight, versus a sample of 357 middle school students who served as a comparison group, to determine if changes in gist-reasoning and fact recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist-reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist-reasoning varied as a function of gender and grade-level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist-reasoning after training regardless of socioeconomic status. There were no significant increases in gist-reasoning or fact recall ability for the 357 middle school students who served in the comparison group. We postulate that cognitive training in middle school is efficacious for improving gist-reasoning ability and fact recall in students from all socioeconomic levels.

  18. MATHEMATICAL UNDERSTANDING AND REPRESENTATION ABILITY OF PUBLIC JUNIOR HIGH SCHOOL IN NORTH SUMATRA

    Directory of Open Access Journals (Sweden)

    Ani Minarni

    2016-01-01

    Full Text Available This paper is the result of first phase of the research about the development of students’ mathematical understanding and representation ability through Joyful Problem-based Learning (JPBL at Public Junior High School in North Sumatera, Indonesia. The population is all of the students of public junior high school (PJHS in North Sumatera. Samples choose based on stratified random sampling. The samples are the students of PJHS 27 Medan, PJHS 1 Percut Sei Tuan, PJHS 1 Tebing Tinggi, and PJHS 2 Pematangsiantar. The techniques used for collecting data is observation, interview, and essay test. The research findings: (1 Based on interview and observation found that conventional approach still use in all of the class of PJHS; The students engagement in learning activity is very low as well as students self-regulated learning; Most of the students do not attain minimal mastery achievement, (2 Based on essay test found that achievement of the students in mathematical understanding and representation test is categories low.

  19. Interconnection of Theoretical Thinking Development and General Intellectual Abilities in Gifted Primary School Students

    Directory of Open Access Journals (Sweden)

    Ermakov S.S.,

    2014-08-01

    Full Text Available The article presents the results of a study of the development of the theoretical foundations of the way of thinking in gifted primary school students and its relationship with intellectual ability. We provide the analysis of connection of theoretical thinking development and general intellectual abilities during studying in primary school in gifted students. We assume that the result of solving problems in theoretical thought is linked with the level of intelligence in gifted children. Based on the results of this study, we obtained an idea of the extent to which theoretical thinking diagnostic techniques can be used to identify gifted students in elementary school. Analysis of the study results also showed that the results obtained by the methods of diagnosis of the theoretical level of thinking can be the basis for the implementation of the indicative forecast of the intellectual abilities of gifted students in the next few years.

  20. Why are they late? Timing abilities and executive control among students with learning disabilities.

    Science.gov (United States)

    Grinblat, Nufar; Rosenblum, Sara

    2016-12-01

    While a deficient ability to perform daily tasks on time has been reported among students with learning disabilities (LD), the underlying mechanism behind their 'being late' is still unclear. This study aimed to evaluate the organization in time, time estimation abilities, actual performance time pertaining to specific daily activities, as well as the executive functions of students with LD in comparison to those of controls, and to assess the relationships between these domains among each group. The participants were 27 students with LD, aged 20-30, and 32 gender and age-matched controls who completed the Time Organization and Participation Scale (TOPS) and the Behavioral Rating Inventory of Executive Function-Adult version (BRIEF-A). In addition, their ability to estimate the time needed to complete the task of preparing a cup of coffee as well as their actual performance time were evaluated. The results indicated that in comparison to controls, students with LD showed significantly inferior organization in time (TOPS) and executive function abilities (BRIEF-A). Furthermore, their time estimation abilities were significantly inferior and they required significantly more time to prepare a cup of coffee. Regression analysis identified the variables that predicted organization in time and task performance time among each group. The significance of the results for both theoretical and clinical implications are discussed. What this paper adds? This study examines the underlying mechanism of the phenomena of being late among students with LD. Following a recent call for using ecologically valid assessments, the functional daily ability of students with LD to prepare a cup of coffee and to organize time were investigated. Furthermore, their time estimation and executive control abilities were examined as a possible underlying mechanism for their lateness. Although previous studies have indicated executive control deficits among students with LD, to our knowledge, this

  1. The Use of Improvisations Technique to Improve the Speaking Ability of EFL Students

    Directory of Open Access Journals (Sweden)

    Umar Fauzan

    2014-12-01

    Full Text Available The objective of the study was to implement the improvisations technique to improve the student’s speaking ability. In conducting the research, there were two components expected to be improved, they were improving the students’ speaking score and increasing the quality of classroom atmosphere of teaching speaking. This study employed the collaborative classroom action research and it was done in two cycles. Each cycle consisted of four stages: (1 planning, (2 action, (3 observation, and (4 reflection. There were five meetings in each cycle; four meetings for the implementation of improvisations in the teaching of speaking and one meeting for conducting speaking test. The instruments used to collect the data were: (1 observation checklist, (2 field-note, (3 a score sheet, and (4 a questionnaire. The result of the research showed that the criteria of success had been reached. There were two aspects determined as the success criteria of the implementation of improvisations in the teaching of speaking; score improvement and classroom atmosphere. The result of speaking test presented that the students had made some progress, the average scores raised from 2.72 in the pre-test, 3.09 in cycle 1 and 3.76 in cycle 2. These scores indicated an increasing ability from being ‘fair’ to being ‘good’. The classroom atmosphere were also increasing positively; the students were actively involved in the teaching and learning process, indicated by 64% participated in cycle 1 and 73.79% participated in cycle 2. The students were also highly motivated in joining the teaching learning process. They cooperated, asked, responded, and expressed spontaneously.

  2. Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics

    Directory of Open Access Journals (Sweden)

    Carlos Zerpa

    2011-09-01

    Full Text Available When large-scale assessments (LSA do not hold personal stakes for students, students may not put forth their best effort. Low-effort examinee behaviors (e.g., guessing, omitting items result in an underestimate of examinee abilities, which is a concern when using results of LSA to inform educational policy and planning. The purpose of this study was to explore the relationship between examinee motivation as defined by expectancy-value theory, student effort, and examinee mathematics abilities. A principal components analysis was used to examine the data from Grade 9 students (n = 43,562 who responded to a self-report questionnaire on their attitudes and practices related to mathematics. The results suggested a two-component model where the components were interpreted as task-values in mathematics and student effort. Next, a hierarchical linear model was implemented to examine the relationship between examinee component scores and their estimated ability on a LSA. The results of this study provide evidence that motivation, as defined by the expectancy-value theory and student effort, partially explains student ability estimates and may have implications in the information that get transferred to testing organizations, school boards, and teachers while assessing students’ Grade 9 mathematics learning.

  3. From Integrative to Game-Based Integrative Peer Response: High Ability versus Low Ability

    Science.gov (United States)

    Wang, J. H.; Chen, S. Y.; Chang, B.; Chan, T. W.

    2016-01-01

    Peer response is useful to improve student writing. However, traditional peer response takes a single mode, which has some problems, such as effort for preparation of documents or ambiguous feedback. To address these problems, this study presents two peer response approaches, that is, an integrative approach and a game-based integrative approach.…

  4. Factors Influencing Academic Self-Concept of High-Ability Girls in Singapore

    Science.gov (United States)

    Yeo, Melissa Mui Mei; Garces-Bacsal, Rhoda Myra

    2014-01-01

    This study aimed at investigating the impact of entering high-ability classes on the academic self-concept of high-ability primary girls in Singapore. Participants in this study are 91 Primary 4 girls, 30 high-ability pupils, and 61 pupils from classes that include high-, middle-, and low-ability pupils. This study utilized a mixed-method…

  5. The differentiated approach in forming swimming abilities and skills of students

    Directory of Open Access Journals (Sweden)

    Nikolskiy A.U.

    2010-09-01

    Full Text Available It is considered the directions of organization and methods of conducting of lessons with students. In experiment took part students of the 17-20 years old. The criteria of forming of typological educational groups are presented on the initial stage of teaching swimming of students. The degree of connection of the hereditarily conditioned swimming coordinating inclination is certain with the indexes of formed swimming abilities and skills of students. It is well-proven that a process of capture motive habits is under unreserved influence of conservative heredity of individual.

  6. The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

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    Reviandari Widyatiningtyas

    2015-07-01

    Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.

  7. Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach

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    Rippi Maya

    2011-07-01

    Full Text Available This paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250

  8. Ability of Dental Students in Spain to Identify Potentially Malignant Disorders and Oral Cancer.

    Science.gov (United States)

    Cerero-Lapiedra, Rocío; Esparza-Gómez, Germán C; Casado-de la Cruz, Laura; Domínguez-Gordillo, Adelaida A; Corral-Linaza, César; Seoane-Romero, Juan M

    2015-08-01

    The aim of this study was to assess the ability of students at the School of Dentistry, Complutense University of Madrid, Spain, to diagnose oral cancer and other potentially malignant disorders, as well as to compare their ability at different stages of the learning process and evaluate their knowledge retention. Students were surveyed after they had studied oral medicine and oral pathology at two time points: midway through and near the end of their studies. The survey consisted of questions about 40 photographs of benign oral lesions, malignant oral lesions, and potentially malignant disorders. The response rate for all groups was greater than 70%. The results showed that these students' overall success rate in differentiating benign from malignant lesions averaged 73.9%. When the distinction for potentially malignant disorders was included, their average overall success rate decreased to 42.8% (pdental program (pdental curriculum may be needed for future practitioners to master this ability.

  9. The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability

    Science.gov (United States)

    Leasa, Marleny; Duran Corebima, Aloysius

    2017-01-01

    Learning models and academic ability may affect students’ achievement in science. This study, thus aimed to investigate the effect of numbered heads together (NHT) cooperative learning model on elementary students’ cognitive achievement in natural science. This study employed a quasi-experimental design with pretest-posttest non-equivalent control group with 2 x 2 factorial. There were two learning models compared NHT and the conventional, and two academic ability high and low. The results of ana Cova test confirmed the difference in the students’ cognitive achievement based on learning models and general academic ability. However, the interaction between learning models and academic ability did not affect the students’ cognitive achievement. In conclusion, teachers are strongly recommended to be more creative in designing learning using other types of cooperative learning models. Also, schools are required to create a better learning environment which is more cooperative to avoid unfair competition among students in the classroom and as a result improve the students’ academic ability. Further research needs to be conducted to explore the contribution of other aspects in cooperative learning toward cognitive achievement of students with different academic ability.

  10. WEB-BASED ADAPTIVE TESTING SYSTEM (WATS FOR CLASSIFYING STUDENTS ACADEMIC ABILITY

    Directory of Open Access Journals (Sweden)

    Jaemu LEE,

    2012-08-01

    Full Text Available Computer Adaptive Testing (CAT has been highlighted as a promising assessment method to fulfill two testing purposes: estimating student academic ability and classifying student academic level. In this paper, we introduced the Web-based Adaptive Testing System (WATS developed to support a cost effective assessment for classifying students’ ability into different academic levels. Instead of using a traditional paper and pencil test, the WATS is expected to serve as an alternate method to promptly diagnosis and identify underachieving students through Web-based testing. The WATS can also help provide students with appropriate learning contents and necessary academic support in time. In this paper, theoretical background and structure of WATS, item construction process based upon item response theory, and user interfaces of WATS were discussed.

  11. The Effects of Implementing Workshop on Radio Broadcasting Class Towards Students Speaking Ability

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    Nini Wahyuni

    2017-04-01

    Full Text Available This research discuss about The Effects of Implementing Workshop on Radio Broadcasting Class Towards Students Speaking Ability.The purposes are to know whether there is improvement in student speaking ability while conducting Workshop on Radio Broadcasting. The participants of this research are English Department students of State Polytechnic of Padang who attend Workshop on Broadcasting course in academic period 2015-2016 . The data are collected through class observation, assessment, and questionnaire. The observation data shows that the students’ articulation, intonation, and expression in delivering the radio program are become better because they trained to speak clearly and in various way. Meanwhile, the questionnaire data shows that there were 60% students agree that w|Workshop on Radio Broadcasting class is important to improve their speaking ability, 68% students agree that they can improve their grammar, 72% students agree that they can improve their vocabulary, 56% students agree that they can express their idea, and their articulation and speaking speed become better, 72% students agree that they can speak more fluent and their accuracy and 60% students agree that by practicing as a radio announcer, news reader and reporter, their self confident is improve. The average score for the students’ accent was 2,96, means that they have “Foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding  and apparent errors in grammar or vocabulary. The average score for grammar was 3,08, means that students have frequent errors showing some major pattern uncontrolled and causing occasional irritation and misunderstanding. For vocabulary, the average score was 3,04, means that their choice  of words sometimes in accurate, limitations of vocabulary prevent discussion of some common professional and social topics. For Fluency, the average score was 3,00, means that the speech is frequently

  12. Do large-scale assessments measure students' ability to integrate scientific knowledge?

    Science.gov (United States)

    Lee, Hee-Sun

    2010-03-01

    Large-scale assessments are used as means to diagnose the current status of student achievement in science and compare students across schools, states, and countries. For efficiency, multiple-choice items and dichotomously-scored open-ended items are pervasively used in large-scale assessments such as Trends in International Math and Science Study (TIMSS). This study investigated how well these items measure secondary school students' ability to integrate scientific knowledge. This study collected responses of 8400 students to 116 multiple-choice and 84 open-ended items and applied an Item Response Theory analysis based on the Rasch Partial Credit Model. Results indicate that most multiple-choice items and dichotomously-scored open-ended items can be used to determine whether students have normative ideas about science topics, but cannot measure whether students integrate multiple pieces of relevant science ideas. Only when the scoring rubric is redesigned to capture subtle nuances of student open-ended responses, open-ended items become a valid and reliable tool to assess students' knowledge integration ability.

  13. Diagnosing the problem: using a tool to identify pre-registration nursing students' mathematical ability.

    Science.gov (United States)

    Harvey, Sharon; Murphy, Fiona; Lake, Richard; Jenkins, Lynne; Cavanna, Annlouise; Tait, Mike

    2010-05-01

    Mathematical ability is a skill nurses need to safely administer medicines and fluids to patients (Elliott, M., Joyce, J., 2005. Mapping drug calculation skills in an undergraduate nursing curriculum. Nurse Education in Practice 5, 225-229). However some nurses and nursing students lack mathematical proficiency (Hilton, D.E., 1999. Considering academic qualification in mathematics as an entry requirement for a diploma in nursing programme. Nurse Education Today 19, 543-547). A tool was devised to assess the mathematical abilities of nursing students. This was administered to 304 nursing students in one Higher Education Institution (HEI) in Wales, United Kingdom (UK) on entry to a pre-registration undergraduate nursing course. The students completed a diagnostic mathematics test comprising of 25 non-clinical General Certificate of Secondary Education (GCSE) level multiple choice questions with a pass mark set at 72%. The key findings were that only 19% (n=53) of students passed the test. Students appeared to have difficulties with questions involving decimals, SI units, formulae and fractions. The key demographic variable that influenced test scores was previous mathematical qualifications on entry to the course. The tool proved useful in two ways. First, in identifying those students who needed extra tutorial support in mathematics. Second, in identifying those areas of mathematics that presented difficulties for students.

  14. Fluorescence for high school students

    NARCIS (Netherlands)

    Schultheiss, N.G.; Kool, T.W.

    2012-01-01

    In a not obligatory series of lessons for high school students in the Netherlands we discuss the fluorescence aspects of anthracene. These lessons were developed because HiSPARC (High school Project on Astrophysics Research with Cosmics) detection of cosmic rays are available for different secondary

  15. Scientific Inquiry with Information Technologies: High School Students' Experiences

    Science.gov (United States)

    Ebenezer, Jazlin; Kaya, Osman Nafiz

    2007-01-01

    This initial study focused on high school students' experiences about their understanding of, and abilities necessary to do scientific inquiry, two foci emphasized by the National Science Education Standards in the strand on "science as inquiry". The research method consisted of Likert-scale survey with space provided for students' comments about…

  16. Evaluation of a Coaching Experiential Learning Project on OT Student Abilities and Perceptions

    Directory of Open Access Journals (Sweden)

    Erin A. Phillips

    2017-01-01

    Full Text Available Innovative teaching methods to address emerging practice needs are critical components of effective occupational therapy education. Experiential learning strategies can enhance skill development and translation of knowledge into OT clinical practice. In addition, skills such as coaching may provide important links to health promotion practices. Thirty-two occupational therapy students took part in an experiential project to connect occupational engagement and health for a community of older adults. A pretest/posttest design was used to evaluate program outcomes in student perceived abilities, and narrative reflection papers provided postexperience qualitative information. The students improved in all 10 areas of abilities selfassessment with mean total scores from pretest (M = 42 improving significantly at posttest (M = 58. Themes from reflection papers indicated a positive response to experiential learning and a desire for more opportunities to prepare for clinical practice, including the use of interprofessional training. The students improved in their abilities to use coaching and health promotion strategies through the use of experiential learning methods. Outcomes suggest that experiential learning opportunities are an effective way to enhance student competencies in coaching, improve readiness for wellness programming, and increase student confidence in application of skills in future clinical practice.

  17. The role of social support in students' perceived abilities and attitudes toward math and science.

    Science.gov (United States)

    Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

    2013-07-01

    Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

  18. Determining the Criteria that Can Predict Children's Writing Ability : An Examination of Teachers' and Students' Evaluation of Children's Compositions

    OpenAIRE

    梶井,芳明

    2002-01-01

    This study aimed to determine the criteria that can predict developmental changes of elementary school children's composition writing ability. Participants were 21 elementary school teachers and 29 college students. Using the 18 evaluation criteria derived from the Japanese National Standards, participants were asked to evaluate narrative compositions written by children from different grade levels: low grade (grades 1 and 2), middle grade (grades 3 and 4) and high grade (grades 5 and 6). Bas...

  19. High School Students' Meta-Modeling Knowledge

    Science.gov (United States)

    Fortus, David; Shwartz, Yael; Rosenfeld, Sherman

    2016-12-01

    Modeling is a core scientific practice. This study probed the meta-modeling knowledge (MMK) of high school students who study science but had not had any explicit prior exposure to modeling as part of their formal schooling. Our goals were to (A) evaluate the degree to which MMK is dependent on content knowledge and (B) assess whether the upper levels of the modeling learning progression defined by Schwarz et al. (2009) are attainable by Israeli K-12 students. Nine Israeli high school students studying physics, chemistry, biology, or general science were interviewed individually, once using a context related to the science subject that they were learning and once using an unfamiliar context. All the interviewees displayed MMK superior to that of elementary and middle school students, despite the lack of formal instruction on the practice. Their MMK was independent of content area, but their ability to engage in the practice of modeling was content dependent. This study indicates that, given proper support, the upper levels of the learning progression described by Schwarz et al. (2009) may be attainable by K-12 science students. The value of explicitly focusing on MMK as a learning goal in science education is considered.

  20. Differences in General Cognitive Abilities and Domain-Specific Skills of Higher-and Lower-Achieving Students in Stoichiometry

    Science.gov (United States)

    Gulacar, Ozcan; Eilks, Ingo; Bowman, Charles R.

    2014-01-01

    This paper reports a comparison of a group of higher-and lower-achieving undergraduate chemistry students, 17 in total, as separated on their ability in stoichiometry. This exploratory study of 17 students investigated parallels and differences in the students' general and domain-specific cognitive abilities. Performance, strategies, and mistakes…

  1. Differences in General Cognitive Abilities and Domain-Specific Skills of Higher-and Lower-Achieving Students in Stoichiometry

    Science.gov (United States)

    Gulacar, Ozcan; Eilks, Ingo; Bowman, Charles R.

    2014-01-01

    This paper reports a comparison of a group of higher-and lower-achieving undergraduate chemistry students, 17 in total, as separated on their ability in stoichiometry. This exploratory study of 17 students investigated parallels and differences in the students' general and domain-specific cognitive abilities. Performance, strategies, and mistakes…

  2. How to improve college students'oral ability in the present intensive reading classroom

    Institute of Scientific and Technical Information of China (English)

    李昕; 郝利钢; 郭娟

    2006-01-01

    Now improving college students' oral proficiency has been placed on the agenda for the first time in EFL classroom in China., because the development of society and economic.However, improving students oral proficiency is not a simple question, on the contrary is a complex question.There are many factors in it.One of the main factors is the intensive reading classroom, so the article is mainly talking about how to develop college students' oral ability in the present state, how to implement speaking skill in intensive reading classroom.

  3. Improving the Ability of Qualitative Assessments to Discriminate Student Achievement Levels

    Science.gov (United States)

    Mok, Jeffrey Chi Hoe; Toh, Anita Ann Lee

    2015-01-01

    Purpose: This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students' varied levels of knowledge and skill mastery in a business communication skills course. Design/methodology/approach: The business communication course in this study involved more than 10 teachers and…

  4. Placing Gifted Students At-Risk in Mixed-Ability Classrooms: A Sequential Mixed Methods Analysis

    Science.gov (United States)

    Butterworth, Daniel B.

    2010-01-01

    Teachers are held responsible for equitable and excellent education in classrooms that are increasingly diverse culturally and student academic ability. The purpose of this study was to better understand the attitudes and experiences of teachers in heterogeneous classrooms regarding teacher preparation in order to implement new research-based…

  5. Improving the Ability of Qualitative Assessments to Discriminate Student Achievement Levels

    Science.gov (United States)

    Mok, Jeffrey Chi Hoe; Toh, Anita Ann Lee

    2015-01-01

    Purpose: This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students' varied levels of knowledge and skill mastery in a business communication skills course. Design/methodology/approach: The business communication course in this study involved more than 10 teachers and…

  6. Just-in-Time Teaching Techniques through Web Technologies for Vocational Students' Reading and Writing Abilities

    Science.gov (United States)

    Chantoem, Rewadee; Rattanavich, Saowalak

    2016-01-01

    This research compares the English language achievements of vocational students, their reading and writing abilities, and their attitudes towards learning English taught with just-in-time teaching techniques through web technologies and conventional methods. The experimental and control groups were formed, a randomized true control group…

  7. Ability Grouping of Gifted Students: Effects on Academic Self-Concept and Boredom

    Science.gov (United States)

    Preckel, Franzis; Gotz, Thomas; Frenzel, Anne

    2010-01-01

    Background: Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or…

  8. Improving Science Student Teachers' Self-Perceptions of Fluency with Innovative Technologies and Scientific Inquiry Abilities

    Science.gov (United States)

    Çalik, Muammer; Ebenezer, Jazlin; Özsevgeç, Tuncay; Küçük, Zeynel; Artun, Hüseyin

    2015-01-01

    The aim of this study was to investigate the effects of "Environmental Chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68…

  9. A Rubric to Analyze Student Abilities to Engage in Sustainable Design

    Science.gov (United States)

    Watson, Mary Katherine; Barrella, Elise; Wall, Thomas A.; Noyes, Caroline; Rodgers, Michael

    2017-01-01

    As engineering programs have begun to infuse sustainability into their undergraduate curricula, assessment tools are needed to further inform these reform efforts. The goal of this project was to demonstrate the use of a new rubric to examine students' abilities to engage in sustainable design. The rubric includes 16 sustainable design criteria…

  10. Effects of Segmented Animated Graphics among Students of Different Spatial Ability Levels: A Cognitive Load Perspective

    Science.gov (United States)

    Fong, Soon Fook

    2013-01-01

    This study investigated the effects of segmented animated graphics utilized to facilitate learning of electrolysis of aqueous solution. A total of 171 Secondary Four chemistry students with two different spatial ability levels were randomly assigned to one of the experimental conditions: (a) text with multiple static graphics (MSG), (b) text with…

  11. The Enhancement of Students' Teacher Mathematical Reasoning Ability through Reflective Learning

    Science.gov (United States)

    Rohana

    2015-01-01

    This study aims to examine the enhancement of mathematical reasoning ability through reflective learning. This study used quasi-experimental method with nonequivalent pretest and posttest control group design. The subject of this study were students of Mathematics Education Program in one of private universities in Palembang, South Sumatera,…

  12. Improving Science Student Teachers' Self-Perceptions of Fluency with Innovative Technologies and Scientific Inquiry Abilities

    Science.gov (United States)

    Çalik, Muammer; Ebenezer, Jazlin; Özsevgeç, Tuncay; Küçük, Zeynel; Artun, Hüseyin

    2015-01-01

    The aim of this study was to investigate the effects of "Environmental Chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68…

  13. Effects of Teaching Approach on Problem Solving Ability of Agricultural Education Students with Varying Learning Styles.

    Science.gov (United States)

    Dyer, James E.; Osborne, Edward W.

    1996-01-01

    One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

  14. The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students

    Science.gov (United States)

    Praneetponkrang, Sasitorn; Phaiboonnugulkij, Malinee

    2014-01-01

    This article aims to advocate retelling stories technique for developing speaking ability of grade 9 students in Thailand. Morrow's theory (1981) and other scholars in retelling stories technique are presented. This technique is integrated in the lesson plans following Morrow's framework. Narrative text of short stories which refer to daily life…

  15. Spatial Reasoning: Improvement of Imagery and Abilities in Sophomore Organic Chemistry. Perspective to Enhance Student Learning

    Science.gov (United States)

    Hornbuckle, Susan F.; Gobin, Latanya; Thurman, Stephanie N.

    2014-01-01

    Spatial reasoning has become a demanded skill for students pursuing a science emphasis to compete with the dynamic growth of our professional society. The ability to reason spatially includes explorations in memory recollection and problem solving capabilities as well as critical thinking and reasoning skills. With these advancements, educational…

  16. Gauging Students' Untutored Ability in Argumentation about Experimental Data: A South African case study

    Science.gov (United States)

    Lubben, Fred; Sadeck, Melanie; Scholtz, Zena; Braund, Martin

    2010-11-01

    This paper reports on a study into the untutored ability of Grade 10 students to engage in argumentation about the interpretation of experimental data, and the effect of unsupported small group discussions on this ability. In this study, argumentation intends to promote critical thinking. The sample includes 266 students from five South African schools across the resource spectrum, forming 70 friendship groups. Students are required to provide written interpretations of experimental data, and justify these interpretations based on the evidence and concepts of measurement. Individual responses form the basis of small group discussions after which students again provide written justified interpretations of the readings. The data show an initial low level of argumentation, with significant variation according to school resource levels. Considerable improvement in the level of argumentation occurs merely through small group discussions unsupported by the teacher. The findings suggest several factors influencing argumentation ability such as experience with practical work, perceptions of the purpose of small group discussions, the language ability to articulate ideas and cultural influences. Methodological issues arising from the study and implications for teaching and assessment are discussed.

  17. A Comparative Analysis of Spatial Visualization Ability and Drafting Models for Industrial and Technology Education Students

    Science.gov (United States)

    Katsioloudis, Petros; Jovanovic, Vukica; Jones, Mildred

    2014-01-01

    The main purpose of this study was to determine significant positive effects among the use of three different types of drafting models, and to identify whether any differences exist towards promotion of spatial visualization ability for students in Industrial Technology and Technology Education courses. In particular, the study compared the use of…

  18. Attributional Gender Bias: Teachers' Ability and Effort Explanations for Students' Math Performance

    Science.gov (United States)

    Espinoza, Penelope; Arêas da Luz Fontes, Ana B.; Arms-Chavez, Clarissa J.

    2014-01-01

    Research is presented on the attributional gender bias: the tendency to generate different attributions (explanations) for female versus male students' performance in math. Whereas boys' successes in math are attributed to ability, girls' successes are attributed to effort; conversely, boys' failures in math are attributed to a…

  19. Active Learning: A Prerequisite for Language Development in the Mixed Ability Class (MAC) of Engineering Students

    Science.gov (United States)

    Verma, Meenakshi Harraw

    2011-01-01

    Engineering students tend to pay more attention to their core subject classes rather than on an English language class. They all come from different social and academic backgrounds and their knowledge of English language varies from one another. A mixed ability group throws many challenges to an English language teacher teaching to a grown up or…

  20. Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

    Science.gov (United States)

    An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

    2013-01-01

    This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

  1. Effects of playing mathematics computer games on primary school students' multiplicative reasoning ability

    NARCIS (Netherlands)

    Bakker, Marjoke|info:eu-repo/dai/nl/355337770; Van den Heuvel-Panhuizen, M.|info:eu-repo/dai/nl/069266255; Robitzsch, Alexander

    2015-01-01

    This study used a large-scale cluster randomized longitudinal experiment (N=719; 35schools) to investigate the effects of online mathematics mini-games on primary school students' multiplicative reasoning ability. The experiment included four conditions: playing at school, integrated in a lesson

  2. How to Improve the Speaking Ability of College Students in China

    Institute of Scientific and Technical Information of China (English)

    韩雅轩

    2013-01-01

    With the advent of economic globalization, the increasingly fierce competition of the world has put forward a higher demand on people’s English competence. recently, the speaking ability of Chinese college students has become a heated discus-sion which is well worth our attention.

  3. Leveling of Critical Thinking Abilities of Students of Mathematics Education in Mathematical Problem Solving

    Science.gov (United States)

    Rasiman

    2015-01-01

    This research aims to determine the leveling of critical thinking abilities of students of mathematics education in mathematical problem solving. It includes qualitative-explorative study that was conducted at University of PGRI Semarang. The generated data in the form of information obtained problem solving question and interview guides. The…

  4. Effects of Representation Sequences and Spatial Ability on Students' Scientific Understandings about the Mechanism of Breathing

    Science.gov (United States)

    Wu, Hsin-Kai; Lin, Yu-Fen; Hsu, Ying-Shao

    2013-01-01

    The purpose of this study was to investigate the effects of representation sequences and spatial ability on students' scientific understandings about the mechanism of breathing in human beings. 130 seventh graders were assigned to two groups with different sequential combinations of static and dynamic representations: SD group (i.e., viewing…

  5. Effects of Representation Sequences and Spatial Ability on Students' Scientific Understandings about the Mechanism of Breathing

    Science.gov (United States)

    Wu, Hsin-Kai; Lin, Yu-Fen; Hsu, Ying-Shao

    2013-01-01

    The purpose of this study was to investigate the effects of representation sequences and spatial ability on students' scientific understandings about the mechanism of breathing in human beings. 130 seventh graders were assigned to two groups with different sequential combinations of static and dynamic representations: SD group (i.e., viewing…

  6. Clinical problem solving ability of BSc and diploma nursing students in Indian setting--a comparison.

    Science.gov (United States)

    Ezhilarasu, Punitha

    2012-01-01

    Clinical Problem Solving Ability (CPSA) is an important skill essential for nurses to achieve professional excellence which is developed during the educational process. A sample of 215 students from BSc and Diploma nursing educational programmes were studied to determine their CPSA and the differences were compared. A written simulation instrument (Ezhilarasu, 2000) with a Cronbach's alpha of 0.81 was used to measure the CPSA. BSc students scored significantly higher than Diploma students (p = 0). Final year students from both the programmes scored higher than the first year students (p = 0.01). The least commonly used step in clinical problem solving is evaluation. Along with other studies, this study also supports the influence of the educational process in the development of CPSA. Appropriate teaching strategies and role modelling by faculty should become an essential part in all nursing educational institutions.

  7. Do writing and storytelling skill influence assessment of reflective ability in medical students' written reflections?

    Science.gov (United States)

    Aronson, Louise; Niehaus, Brian; DeVries, Charlie D; Siegel, Jennifer R; O'Sullivan, Patricia S

    2010-10-01

    Increasingly, students are asked to write reflections as part of their medical education, but some question the influence of other factors on the evaluation of these reflections. In this pilot study, the investigators determined whether scores from a validated rubric to measure reflective ability were affected by irrelevant variance resulting from writing or storytelling ability. Students in clerkships wrote reflections on professionalism. All were given identical prompts, with half receiving additional structured guidelines on reflection. Sixty reflections, 30 from each group, were randomly chosen and scored for reflection, writing, and storytelling by trained raters using validated rubrics. There was no correlation between reflection and either writing (r = 0.049, P = .35) or storytelling (r = 0.14, P = .13). The guidelines increased reflection, but not writing or storytelling scores. Reflection is a distinct construct unaffected by learners' writing or storytelling skills. These findings support reflective ability as a distinct skill.

  8. Students' abilities to critique scientific evidence when reading and writing scientific arguments

    Science.gov (United States)

    Knight, Amanda M.

    Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct

  9. Active Learning: A Prerequisite for Language Development in the Mixed Ability Class (MAC of Engineering Students

    Directory of Open Access Journals (Sweden)

    Meenakshi Harraw Verma

    2011-07-01

    Full Text Available Engineering students tend to pay more attention to their core subject classes rather than on an English language class. They all come from different social and academic backgrounds and their knowledge of English language varies from one another. A mixed ability group throws many challenges to an English language teacher teaching to a grown up or rather adult group of learners who always pre-define their interests and needs. The primary and the most important challenge in front of the language teacher teaching engineering students is - how to promote active learning in MAC situation? A language teacher to overcome the problems of a mixed ability classroom and promote active learning needs to adopt a number of strategies. The paper studies the MAC situation in an English language classroom of engineering students and makes an attempt to re-define methods for active learning a prerequisite for language development in an engineering classroom.

  10. Developing Science Process Skills and Problem Solving Abilities Based on Outdoor Learning in Junior High School

    Directory of Open Access Journals (Sweden)

    S. Wahyuni

    2017-04-01

    Full Text Available This research aims to develop science process skills and problem-solving abilities based on outdoor learning in junior high school. This study uses a mixed method design embedded experimental models. Data was performed in the qualitative and quantitative analysis. Qualitative data analysis is used to determine the science process skills while quantitative data analysis is used to determine the increasing problem-solving ability by using normalized gain (N gain formula. The results show that the science process skills developed at every phase comprise of making observations, formulating hypotheses, experiment, create data, classify and analyze the data, formulating its conclusions, communicate, and apply the concepts and make predictions obtained by the average value of 75.33 in the good category. While the problem-solving ability of students based on outdoor learning also increased by 0.58 in the medium category. The conclusions of this research show that the application of outdoor learning can be teacher use as an alternative to learning, so it is quite effective in developing science process skills and problem-solving abilities.

  11. Intrinsic motivation towards sports in Singaporean students: the role of sport ability beliefs.

    Science.gov (United States)

    Wang, C K John; Biddle, Stuart J H

    2003-09-01

    This study investigated determinants of active lifestyles in Singaporean university students. Using confirmatory factor analysis, a measure of lay beliefs concerning athletic ability was confirmed. Other results confirmed hypotheses that beliefs reflecting that athletic ability can be developed over time (incremental beliefs) predict an achievement task (self-referenced) orientation, while beliefs reflecting that athletic ability is relatively stable (entity beliefs) predict an ego (other-person, comparative) orientation. Goal orientations directly affect perceived competence which, in turn, influence intrinsic motivation to be physically active. A task orientation had a direct link to intrinsic motivation. Results suggest that intrinsic motivation towards sport and physical activity might be enhanced through interventions that focus on self-referenced and self-improvement notions of ability as well as perceived competence.

  12. Characteristics of Ameican Junior High School History Textbook on Developing Student`s Ability%美国初中世界历史教材能力培养特点刍议--以霍尔特·麦克杜格尔出版社《世界历史》教材为例

    Institute of Scientific and Technical Information of China (English)

    刘翠航

    2015-01-01

    Holt McDougal is the largest provider of world history textbook of American middle school. The structure designing of this textbook shows two ways to developing student`s ability:one is doing, another is thinking. The content designing presents the effort of developing three type of ability: general learning skill, disciplinary skill and cross disciplinary skill. At the same time this textbook focus on chronological reasoning, historical critical thinking and historical Interpretation and synthesis. These features show the main idea of history education:leading students thinking like a historian.%霍尔特·麦克杜格尔出版社的初中世界历史教材是全美采用最广泛的初中社会科教材之一。本册教材整体结构按照行为能力和思维能力两条线来设计,具体内容按照一般学习能力、学科能力、跨学科能力来设计,强调学生时序思维、历史批判性思维能力、历史综合应用能力的培养。这些特点反应了美国历史教育中“使学生像历史学家一样思考”的主流观点,对我国历史教材的编写提供了一些有益的参考。

  13. DIFERENCES BETWEEN MOTORIC ABILITIES OF CRIMINALISTIC POLICE ACADEMY STUDENTS AND PERSONS WITH GOOD TRAINING

    Directory of Open Access Journals (Sweden)

    Nenad Koropanovski

    2007-05-01

    Full Text Available One of the basic conditions for successful carrying out of professional duties for Ministry of internal affairs workers are adequately developed motoric abilities, especially considering application of physical force and enforcement methods. The aim of this paper is to establish differences of defi ned variables from motoric area of future employees of Ministry of internal affairs fi rst year students of CPA which are at the beginning of educational process, and persons with a good training of same gender and age. 37 of male test subjects were analyzed, 21 CPA student and 16 persons with good training. A set of six tests was used to estimate motoric abilities. Obtained results were analyzed from absolute and relative value aspects. Descriptive statistics were used to process the facts. By applying ANOVE general differences of variables between groups were established. Partial differences between variable pairs were established by using Student’s t-test. The results, obtained trough applicable set of six tests which defi ned their motoric abilities level from maximal isometric force aspect and also dynamic and repetitive strength of the whole body show that fi rst year students of CPA, at the beginning of educational process, demonstrate statistically and signifi cantly lower physical abilities compared to persons with good training of the same age. Given differences can be metro logically expressed with value level F=521.69 in absolute measures function, that is with value level F=196.6 in relative measures function. Next research should defi ne effect of existing SFO educational program on variations of given motoric abilities of fi rst year students, considering criteria and also considering persons with good training of the same age, that can potentially become a public safety threat

  14. Teachers' Formative Assessment Abilities and Their Relationship to Student Learning: Findings from a Four-Year Intervention Study

    Science.gov (United States)

    Furtak, Erin Marie; Kiemer, Katharina; Circi, Ruhan Kizil; Swanson, Rebecca; de León, Vanessa; Morrison, Deb; Heredia, Sara C.

    2016-01-01

    The teaching practices of recognizing and responding to students' ideas during instruction are often called formative assessment, and can be conceptualized by four abilities: designing formative assessment tasks, asking questions to elicit student thinking, interpreting student ideas, and providing feedback that moves student thinking forward.…

  15. Students' conceptions and problem-solving ability on topic chemical thermodynamics

    Science.gov (United States)

    Diawati, Chansyanah

    2016-02-01

    The enthalpy concept and its change were introduced to describe the forms of internal energy transfer in chemical reactions. Likewise, the concepts of exothermic and endothermic reactions introduced as a consequence of heat transfer form. In the heat measurement process at constant pressure, work is often ignored. The exothermic or endothermic reactions, usually only based on the increase or decrease of the reaction temperature, without associated with the internal energy. Depictions of enthalpy and its change assumed closely related to students' problem-solving ability. Therefore, the study to describe pre-service chemistry teacher student's conceptions and problem-solving ability on topic chemical thermodynamics has been done. This research was a case study of chemical education course in Provinsi Lampung. The subjects of this study were 42 students who attend the chemical thermodynamics course. Questions about exothermic and endothermic reactions, enthalpy and its change, as well as internal energy and its change were given in the form of an essay exam questions. Answers related to conception qualitatively categorized, while problem solving answers were scored and assessed. The results showed that, in general, students were having problems in enthalpy and describe the changes in the form of heat and work. The highest value of problem solving ability obtained 26.67 from the maximum value of 100. The lowest value was 0, and the average value was 14.73. These results show that the problem-solving ability of pre-service chemistry teacher students was low. The results provide insight to researchers, and educators to develop learning or lab work on this concept.

  16. Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss with a Caring Adult: Implications for Educators

    Science.gov (United States)

    Jen, Enyi; Wu, Jiaxi; Gentry, Marcia

    2016-01-01

    This exploratory study investigated the social and affective concerns of 280 high-ability students in Grades 5 through 12 who participated in a summer residential program. Content analysis of responses from an open-ended survey indicated that high-ability adolescents expressed concerns regarding feelings and emotions, future aspirations, and…

  17. College Access and Success among High School Graduates Taking the SAT®: Latino Students. Research Note 2013-3

    Science.gov (United States)

    McKillip, Mary E. M.; Mackey, Philip E.

    2013-01-01

    This report shows college enrollment and graduation trends among Latino SAT® takers who finished high school in 2004 and 2010 by various student characteristics including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed ability)…

  18. College Access and Success among High School Graduates Taking the SAT®: Asian American Students. Research Note 2013-8

    Science.gov (United States)

    McKillip, Mary E. M.; Mackey, Philip E.

    2013-01-01

    This report shows college enrollment and graduation trends among Asian American SAT® takers who finished high school in 2004 and 2010 by student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high-perceived ability, high-assessed ability)…

  19. The Effects of Reading Ability and Sex Difference on Recall Protocols of Japanese University Students

    OpenAIRE

    Hirano, Kinue

    2003-01-01

    This study investigates the concurrent validity of a recall test as a measure of reading comprehension and the effects of the level of reading ability and sex difference on the written recalls of 70 Japanese EFL university students. Results showed that there were moderate significant correlations between a recall test and a standardized reading test (i.e., FCE): for all the students, r = .64, p < .01; for males, r = .61, p < .01; for females, r = .67, p < .01, suggesting that a recall test is...

  20. Promoting Vocational Exploration and Decision Making among High School and College Students

    Science.gov (United States)

    Holland, John L.

    1978-01-01

    This review surveys vocational exploration and decision making among high school and college students. Findings indicate educational institutions need to evaluate their collective ability to help students in vocational exploration and decision making. (MFD)

  1. How high school students envision their STEM career pathways

    Science.gov (United States)

    Zhang, Lin; Barnett, Michael

    2015-09-01

    Given that many urban students exclude Science, Technology, Engineering, and Mathematics careers from their career choices, the present study focuses on urban high school students and adopts the social-cultural approach to understand the following questions: how do students envision their careers? What are the experiences that shape students' self-reflections? And how do students' self-reflections influence the way they envision their future careers? Five students were interviewed and data were coded in two ways: by topic domains and confidence levels. The research findings indicate that: first, a lack of information about future careers limits students from developing effective strategic plans; second, students' perceived ability to handle situations of potential barriers and communications with their parents might contribute to their certainty about and confidence in future careers.

  2. Creating an English Environment to Foster the Students' Ability in Communicating

    Institute of Scientific and Technical Information of China (English)

    崔月霞

    2011-01-01

    English is becoming more and more important in communicating as the further development of the reform and opening up.We English teacher should try our best to create and arrange a kind of language environment according to our students' practical life in order to improve and enhance their interest in English studying,to encourage them to practice English during their daffy life and to cultivate their ability to communicate in English.

  3. Effect of Daily Work on Student's Memorization Ability in Piano Education

    Science.gov (United States)

    Toptas, Baris

    2016-01-01

    It is very important for a student to study regularly so that the results of effective training given by the teacher can be positive. It is an inevitable fact that daily and regular work will bring success to students. Therefore, daily work is highly important in music education. Daily work in instrumental education, which is a part of music…

  4. Improving Students' Chinese Writing Abilities in Taiwan with the "Conditioned Writing System"

    Science.gov (United States)

    Liu, Yuan-Chen; Lee, Wan-Chun; Huang, Tzu-Hua; Hsieh, Hsiao-Mei

    2012-01-01

    This research investigates students' performance while writing Chinese essays using an interactive online writing system. Participants include students from two seventh-grade classes of a junior high school in Taoyuan County, Taiwan. The experimental group uses the conditioned writing interactive online system, while the control group receives…

  5. Developing an Efficient Computational Method that Estimates the Ability of Students in a Web-Based Learning Environment

    Science.gov (United States)

    Lee, Young-Jin

    2012-01-01

    This paper presents a computational method that can efficiently estimate the ability of students from the log files of a Web-based learning environment capturing their problem solving processes. The computational method developed in this study approximates the posterior distribution of the student's ability obtained from the conventional Bayes…

  6. Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities

    Science.gov (United States)

    Hsu, Ying-Shao; Fang, Su-Chi; Zhang, Wen-Xin; Hsin-Kai, Wu; Wu, Pai-Hsing; Hwang, Fu-Kwun

    2016-01-01

    The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing,…

  7. DIAGNOSTICS AND ESTIMATION OF FORMATION LEVELS OF STUDENTS VISUAL ABILITIES DURING THE ORGANISATION OF RESEARCH WORK ON DESIGN

    Directory of Open Access Journals (Sweden)

    Svitlana V. Alieksieieva

    2010-08-01

    Full Text Available The diagnostics and estimation ways and methods of visual abilities of students under organization of research work on design while getting the professional art education are considered. The features of approach towards the process of diagnostics of visual abilities of students are determined.

  8. Comparison of Test Directions for Ability Tests: Impact on Young English-Language Learner and Non-ELL Students

    Science.gov (United States)

    Lakin, Joni Marie

    2010-01-01

    Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The…

  9. An Investigation of Students' Meaningful Causal Thinking Abilities in Terms of Academic Achievement, Reading Comprehension and Gender

    Science.gov (United States)

    Berkant, Hasan Guner

    2009-01-01

    The main purpose of this study is to investigate whether students' meaningful causal thinking abilities vary with their academic achievement levels, reading comprehension abilities, and gender. The sample of the study consisted of 124 ninth grade students attending a secondary school in Adana City Seyhan District during 2008-2009 academic year.…

  10. The Enhancement of Mathematical Critical Thinking Ability of Aliyah Madrasas Student Model Using Gorontalo by Interactive Learning Setting Cooperative Model

    Science.gov (United States)

    Husnaeni

    2016-01-01

    Critical thinking ability of students' mathematical is a component that must be mastered by the student. Learn to think critically means using mental processes, such as attention, categorize, selection, and rate/decide. Critical thinking ability in giving proper guidance in thinking and working, and assist in determining the relationship between…

  11. The Relationship between Engineering Students' Self-Directed Learning Abilities and Online Learning Performances: A Pilot Study

    Science.gov (United States)

    Chou, Pao-Nan

    2012-01-01

    This study aimed to explore engineering students' self-directed learning abilities in an online learning environment. The research centered on the correlation relationship between students' self-directed learning abilities and learning outcomes. The instructional activity in one experimental study was to simulate an online learning task in the…

  12. Fluorescence for high school students

    CERN Document Server

    Schultheiss, Niek G

    2012-01-01

    In a not obligatory series of lessons for high school students in the Netherlands we discuss the fluorescence aspects of anthracene. These lessons were developed because HiSPARC (High school Project on Astrophysics Research with Cosmics) detection of cosmic rays are available for different secondary schools. With the help of special designed scintillator detection stations, containing anthracene, cosmic rays can be detected. Fluorescence of anthracene is one of the topics discussed in these series of extra curricular lessons aimed at excellent pupils working on cosmic radiation within the HiSPARC - project.

  13. High Test Anxiety among Nursing Students

    Science.gov (United States)

    Driscoll, Richard; Evans, Ginger; Ramsey, Gary; Wheeler, Sara

    2009-01-01

    Nursing programs can be highly stressful, and the investigation was undertaken to see if nursing students are more test anxious than students in other fields. The Westside Test Anxiety Scale has administered to 298 nursing students at two colleges, and to a comparison group of 471 high school and college students. Fully 30% of nursing students…

  14. Nursing students' reading and English aptitudes and their relationship to discipline-specific formal writing ability: a descriptive correlational study.

    Science.gov (United States)

    Newton, Sarah; Moore, Gary

    2010-01-01

    Formal writing assignments are commonly used in nursing education to develop students' critical thinking skills, as well as to enhance their communication abilities. However, writing apprehension is a common phenomenon among nursing students. It has been suggested that reading and English aptitudes are related to formal writing ability, yet neither the reading nor the English aptitudes of undergraduate nursing students have been described in the literature, and the relationships that reading and English aptitude have with formal writing ability have not been explored. The purpose of this descriptive correlational study was to describe writing apprehension and to assess the relationships among reading and English aptitude and discipline-specific formal writing ability among undergraduate nursing students. The study sample consisted of 146 sophomores from one baccalaureate nursing program. The results indicated that both reading and English aptitude were related to students' formal writing ability.

  15. Group techniques as a methodological strategy in acquiring teamwork abilities by college students

    Directory of Open Access Journals (Sweden)

    César Torres Martín

    2013-02-01

    Full Text Available From the frame of the European Higher Education Space an adaptation of teaching-learning process is being promoted by means of the pedagogical renewal, introducing into the class a major number of active or participative methodologies in order to provide students with a major autonomy in said process. This requires taking into account the incorporation of basic skills within university curriculum, especially “teamwork”. By means of group techniques students can acquire interpersonal and cognitive skills, as well as abilities that will enable them to face different group situations throughout their academic and professional career. These techniques are necessary not only as a methodological strategy in the classroom, but also as a reflection instrument for students to assess their behavior in group, with an aim to modify conduct strategies that make that relationship with others influences their learning process. Hence the importance of this ability to sensitize students positively for collective work. Thus using the research-action method in the academic classroom during one semester and making systematic intervention with different group techniques, we manage to present obtained results by means of an analysis of the qualitative data, where the selected instruments are group discussion and personal reflection.

  16. Image-Based Dietary Assessment Ability of Dietetics Students and Interns.

    Science.gov (United States)

    Howes, Erica; Boushey, Carol J; Kerr, Deborah A; Tomayko, Emily J; Cluskey, Mary

    2017-02-07

    Image-based dietary assessment (IBDA) may improve the accuracy of dietary assessments, but no formalized training currently exists for skills relating to IBDA. This study investigated nutrition and dietetics students' and interns' IBDA abilities, the training and experience factors that may contribute to food identification and quantification accuracy, and the perceived challenges to performing IBDA. An online survey containing images of known foods and serving sizes representing common American foods was used to assess the ability to identify foods and serving sizes. Nutrition and dietetics students and interns from the United States and Australia (n = 114) accurately identified foods 79.5% of the time. Quantification accuracy was lower, with only 38% of estimates within ±10% of the actual weight. Foods of amorphous shape or higher energy density had the highest percent error. Students expressed general difficulty with perceiving serving sizes, making IBDA food quantification more difficult. Experience cooking at home from a recipe, frequent measuring of portions, and having a food preparation or cooking laboratory class were associated with enhanced accuracy in IBDA. Future training of dietetics students should incorporate more food-based serving size training to improve quantification accuracy while performing IBDA, while advances in IBDA technology are also needed.

  17. Baccalaureate Nursing Students' Abilities in Critically Identifying and Evaluating the Quality of Online Health Information.

    Science.gov (United States)

    Theron, Maggie; Redmond, Anne; Borycki, Elizabeth M

    2017-01-01

    Both the Internet and social media have become important tools that patients and health professionals, including health professional students, use to obtain information and support their decision-making surrounding health care. Students in the health sciences require increased competence to select, appraise, and use online sources to adequately educate and support patients and advocate for patient needs and best practices. The purpose of this study was to ascertain if second year nursing students have the ability to critically identify and evaluate the quality of online health information through comparisons between student and expert assessments of selected online health information postings using an adapted Trust in Online Health Information scale. Interviews with experts provided understanding of how experts applied the selected criteria and what experts recommend for implementing nursing informatics literacy in curriculums. The difference between student and expert assessments of the quality of the online information is on average close to 40%. Themes from the interviews highlighted several possible factors that may influence informatics competency levels in students, specifically regarding the critical appraisal of the quality of online health information.

  18. Thinking and Research on "Technology Race for Traction, to Promote the Vocational High School Students' Ability" Competition Organization%“以科技竞赛为牵引,推进高职学生能力培养”竞赛组织的思考与研究

    Institute of Scientific and Technical Information of China (English)

    唐志凌

    2012-01-01

    高职高专教育学生的目标主要是培养符合市场需求的高端应用型人才,科技竞赛正好为此目标提供了一个很好的平台.本文通过对我校的电子竞技队日常管理和电子产品设计竞赛的选拔进行研究,提出了一整套竞赛组织管理机制,用于引导学生自主学习,以实现竞赛成绩和学生能力提高双丰收。%The goal of higher vocational education student culture in line with the market demand for high-end applications talents, science and technology competitions provide a good platform for exactly this goal. In this paper, the selection of my school e-sports team day-to-day management and electronic product design competition, a complete set of contest organization and management mechanism for guided independent learning, improve competition results and students' ability to achieve the douhle harvesr

  19. The training measure and empirical study on using the product design theory to analyze the college students' employed ability

    Science.gov (United States)

    Bai, Zhonghang; Liu, Wei; Shan, Hai; Bi, Hongliang

    2011-10-01

    Analyzes the employment difficulty phenomenon of the college student by the product design theory , regards the college student as the product of the school face the employer, and take social, enterprise's demand as the guidance to train students, from improving the college students' initial quality, strengthening the college students' standard quality and increasing the college students' interest quality aspect, to propose the countermeasure, that paying great attention to undertaking the college students' innovative education and practice development and will be helpful in sharpens college student's employment ability and the employment quality as well as the ability of dealing with the social work place competition, to further alleviate the college students' employment difficulty this social question.

  20. Enhancing Grade 10 Thai Students' Stoichiometry Understanding and Ability to Solve Numerical Problems via a Conceptual Change Perspective

    Science.gov (United States)

    Dahsah, Chanyah; Coll, Richard K.; Sung-ong, Sunan; Yutakom, Naruemon; Sanguanruang, Sudjit

    2008-01-01

    The international literature suggests students frequently resort to the use of formulae when solving stoichiometry problems without understanding the concepts. In prior work we identified Thai student alternative conceptions and ability to solve numerical problem for stoichiometry. The results indicate that many Thai students also hold alternative…

  1. Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

    Science.gov (United States)

    Salmah, Ummy; Putri, Ratu Ilma Indra; Somakim

    2015-01-01

    The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students' spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity.…

  2. Investigation of Problem Solving Ability of Students in School of Physical Education and Sports (Kafkas University Sample)

    Science.gov (United States)

    Ozmutlu, Ilker

    2014-01-01

    The aim of this research is to examine the problem solving abilities of School of Physical Education and Sports students. To achieve this aim, in the academic year 2013-2014, a research group did a study of 433 students of the School of Physical Education and Sports, Kafkas University. This sample consisted of 184 female and 249 male students.…

  3. Students' Self-Esteem and Their Perception of Teacher Behavior: A Study of Between-Class Ability Grouping

    Science.gov (United States)

    Kususanto, Prihadi; Ismail, Hairul Nizam; Jamil, Hazri

    2010-01-01

    Introduction: Between-class ability grouping practice in Malaysian Secondary Schools was studied in order to find the influence students' perception on their teachers' behavior on their self-esteem. Students' perception on teachers' behaviors were divided into two categories: controlling students' behavior to avoid disciplinary matters and…

  4. Rasch Model Analysis on the Effectiveness of Early Evaluation Questions as a Benchmark for New Students Ability

    Science.gov (United States)

    Arsad, Norhana; Kamal, Noorfazila; Ayob, Afida; Sarbani, Nizaroyani; Tsuey, Chong Sheau; Misran, Norbahiah; Husain, Hafizah

    2013-01-01

    This paper discusses the effectiveness of the early evaluation questions conducted to determine the academic ability of the new students in the Department of Electrical, Electronics and Systems Engineering. Questions designed are knowledge based--on what the students have learned during their pre-university level. The results show students have…

  5. Enhancing Grade 10 Thai Students' Stoichiometry Understanding and Ability to Solve Numerical Problems via a Conceptual Change Perspective

    Science.gov (United States)

    Dahsah, Chanyah; Coll, Richard K.; Sung-ong, Sunan; Yutakom, Naruemon; Sanguanruang, Sudjit

    2008-01-01

    The international literature suggests students frequently resort to the use of formulae when solving stoichiometry problems without understanding the concepts. In prior work we identified Thai student alternative conceptions and ability to solve numerical problem for stoichiometry. The results indicate that many Thai students also hold alternative…

  6. "Business Ethics Everywhere": An Experiential Exercise to Develop Students' Ability to Identify and Respond to Ethical Issues in Business

    Science.gov (United States)

    Baker, Susan D.; Comer, Debra R.

    2012-01-01

    This article introduces an experiential exercise that enhances students' ability to identify ethical issues and to respond to them in ways that consider the relationship between organizational factors and ethical action. Students identify a required number of ethical incidents in their workplaces during a specified period. Students submit a…

  7. "Business Ethics Everywhere": An Experiential Exercise to Develop Students' Ability to Identify and Respond to Ethical Issues in Business

    Science.gov (United States)

    Baker, Susan D.; Comer, Debra R.

    2012-01-01

    This article introduces an experiential exercise that enhances students' ability to identify ethical issues and to respond to them in ways that consider the relationship between organizational factors and ethical action. Students identify a required number of ethical incidents in their workplaces during a specified period. Students submit a…

  8. THE EFFECT OF BETWEEN CLASS ABILITY GROUPING ON SCIENCE ACADEMIC ACHIEVEMENT AND SELF ESTEEM OF SIXTH CLASS STUDENTS

    OpenAIRE

    Karademir, Çigdem Aldan

    2009-01-01

    The aim of this research is to expose the effects of between class ability grouping on science academic achievement and self esteem of sixth class students. As a result, according to the achievement test, there couldn't be found a meaningful difference between the experiment and the control group (p>0.05), beside this there was found a meaningful difference between high, medium and low classes (p0.05). According to the Rosenberg Self Esteem Scale, there couldn't be found a meaningful ...

  9. The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students

    Directory of Open Access Journals (Sweden)

    Sasitorn Praneetponkrang

    2014-10-01

    Full Text Available This article aims to advocate retelling stories technique for developing speaking ability of grade 9 students in Thailand. Morrow’s theory (1981 and other scholars in retelling stories technique are presented. This technique is integrated in the lesson plans following Morrow’s framework. Narrative text of short stories which refer to daily life and social including pictures have been used for each lesson plan.  Students are trained to work as a group using story’s mind map, illustrations, and role-playing activities in class. There are three main steps of teaching retelling stories: before retelling (alternative techniques, while retelling (students’ practice by using activities of brainstorming, role play, and discussion and retelling story. The lesson plans will be piloted with 15 9th graders. This preliminary study is expected to provide an example of useful techniques in improving speaking ability, thus, it is expected to be used in other foundation English courses for Thai students.

  10. The Effect of Teaching Interlanguage Pragmatics on Interpretation Ability of Iranian Translation Students

    Directory of Open Access Journals (Sweden)

    Mahnaz Mahmoudi Ravesh

    2017-06-01

    Full Text Available The present study sought to investigate whether Iranian translation students were successful in comprehending interlanguage pragmatic (ILP features. Moreover, it tried to figure out whether teaching interlanguage pragmatics proved helpful for the improvement of interpretation ability of Iranian translation students. To this end, 30 students of undergraduate translation studying at Islamic Azad University, Isfahan (Khorasgan Branch, were chosen to participate in the study. Then, they were divided into two groups of control and experimental. The Oxford Placement Test (OPT was used to measure the participants’ language proficiency. Then, a Discourse Completion Test was administered to measure the participants’ interlanguage pragmatics. Using the SPSS 20 software, the ANCOVA and t test were run for the data obtained from both the pre-test and the post-test. The results revealed that ILP features are lacking in the university context. Furthermore, it was shown that ILP features were effective for improving Iranian students’ interpretation ability. In this sense, university professors can pay attention to this finding and, where required, they can incorporate ILP features into their courses so as to make attempts to render a more effective learning and teaching environment.

  11. Volunteering among High School Students. Fact Sheet

    Science.gov (United States)

    Marcelo, Karlo Barrios

    2007-01-01

    This fact sheet explores volunteering among high school students, ages 16-18. Overall, volunteering among high school students was down slightly in 2006 as compared to 2005. Additional information includes types of volunteer organizations and activities, and ways that high school students become involved in these activities. Volunteer rate vary by…

  12. CONNECTION OF TURN AHEAD AND TURN BACK WITH MOTORIC ABILITIES OF THE FOURTH GRADE OF HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Jovica Petković

    2008-08-01

    Full Text Available The research is done for the purpose of determination and defining of the level of connection between some motoric abilities with success in realization of programmed contents from the area of gymnastics (turn ahead and turn back. The research is done on the sample of fifty students from the fourth grade of High School, on ten motoric tests and on two specific motoric assignments – turn ahead and turn back. The results of this research clearly point that there exist the multitude of statistically important coefficients of correlation between treated motoric abilities and applied motoric assignments.

  13. Heritability of high reading ability and its interaction with parental education.

    Science.gov (United States)

    Friend, Angela; DeFries, John C; Olson, Richard K; Pennington, Bruce; Harlaar, Nicole; Byrne, Brian; Samuelsson, Stefan; Willcutt, Erik G; Wadsworth, Sally J; Corley, Robin; Keenan, Janice M

    2009-07-01

    Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.

  14. The Relationship between Spatial Visualization Ability and Students' Ability to Model 3D Objects from Engineering Assembly Drawings

    Science.gov (United States)

    Branoff, T. J.; Dobelis, M.

    2012-01-01

    Spatial abilities have been used as a predictor of success in several engineering and technology disciplines (Strong & Smith, 2001). In engineering graphics courses, scores on spatial tests have also been used to predict success (Adanez & Velasco, 2002; Leopold, Gorska, & Sorby, 2001). Other studies have shown that some type of…

  15. Student Learning Ability Assessment using Rough Set and Data Mining Approaches

    Directory of Open Access Journals (Sweden)

    A. Kangaiammal

    2013-06-01

    Full Text Available All learners are not able to learn anything and everything complete. Though the learning mode and medium are different in e-learning mode and in classroom learning, similar activities are required in both the modes for teachers to observe and assess the learner(s. Student performance varies considerably depending upon whether a task is presented as a multiple-choice question, an open-ended question, or a concrete performance task [3]. Due to the dominance of e-learning, there is a strong need for an assessment which would report the learning ability of a learner based on the learning skills under various stages. This paper focuses on assessment through multiple choice questions at the beginning and at the end of learning. The learning activities of the learner are tracked during the learning phase through a Continuous Assessment test to realize the understanding level of the learner. The scores recorded in the database is analyzed using a Rough Set Approach based Decision System. The effectiveness of teaching learning process indicates the learning ability of the learner, presented in a Graphical form. It is evident from the results that the entry behavior and the behavior while learning determine the actual learning. Students generate internal opinion as they monitor their engagement with learning activities and tasks and also assess progress towards goals. Those who are effective at self-regulation, however, produce better feedback or are able to use the self-opinion they generate to achieve their desired goals. The tool developed assists the teacher to be aware of the learning ability of learners before preparing the content and the presentation structure towards complete learning. In other words, the developed tool helps the learner to self-assess the learning ability and thereby identify and focus to gain the lacking skills.

  16. The Comparison of the Visuo-Spatial Abilities of Dyslexic and Normal Students in Taiwan and Hong Kong

    Science.gov (United States)

    Wang, Li-Chih; Yang, Hsien-Ming

    2011-01-01

    This study focused on a comparison of the visuo-spatial abilities (correct rate and speed) between dyslexic and normal students in Taiwan and Hong Kong. There were a total of 120 10-12 year old students. Thirty students had been diagnosed as dyslexic in Taiwan (T.W. dyslexia) and thirty students had been diagnosed as dyslexic in Hong Kong (H.K.…

  17. Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities.

    Science.gov (United States)

    Cawthon, Stephanie W; Kaye, Alyssa D; Lockhart, L Leland; Beretvas, S Natasha

    2012-06-01

    Many students with learning disabilities (SLD) participate in standardized assessments using test accommodations such as extended time, having the test items read aloud, or taking the test in a separate setting. Yet there are also aspects of the test items themselves, particularly the language demand, which may contribute to the effects of test accommodations. This study entailed an analysis of linguistic complexity (LC) and accommodation use for SLD in grade four on 2005 National Assessment of Educational Progress (NAEP) reading and mathematics items. The purpose of this study was to investigate (a) the effects of test item LC on reading and mathematics item difficulties for SLD; (b) the impact of accommodations (presentation, response, setting, or timing) on estimates of student ability, after controlling for LC effects; and (c) the impact of differential facet functioning (DFF), a person-by-item-descriptor interaction, on estimates of student ability, after controlling for LC and accommodations' effects. For both reading and mathematics, the higher an item's LC, the more difficult it was for SLD. After controlling for differences due to accommodations, LC was not a significant predictor of mathematics items' difficulties, but it remained a significant predictor for reading items. There was no effect of accommodations on mathematics item performance, but for reading items, students who received presentation and setting accommodations scored lower than those who did not. No significant LC-by-accommodation interactions were found for either subject area, indicating that the effect of LC did not depend on the type of accommodation received. Copyright © 2012. Published by Elsevier Ltd.

  18. The Effect of Algorithm-Based Learning on Clinical Decision Making Abilities of Medical Emergency Students

    Directory of Open Access Journals (Sweden)

    H Asayesh

    2015-12-01

    Full Text Available Introduction: Improvement of students’ clinical decision making is one of the main challenges in medical education. There are numerous ways to improve these skills. The aim of this study was to examine the effect of algorithm-based learning on clinical decision making abilities of medical emergency students. Method: in this experimental study, twenty five medical emergency students were randomly assigned to algorithm based learning group  (n=13 and control group  (n=12. Student in algorithm-based learning group were educated the diagnosis and treatment of selected medical emergency situation with algorithmic approach. Education in the control group was conducted by a routine lecture, along with copies of educational content. Three-hour training period was held for both groups  (two separate sessions with an interval day. After intervention, clinical decision making of the students in both group were measured by clinical scenarios and clinical decision making self-efficacy scale. Results: The mean of acquired scores from clinical scenarios among students in algorithm-based learning group was 17.50  (±1.67 and in the control group was 14.50 (±2.63. The differences was statistically significant  (t=0.006, P=0.006. The students in algorithm-based learning group had better scores in the clinical decision making in terms of self-efficacy scale and it was 13.30 (1.57 and in the control group this mean was 10.32  (3.05. In this case, the differences was statistically significant (t=3.01, P=0.009. Conclusion: algorithm-based learning is effective in improvement of clinical decision making and applying of this method along with other educational methods could promote students’ clinical decision making especially in medical emergency situations.

  19. Selected Coordination Motor Abilities of Students of the University of Physical Education During Survival Training

    Directory of Open Access Journals (Sweden)

    Tomczak Andrzej

    2017-06-01

    Full Text Available Introduction. Taking up emergency actions when fighting various types of natural disasters requires appropriate psychophysical preparation. Thanks to the development of technique, coordination motor abilities have gained greater importance than physical strength and endurance in such activities. The purpose of the present work was to assess the impact of 36 hours of survival activities and sleep deprivation on selected coordination motor abilities in students of the University of Physical Education. Material and methods. The study involved 12 male students of the University of Physical Education in Warsaw, specialising in “Physical Education in Uniformed Services”. The age of the participants was 21.0 ± 0.74 years, their body height was 179.5 ± 5.6 cm, and their body mass was 74.6 ± 8.0 kg. The assessment was performed based on the following coordination motor ability tests: a test measuring the differentiation of the use of forearm muscle strength, a running motor adjustment test, and a measurement of divided attention. A test involving shooting from a pneumatic gun and a measurement of the maximal force of the forearm were also carried out. Tests and trials were conducted before training (P1, after 24 hours of training (P2, after completing the training - that is after 36 hours of training (P3, and after 12 hours of rest (P4. During the training, the participants completed 12 km on foot, paddled for approximately 6 hours, rowed kayaks for about 4 hours, and performed survival tasks. Results. The analysis of the results of the study of maximal force and the ability to differentiate forearm muscle strength showed that the forearm muscle strength remained at the same level during the entire training. The ability to differentiate forearm muscle strength deteriorated after night training. There were no statistically significant differences in the results of the running motor adjustment tests and in shooting performance between individual

  20. CULTURAL PRACTICES AND MATHEMATICAL THINKING ABILITY AMONG HAUSA AND YORUBA SECONDARY SCHOOL STUDENTS IN KANO AND OYO STATE, NIGERIA

    Directory of Open Access Journals (Sweden)

    Dr.Garba Shuaibu

    2014-12-01

    Full Text Available This study examines cultural practice, and mathematical thinking ability based on Activity Theory Dimension as a booster to Science and Technology Education with particular reference to Hausa and Yoruba secondary school students in Kano and Oyo states. A non-experimental causal-comparative design was employed for the study. The populations comprised all the secondary schools in Kano and Oyo states. 10 secondary schools were randomly selected five from each state out of the 517 senior secondary schools in Kano   and 805 senior secondary schools in Oyo states. In addition, a sample comprising 370 teachers and students were purposively selected from the target population of 246,746 teachers and 579,744 students.  Two instruments were used to collect data namely, the Teachers Evaluation of Mathematical Thinking Ability Questionnaire (TEMTAQ and the Students Mathematical Thinking Ability Questionnaire (SMTAQ. Three Research questions and two research hypotheses were generated and formulated to guide the investigation. Data collected were analysed using descriptive and inferential statistics. The findings indicate that the level of mathematical thinking ability among both groups of students is good and their cultural practices can be seen to be an influencing factor in promoting this ability. While no difference in mathematical thinking ability between Hausa and Yoruba, statistically significant difference was obtained between urban and rural students irrespective of ethnicity. Rural students irrespective of ethnicity have been found to have greater mathematical thinking ability compared to urban students which may be attributed to differences in urban and rural culture. In conclusion, Yoruba and Hausa culture equally support mathematical thinking development of secondary school students in Kano and Oyo states, and living in rural area is associated with higher mathematical thinking ability of either groups.

  1. Research on cultivating medical students' self-learning ability using teaching system integrated with learning analysis technology.

    Science.gov (United States)

    Luo, Hong; Wu, Cheng; He, Qian; Wang, Shi-Yong; Ma, Xiu-Qiang; Wang, Ri; Li, Bing; He, Jia

    2015-01-01

    Along with the advancement of information technology and the era of big data education, using learning process data to provide strategic decision-making in cultivating and improving medical students' self-learning ability has become a trend in educational research. Educator Abuwen Toffler said once, the illiterates in the future may not be the people not able to read and write, but not capable to know how to learn. Serving as educational institutions cultivating medical students' learning ability, colleges and universities should not only instruct specific professional knowledge and skills, but also develop medical students' self-learning ability. In this research, we built a teaching system which can help to restore medical students' self-learning processes and analyze their learning outcomes and behaviors. To evaluate the effectiveness of the system in supporting medical students' self-learning, an experiment was conducted in 116 medical students from two grades. The results indicated that problems in self-learning process through this system was consistent with problems raised from traditional classroom teaching. Moreover, the experimental group (using this system) acted better than control group (using traditional classroom teaching) to some extent. Thus, this system can not only help medical students to develop their self-learning ability, but also enhances the ability of teachers to target medical students' questions quickly, improving the efficiency of answering questions in class.

  2. The interrater reliability of an objective structured practical examination in measuring the clinical reasoning ability of chiropractic students.

    Science.gov (United States)

    Rose, Kevin A; Babajanian, Jesika

    2016-10-01

    The objective structured practical examination (OSPE) is a case-based assessment that can be used to assess the clinical reasoning ability of students. The reliability of using an OSPE for this purpose has not been reported in the literature. The objective of this study was to determine the interrater reliability of the OSPE in measuring the clinical reasoning ability of chiropractic students. Two examiners tested each student simultaneously when enough were available as a check for interrater reliability. The scores for students over 4 exam administrations were compiled, and we calculated an intraclass correlation coefficient (ICC) using 1-way random single measures. Paired scores were available for 133 students. The ICC was .685, showing a fair-to-good level of agreement for faculty in assessing the clinical reasoning ability of chiropractic students using an OSPE. The OSPE can be a valuable tool for testing clinical reasoning abilities because it can simulate the decision-making process that needs to be implemented in clinical practice. Faculty members at our chiropractic college were able to achieve an acceptable level of reliability in measuring the clinical reasoning abilities of students using an OSPE. Other health professional programs may consider using this tool for assessing the clinical reasoning skills of their students.

  3. Social Understanding of High-Ability Children in Middle and Late Childhood

    NARCIS (Netherlands)

    Boor-Klip, H.J.; Cillessen, A.H.N.; Hell, J.G. van

    2014-01-01

    Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as

  4. Extending Sociological Theorising on High Ability: The Significance of Values and Lived Experience

    Science.gov (United States)

    Mazzoli Smith, Laura

    2014-01-01

    Sociological work on high ability is framed by social constructionist theorising and/or takes a social justice approach, and hence particular analytical intellectual traditions are foregrounded. Whilst these approaches have contributed the main critique of essentialist psychological understandings of high ability, they can eclipse normative…

  5. Social Understanding of High-Ability Children in Middle and Late Childhood

    Science.gov (United States)

    Boor-Klip, Henrike J.; Cillessen, Antonius H. N.; van Hell, Janet G.

    2014-01-01

    Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…

  6. DIFFERENCES IN THE MOTORIC ABILITIES OF STUDENTS DUE TO THE BODY MASS INDEX (BMI

    Directory of Open Access Journals (Sweden)

    Arben Osmani

    2014-06-01

    Full Text Available Introduction:The research has been conducted in order to establish differences in motoric abilities due to the body mass index (BMI with the tested students at the eighth grade (Barlow, & the Expert Committee, 2007. Methods: During the research 160 male students aged 14 were tested. On the base of (BMI they were divided into 3 groups (normal, overweight, and with obesity. They were tested with 6 motor tests for: explosive power, repetitive power, coordination, equilibrium, precision, and flexibility. Along with basic statistic parameters, the differences between the groups are established through: ANOVA, MANOVA and LSD-tests. Results: The obtained results are presented in 5 tables. On the base of the results, a statistically significant difference in favor of the group of normal body mass index is recorded in the following tests: standing a long jump, agility on the ground and keeping balance on one leg. Discussion: The results obtained in this research indicate that obesity and overweight cause a negative effect and result in lower performances concerning some motoric abilities. On the base of the obtained results, it is concluded that the group of students of normal body mass index achieved the best results in the motoric abilities with assessing the following: explosive power, coordination, and equilibrium. As for the motoric ability concerning: precision, repetitive power, and flexibility, there are no established statistically significant differences between the three groups. The obtained results correspond with some former researches (Milanese, et al., 2010; Zhu, Sheng, Wu, & Cairney, 2010, and some do not (De Toia, et al., 2009. References: Barlow SE et al. (2007. Pediatrics, 120, 164–92. De Toia D, Klein D, Weber S, Wessely N, Koch B, Tokarski W, Dordel S, Strüder H, Graf C (2009. European Journal of Obesity, 2(4, 221–5. Zhu YC, Sheng K, Wu SK, Cairney J (2011. Research in Developmental Disabilities, 32(2, 801–7. Milanese C

  7. Encaminhamentos pedagógicos com alunos com Altas Habilidades/Superdotação na Educação Básica: o cenário Brasileiro Pedagogic outlines for High Ability/Gifted students in Elementary Education: the Brazilian scenario

    Directory of Open Access Journals (Sweden)

    Susana Graciela Pérez Barrera Pérez

    2011-09-01

    Full Text Available Os alunos com Altas Habilidades/Superdotação (AH/SD constituem uma parcela importante da população-alvo da Educação Especial, que ultrapassa os 2 milhões de matrículas na Educação Básica. Paradoxalmente, não é raro encontrar publicações - inclusive documentos dos próprios órgãos educacionais brasileiros - que não os consideram como tal, apesar de toda a legislação educacional brasileira garantir seus direitos na condição de alunos com necessidades educacionais especiais, a partir da Lei de Diretrizes e Bases da Educação Nacional (Lei n° 5692/71. Isso reflete a desinformação, a falta de formação acadêmica e docente nessa área e uma representação cultural dessa população, que é altamente afetada pela incidência de mitos e crenças populares. Entretanto, o atendimento educacional especializado para estes alunos é hoje uma realidade legalmente consolidada, que precisa ser implementada e surtir efeitos concretos nos encaminhamentos pedagógicos para eles. Neste artigo, analisamos os quatro aspectos que prejudicam essa concretização do atendimento, e sugerimos medidas e mudanças que consideramos importantes para que esse direito subjetivo - a Educação para Todos - também seja cumprido.High Ability/Gifted students constitute an important part of the Special Education target, exceeding 2 million enrollments in Elementary Education. Paradoxically, although the Brazilian laws assure their rights as students with special educational needs since the Law of Guidelines and Bases of the National Education (Law n° 5692/71, it is not rare to find publications - including the Brazilian educational authorities documents themselves - which do not consider them in such way. Causes include lack of information, academic education and teachers' training deficiency in this area, as well as absence of cultural representation of such population, that is highly affected by the incidence of myths and popular beliefs. However

  8. THE EFFECT OF ROLE PLAYING METHOD TOWARD THE ABILITY OF FICTION READING COMPREHENSION OF HEARING IMPAIRMENT STUDENT

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    Lestari Wahyuningtyas

    2016-12-01

    Full Text Available This research was carried out with the aim at describing: (1 the ability of fiction reading comprehension of student with hearing impairment of grade VIII at SMPLBN Malang before and after being applied role playing method, (2 the effect of role playing method toward the ability of fiction reading comprehension of student with hearing impairment of grade VIII at SMPLBN Malang. This study used quantitative research design with Single Subject Reserch Method (SSR of A-B-A design. Based on the analysis, it was obtained the following results. On baseline-1 showed that the ability of fiction reading comprehension of students was low. On the intervention phase showed that the ability of fiction reading comprehension improved, if it was compared to the mean level in baseline-1. In baseline 2 phase showed that the ability of fiction reading comprehension was dropped.

  9. Providing Interactive Access to Cave Geology for All Students, Regardless of Physical Ability

    Science.gov (United States)

    Atchison, C. `; Stredney, D.; Hittle, B.; Irving, K.; Toomey, R. S., III; Lemon, N. N.; Price, A.; Kerwin, T.

    2013-12-01

    Based on an identified need to accommodate students with mobility impairments in field-based instructional experiences, this presentation will discuss current efforts to promote participation, broaden diversity, and impart a historical perspective in the geosciences through the use of an interactive virtual environment. Developed through the integration of emerging simulation technologies, this prototypical virtual environment is created from LIDAR data of the Historic Tour route of Mammoth Cave National Park. The educational objectives of the simulation focus on four primary locations within the tour route that provide evidence of the hydrologic impact on the cave and karst formation. The overall objective is to provide a rich experience of a geological field-based learning for all students, regardless of their physical abilities. Employing a virtual environment that interchangeably uses two and three-dimensional representation of geoscience content, this synthetic field-based cave and karst module will provide an opportunity to assess the effectiveness in engaging the student community, and its efficacy in the curriculum when used as an alternative representation of a traditional field experience. The expected outcome is that based on the level of interactivity, the simulated environment will provide adequate pedagogical representation for content transfer without the need for physical experience in the uncontrolled field environment. Additionally, creating such an environment will impact all able-bodied students by providing supplemental resources that can both precede a traditional field experience and allow for students to re-examine a field site long after a the field experience, in both current formal and informal educational settings.

  10. Do educational methods affect students' ability to remove artificial carious dentine? A randomised controlled trial.

    Science.gov (United States)

    Rosa, Q F; Barcelos, T M; Kaizer, M R; Montagner, A F; Sarkis-Onofre, R; Masotti, A S; Jardim, P S; Pereira-Cenci, T; Oliveira, E F; Cenci, M S

    2013-08-01

    This trial aimed to evaluate the influence of two educational methods on students' ability to remove artificial carious dentine. Traditional lecture and lecture plus a live demonstration of artificial carious tissue removal were compared in a blind two-parallel-group design. Twenty-six students were randomly divided into two groups, and their skills were evaluated according to the following criteria: time spent on the dentine excavation procedure (in min), students' perceived confidence in conducting the procedure (graded assessed on a scale from 0 to 10), and the outcome of artificial carious tissue removal, evaluated by measuring the residual dyed artificial carious dentine layer (in μm). Statistical analyses were carried out using a t-test to compare the students' confidence and time spent on the procedure, and a two-way ANOVA was used to compare residual artificial decayed dentine with educational methods and tooth region (incisal, medium, and cervical thirds) as factors. There were no differences between the methods regarding excavation time (P = 0.898) and students' confidence (P = 0.382). The residual artificial carious dentine results showed that the educational method (P < 0.001) and cavity region (P < 0.001) were statistically significant, as was their interaction (P = 0.040). The lecture plus live demonstration group presented the best results for artificial caries removal. Although there were no differences between the two groups for the cervical region, the best results for the lecture plus live demonstration group was in the other two-thirds of the tooth. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  11. The Effect of Generate Argument’ Instruction Model to Increase Reasoning Ability of Seventh Grade Students on Interactions of Living Thing with their Environment

    Science.gov (United States)

    Darmawanti, Y.; Siahaan, P.; Widodo, A.

    2017-02-01

    This study aim to examine the effect of generates an argument instruction model to increase students’ thinking skills, especially reasoning ability in lesson material of interactions of living thing with their environment. The study use weak experimental method with and the design is One-group pretest-posttest design. Sample in this study consists of 34 junior high school students of Seventh Grade in one of the junior high school in Ciamis. The instrument used to collect data is the essay questions of reasoning ability test according to reasoning Marzano’s framework which consist of the eight indicators that are comparing, classifying, induction, deduction, constructing support, analyzing perspectives, analyzing errors, and abstraction. In generally, the results show there is an increase in the students’ reasoning ability is significantly (Sig = 0.000). In addition, an increase in the ability of reasoning also viewed based on gender, and the result show there is not significantly (Sig = 0.168) the difference of reasoning ability between male student and female student. Increasing the ability of reasoning divided into two categories that is middle and low category.

  12. THE EFFECT OF THE BARBIE DOLL MEDIA TOWARD SELF-CARE ABILITY FOR STUDENT WITH MILD INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Arista Surya Ningsih

    2017-02-01

    Full Text Available The purpose of this research was to analyze the effect of barbie doll media toward self care ability for student with mild intellectual disability in the first grade. This study used a Single Subject Research (SSR with the A-B-A design model. The subject was SE (10 years, a student with mild intellectual disability in the first grade. Based on the data processing, the mean level of baseline condition-1 was 57,25%, the mean level in the intervention condition was 91,93%, the mean levels in the baseline condition-2 was79,3%. The conclusion of this research was there is a effect of Barbie doll media toward the ability of clothe self care for student of mild intellectual disability. The advice given is the teachers can a provide method and media appropriate learning and accommodate student in processing information and optimizing the ability of the student.

  13. APPLYING THE APOS THEORY TO IMPROVE STUDENTS ABILITY TO PROVE IN ELEMENTARY ABSTRACT ALGEBRA

    Directory of Open Access Journals (Sweden)

    I Made Arnawa

    2007-04-01

    Full Text Available This study is a quasi-experimental nonrandomized pretest-posttest control group design. The experiment group is treated by APOS theory instruction (APOS,that implements four characteristics of APOS theory, (1 mathematical knowledge was constructed through mental construction: actions, processes, objects, and organizing these in schemas, (2 using computer, (3 using cooperative learning groups, and (4 using ACE teaching cycle (activities, class discussion, and exercise. The control group is treated by conventional/traditional mathematics instruction (TRAD. The main purpose of this study is to analyze about achievement in proof. 180 students from two different universities (two classes at the Department of Mathematics UNAND and two classes atthe Department of Mathematics Education UNP PADANG were engaged as the research subjects. Based on the result of data analysis, the main result of this study is that the proof ability of students' in the APOS group is significantly better than student in TRAD group, so it is strongly suggested to apply APOS theory in Abstract Algebra course.

  14. The Create-a-Game Assignment and English Teaching Ability of Japanese College Students

    Science.gov (United States)

    Kobayashi, Futoshi

    2013-01-01

    Japanese college students (N = 18) aspiring to become English teachers in junior or senior high schools studied several examples of educational games and created their own English games as an assignment during the last two weeks of an educational psychology course. Results indicated (1) a significant increase between pre- and post-…

  15. Leadership Ability and Achieving Styles among Student-Athletes at a NCAA-II University in the Northeast United States

    Science.gov (United States)

    Nigro, Mary Theresa

    2012-01-01

    This study examined student-athletes' self-reported leadership ability and achieving styles. It analyzed leadership ability and achieving style preferences as they related to gender, class status, ethnicity, and sport classification: individual-sport vs. team-sport athletes. A paper and pencil survey consisting of a composite variable of six…

  16. Theoretical Value Belief, Cognitive Ability, and Personality as Predictors of Student Performance in Object-Oriented Programming Environments

    Science.gov (United States)

    Hall, Dianne J.; Cegielski, Casey G.; Wade, James N.

    2006-01-01

    The research described in this article reports the results of a study designed to evaluate the relationship among object-oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a…

  17. SAT predicts GPA better for high ability subjects: Implications for Spearman's Law of Diminishing Returns.

    Science.gov (United States)

    Coyle, Thomas; Snyder, Anissa; Pillow, David; Kochunov, Peter

    2011-04-01

    This research examined the predictive validity of the SAT (formerly, the Scholastic Aptitude Test) for high and low ability groups. SAT scores and college GPAs were obtained from the 1997 National Longitudinal Survey of Youth. Subjects were classified as high or low ability by g factor scores from the Armed Services Vocational Aptitude Battery. SAT correlations with GPA were higher for high than low ability subjects. SAT g loadings (i.e., SAT correlations with g) were equivalent for both groups. This is the first study to show that the predictive validity of the SAT varies for ability groups that differ in g. The results contradict a presumption, based on Spearman's Law of Diminishing Returns, that a test's predictive validity should be lower for high ability subjects. Further research is needed to identify factors that contribute to the predictive validity of the SAT for groups that differ in g.

  18. College Access and Success among High School Graduates Taking the SAT®: Native American Students. Research Note 2013-4

    Science.gov (United States)

    McKillip, Mary E. M.; Mackey, Philip E.

    2013-01-01

    This report shows college enrollment and graduation trends among Native American SAT® takers who finished high school in 2004 and 2010 by various student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed…

  19. Tentative Guidelines for the Development of an Ability-Based Emotional Intelligence Intervention Program for Gifted Students

    Science.gov (United States)

    Zeidner, Moshe

    2017-01-01

    This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine…

  20. Knowledge, Skills, and Abilities for the Market Economy: An Investigation of Student Perceptions before and after China's WTO Entry

    Science.gov (United States)

    Stivers, Bonnie P.; Veliyath, Raj; Joyce, Teresa; Adams, Janet S.

    2010-01-01

    This exploratory study conducted in the People's Republic of China sought to determine the managerial knowledge, skills, and abilities (KSAs) that are perceived as important for the Chinese market economy. Questionnaire responses were collected from 145 business students in 2001 (before China's WTO entry) and 141 business students in 2006 (after…

  1. Writing Hope, Self-Regulation, and Self-Efficacy as Predictors of Writing Ability in First-Year College Students

    Science.gov (United States)

    Sieben, Nicole

    2013-01-01

    Using a social cognitive theory framework, this single-subject, correlational study examined to what extent writing self-regulation, writing efficacy, hope, and writing hope predicted first-year college students' writing abilities. Past research reveals that a large part of teaching students to be successful in completing writing tasks is related…

  2. Making English a "Habit": Increasing Confidence, Motivation, and Ability of EFL Students through Cross-Cultural, Computer-Assisted Interaction

    Science.gov (United States)

    Wu, Wen-chi Vivian; Marek, Michael

    2010-01-01

    This study examines the relationships among the three essential language-related components--motivation, confidence, and ability--following a series of live videoconference interactions between Taiwanese EFL students and a native speaker. 227 students enrolled in the five advanced conversation classes at a private technical university in central…

  3. Developing a Numerical Ability Test for Students of Education in Jordan: An Application of Item Response Theory

    Science.gov (United States)

    Abed, Eman Rasmi; Al-Absi, Mohammad Mustafa; Abu shindi, Yousef Abdelqader

    2016-01-01

    The purpose of the present study is developing a test to measure the numerical ability for students of education. The sample of the study consisted of (504) students from 8 universities in Jordan. The final draft of the test contains 45 items distributed among 5 dimensions. The results revealed that acceptable psychometric properties of the test;…

  4. A Study of the Problem Solving Abilities of Seventh Grade Students Who Receive Anchored Problem Solving Instruction.

    Science.gov (United States)

    Griesser, Sara Anne

    Current mathematics education emphasizes the importance of a problem solving mindset in the classroom. Students need to know how they are going to use what they are learning in real life. The purpose of this study was to determine the effect of anchored problem solving instruction on middle school students' mathematical abilities. The researcher…

  5. Relationship Between the Cognitive Abilities of a Group of Tertiary Physics Students and the Cognitive Requirements of their Textbook.

    Science.gov (United States)

    Prosser, Michael

    1983-01-01

    Examined relationship between cognitive requirements of two chapters of a physics textbook for biology/pre-med students and their ability to use prerequisite reasoning skills required for its understanding. An average of 42 percent of students tested did not consistently use reasoning skills required to understand text concepts. Discusses tests…

  6. The Constructivist Classroom Learning Environment and Its Associations with Critical Thinking Ability of Secondary School Students in Liberal Studies

    Science.gov (United States)

    Kwan, Yee Wan; Wong, Angela F. L.

    2014-01-01

    In this study, we investigated-secondary school students' perceptions of their constructivist learning environment in Liberal Studies, and whether their perceptions were related to their critical thinking ability. A convenience sample of Secondary Three students (N = 967) studying Liberal Studies in Hong Kong participated in this research by…

  7. Developing and Validating a Tool to Assess Ethical Decision-Making Ability of Nursing Students, Using Rubrics

    Science.gov (United States)

    Indhraratana, Apinya; Kaemkate, Wannee

    2012-01-01

    The aim of this paper is to develop a reliable and valid tool to assess ethical decision-making ability of nursing students using rubrics. A proposed ethical decision making process, from reviewing related literature was used as a framework for developing the rubrics. Participants included purposive sample of 86 nursing students from the Royal…

  8. The Implementation of "The n-term" Formula to Improve Student Ability in Determining the Rules of a Numeric Sequence

    Science.gov (United States)

    In'am, Akhsanul; Hajar, Siti

    2013-01-01

    A good-quality teacher may determines a good-quality learning, thus good-quality students will be the results. In order to have a good-quality learning, a lot of strategies and methods can be adopted. The objective of this research is to improve students' ability in determining the rules of a numeric sequence and analysing the effectiveness of the…

  9. Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning

    Science.gov (United States)

    Frederick-Jonah, Toinpere Mercy; Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6…

  10. A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages

    Science.gov (United States)

    Clark, Sarah K.; Byrnes, Deborah; Sudweeks, Richard R.

    2015-01-01

    This study investigates how the culminating teacher preparation program (TPP) experience (either student teaching assignment or internship) influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test (N = 502) was conducted to compare perceptions of student teachers…

  11. The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability

    Science.gov (United States)

    Ku, Oskar; Chen, Sherry Y.; Wu, Denise H.; Lao, Andrew C. C.; Chan, Tak-Wai

    2014-01-01

    Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In addition,…

  12. The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability

    Science.gov (United States)

    Ku, Oskar; Chen, Sherry Y.; Wu, Denise H.; Lao, Andrew C. C.; Chan, Tak-Wai

    2014-01-01

    Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In…

  13. Teaching High School Students Applied Logical Reasoning

    Science.gov (United States)

    Bouhnik, Dan; Giat, Yahel

    2009-01-01

    The rapid changes in information technology in recent years have rendered current high school curricula unable to cope with student needs. In consequence, students do not possess the proper skills required in today's information era. Specifically, many students lack the skills to search efficiently for information. Moreover, even when abundant…

  14. [Constructing the network of classic genetic knowledge and developing self-learning ability of students in genetic classroom].

    Science.gov (United States)

    Luo, Pei-Gao

    2010-04-01

    With the quick increase of new knowledge in genetics, undergraduate teaching of genetics is becoming a challenge for many teachers. In this paper, the author suggested that it would be important to construct the knowledge network of genetics and to develop the self-learning ability of students. This could help students to read textbooks "from the thicker to the thinner in classroom" and "from the thinner to the thicker outside classroom", so that students would turn to be the talents with new ideas and have more competent ability in biology-related fields.

  15. Polymorphic variation in CHAT gene modulates general cognitive ability: An association study with random student cohort.

    Science.gov (United States)

    Liu, Xu; Shi, Yuanyu; Niu, Binbin; Shi, Zhangyan; Li, Junlin; Ma, Zhe; Wang, Jian; Gong, Pingyuan; Zheng, Anyun; Zhang, Fuchang; Gao, Xiaocai; Zhang, Kejin

    2016-03-23

    The choline O-acetyltransferase (CHAT) gene has been associated with various human disorders that involve cognitive impairment or deficiency. However, the influence of disease-associated variants of CHAT on normal individuals remains dubious. Here we demonstrated the impact of CHAT sequence variants (G-120A) on general human cognitive ability in a cohort of 750 Chinese undergraduate students. A multiple choice questionnaire was used to obtain basic demographic information, such as parents' occupations and education levels. We also administered and scored the Raven's Standard Progressive Matrices (RSPM). A one-way analysis of variance (ANOVA) and Kruskal-Wallis test (K-W) revealed a significant association between sequence polymorphisms of G-120A and individuals' Raven score (p=0.031 for ANOVA and p=0.026 for K-W tests). Moreover, further hierarchical analysis showed a similar trend in the association between G-120A variants and Raven scores only in the female subjects (p=0.008 for ANOVA and p=0.024 for K-W tests) but not in the male subjects. The results of a multiple linear regression confirmed that after we controlled gender, age, birthplace and other non-genetic factors, CHAT G-120A polymorphisms still significantly influenced individual Raven scores (B=-0.70, SE=0.28, t=-2.50, p=0.013). Our results demonstrated that sequence variants of CHAT were associated with human cognitive ability in not only patients with psychiatric disorders but also normal healthy individuals. However, some issues remained indeterminable, such as gender differences and the extent of the influence on individuals' general cognitive abilities; thus, the further research using an independent random sample was required.

  16. Veterinary students' perceptions of their day-one abilities before and after final-year clinical practice-based training.

    Science.gov (United States)

    Schull, Daniel N; Morton, John M; Coleman, Glen T; Mills, Paul C

    2011-01-01

    The present study evaluated the impact of final-year clinical practice-based training on veterinary students' perceptions of competence in "Day One" abilities by administering a pre- and post-training self-assessment checklist. This study also investigated the influence of student demographics on their perceptions of satisfaction about their own knowledge and skills and preparedness for practice. Perceptions regarding the usefulness of the checklist as a self-audit tool were also sought. Final year students (N=85) were surveyed on commencement and upon completion of the training using a checklist that had been adapted from the list of essential new-graduate abilities that was developed by the Royal College of Veterinary Surgeons and adopted by the Australasian Veterinary Boards Council. Significant improvements in student perceptions of competence were observed for 38 of the 41 abilities. Students' satisfaction with their knowledge and skill base and their perceptions of preparedness for practice were only weakly correlated with overall perceptions of competence for individual ability items and did not vary significantly with student age, gender, background, intended field and location of work, or with their work experience as veterinary nurses-if any-while studying. Two thirds of students believed that access to the self-assessment checklist on commencement of the training helped them identify areas for improvement before graduation. This article concludes that clinical practice-based training results in considerable improvement in senior veterinary students' perceptions of competence in Day One abilities and that a self-assessment checklist may help students guide their learning. Results from the present study may be useful for veterinary schools as they develop or enhance strategies used for outcomes assessment.

  17. Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students.

    Science.gov (United States)

    Cheng, Su-Fen; Kuo, Chien-Lin; Lin, Kuan-Chia; Lee-Hsieh, Jane

    2010-09-01

    With the growing trend of preparing students for lifelong learning, the theory of self-directed learning (SDL) has been increasingly applied in the context of higher education. In order to foster lifelong learning, abilities among nursing students, faculties need to have an appropriate instrument to measure the SDL abilities of nursing students. The objectives of this study were to develop an instrument to measure the SDL abilities of nursing students and to test the validity and reliability of this instrument. This study was conducted in 4 phases. In Phase 1, based on a review of the literature, the researchers developed an instrument to measure SDL. In Phase 2, two rounds of the Delphi study were conducted, to determine the content validity of the instrument. In Phase 3, a convenience sample of 1072 nursing students from two representative schools across three different types of nursing programs were recruited to test the construct validity of the Self-Directed Learning Instrument (SDLI). Finally, in Phase 4, the internal consistency and reliability of the instrument were tested. The resulting SDLI consists of 20 items across the following four domains: learning motivation, planning and implementing, self-monitoring, and interpersonal, communication. The final model in confirmatory factor analysis revealed that this 20-item SDLI indicated a good fit of the model. The value of Cronbach's alpha for the total scale was .916 and for the four domains were .801, .861, .785, and .765, respectively. The SDLI is a valid and reliable instrument for identifying student SDL abilities. It is available to students in nursing and similar medical programs to evaluate their own SDL. This scale may also enable nursing faculty to assess students' SDL status, design better lesson plans and curricula, and, implement appropriate teaching strategies for nursing students in order to foster the growth of lifelong learning abilities. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

  18. Teachers think differently: Method effects on the evaluation of high intellectual ability students’ socio–emotional intelligence

    Directory of Open Access Journals (Sweden)

    Daniel Hernández

    2011-10-01

    Full Text Available This paper investigates the relationship between 566 students’, their parents’ and their teachers’ perceptions on the socio–emotional competence of such sample of learners with high intellectual abilities. The results indicated that parents’ and their children’s self-perceptions were positively related, the relationship being moderately statistically significant in all socio–emotional intelligence aspects. However, the relationship between teachers’ ratings and parents’ and students’ ratings was positively statistically significant at a low level. Using a multitrait–multimethod analysis (Campbell and Fiske, 1959, the authors demonstrated strong method effects, especially in the case of teachers, indicating that ratings from different sources provide different and complementary information on the socio–emotional skills of high intellectual ability students.

  19. A cross-sectional study of mathematics achievement, estimation skills, and academic self-perception in students of varying ability.

    Science.gov (United States)

    Montague, Marjorie; van Garderen, Delinda

    2003-01-01

    This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.

  20. Dual Enrollment for High School Students

    Science.gov (United States)

    Edwards, Linsey; Hughes, Katherine

    2011-01-01

    Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. The term concurrent enrollment is sometimes used interchangeably with dual enrollment, and sometimes to refer to a particular model of dual enrollment. In some programs, students earn high school and college credit simultaneously;…

  1. Junior High Career Planning: What Students Want

    Science.gov (United States)

    Bardick, Angela D.; Bernes, Kerry B.; Magnusson, Kris C.; Witko, Kim D.

    2004-01-01

    This research used "The Comprehensive Career Needs Survey" to assess the career counselling needs of 3,562 junior high students in Southern Alberta. This article examines junior high students' responses regarding their perceptions of (a) the relevance of career planning, (b) who they would approach for help with career planning, and (c)…

  2. Factors Influencing High School Students' Career Aspirations

    Science.gov (United States)

    Tang, Mei; Pan, Wei; Newmeyer, Mark D.

    2008-01-01

    This article explores the factors influencing high school students' career aspirations with a study analyzing 141 high school students. The Social Cognitive Career Development Model was utilized to examine the interactive relationships among learning experiences, career self-efficacy, outcome expectations, career interests, and career choices. The…

  3. High School Students' perception of University Students as STEM representatives

    DEFF Research Database (Denmark)

    Poulsen, Eva Lykkegaard

    2012-01-01

    . Some representatives transmit information and are thereby definers, whereas other representatives illustrates as personal examples and are thereby models. This study focuses on high school students’ views on STEM representatives and the impact these representatives have on the high school students......The Danish government has an ambition to recruit more high school students into STEM educations (science, technology, engineering and/or mathematics). The students’ choice of further education is based on the people and jobs they have knowledge of. Therefore, to recruit more students into STEM...... studies, it is important to introduce high school students to good STEM representatives to make possible the development of potential STEM identities. A potential identity within a specific subject area relies on at least a situation bound relationship to the subject area or the person representing it...

  4. High School Students' Perception of University Students as STEM Representatives

    DEFF Research Database (Denmark)

    Poulsen, Eva Lykkegaard

    . Some representatives transmit infor-mation and are thereby definers, whereas other representatives illustrates as personal examples and are thereby models. This study focuses on high school students’ views on STEM representatives and the impact these representatives have on the high school students......The Danish government has an ambition to recruit more high school students into STEM edu-cations (science, technology, engineering and/or mathematics). The students’ choice of further education is based on the people and jobs they have knowledge of. Therefore, to recruit more students into STEM...... studies, it is important to introduce high school students to good STEM representatives to make possible the development of potential STEM identities. A potential identity within a specific subject area relies on at least a situation bound relation-ship to the subject area or the person representing it...

  5. Attitudes of Palestinian Undergraduate Students towards Native and Non-Native English Language Teachers and Their Relation to Students' Listening Ability

    Science.gov (United States)

    Nafi, Jamal Subhi Ismail; Qabaja, Ziad Mohammed Mahmoud; Al-Kar, Hibah Jabir Ibrahim

    2016-01-01

    The purpose of this study is to investigate the attitudes of Palestinian undergraduate students towards native and non-native English language teachers and their relation to students' listening ability. To achieve this purpose and to answer the research questions and test the hypotheses, the researchers adopted both the descriptive and inferential…

  6. Creation of an instrument to measure graduate student and postdoctoral mentoring abilities in engineering and science undergraduate research settings

    Science.gov (United States)

    Ahn, Benjamin

    Studies and national reports have shown numerous benefits for engineering and science undergraduate students who have successful research experiences. One of the most critical elements to having a successful undergraduate research (UR) experience is the interaction between a mentor and a UR student. Recent studies have shown that many UR students are mentored by graduate students or postdoctoral researchers, yet, there are very few studies examining the successful mentoring practices by these mentors and/or assessing their abilities in engineering and science UR settings. Therefore, the purpose of this study was (1) to identify instructively effective graduate students' and postdoc researchers' mentoring abilities in engineering and science UR settings, and (2) to develop a psychometrically sound survey that assesses these mentors' mentoring abilities in UR settings. In the first phase (Phase I) of the study, semi-structured interviews were conducted with one postdoctoral researcher and 16 graduate students from engineering and science departments at a Midwestern university who were recognized as outstanding mentors by their UR students. From Phase I, the study determined the mentors' effective mentoring practices across various UR students' research activities (e.g., performing a literature review, conducting experiments, analyzing data) along with important mentoring knowledge, skills, and attributes (KSAs). In the second phase (Phase II) of the study, survey items for assessing graduate and postdoctoral mentors' KSAs were generated based on the results from Phase I. The survey items were administered to 101 graduate students and postdoctoral researchers who had mentoring experiences in UR settings. An exploratory factor analysis and an item analysis resulted in the creation of a 30-item survey assessing the most desirable abilities for UR mentors categorized into four factors: (1) Building a positive working relationship with the UR students, (2) Recognizing the

  7. 高中地理课程如何培养学生创新能力%High school geography curriculum to cultivate students’ innovative ability

    Institute of Scientific and Technical Information of China (English)

    李刚

    2014-01-01

    innovation is the soul of a nation.Curriculum requires high school every discipline teaching to stimulate students' innovation consciousness, cultivate the students' innovation ability.However, many teachers in high school geography course often ignore the cultivation of students' innovative ability, to improve students' comprehensive ability.In this paper, in view of the current problems existing in the high school geography teaching, analysis how to cultivate students' innovative ability in high school geography curriculum.%创新是一个民族的灵魂。新课标要求初高中各学科教学都要着重激发学生的创新意识,培养学生的创新能力。然而,不少教师在高中地理课程中常常忽视学生创新能力的培养,不利于提高学生综合能力。本文就针对当前高中地理课程教学中存在的问题,分析在高中地理课程中如何培养学生创新能力。

  8. Educational level signals unobserved abilities of people with high functioning autism spectrum disorders.

    Science.gov (United States)

    Yokotani, Kenji

    2010-08-01

    The effect of educational level on employment of people with high functioning autism spectrum disorders (HFASD) was examined. If education augments natural abilities to accomplish tasks in people with HFASD, then those with more education would have comparative advantages in both obtaining and retaining jobs. In contrast, if education did not augment natural abilities and only signaled unobservable abilities, one would expect an advantage only in obtaining a job, but not in retention. 22 people with HFASD replied to questionnaires regarding their history of education and employment. Those with job experience had higher educational levels than those with no job experience, but educational level was not significantly different between groups with and without more than one year of job experience. Educational level seems to be associated with abilities, but probably the unobserved abilities underlie both educational attainment and employment history.

  9. The Enhancement of Junior High School Students’ Abilities in Mathematical Problem Solving Using Soft Skill-Based Metacognitive Learning

    Directory of Open Access Journals (Sweden)

    Atma Murni

    2013-07-01

    Full Text Available The aim of this study is to know the differences of enhancement inmathematical problem solving ability (MPSA between the studentswho received soft skill- based metacognitive learning (SSML with thestudents who got conventional learning (CL. This research is a quasiexperimental design with pretest-postest control group. The populationin this study is the students of Junior High School in Pekanbaru city.The sample consist of 135 students, 68 of them are from the high-levelschool, and 67 students are from the middle-level school. The instruments are mathematical prior knowledge (MPK test, MPSA test,instruction observation sheet, students journal about the lesson, and the guideline for interview. The data was analyzed using t-test and two way ANOVA. The result of data analysis indicates: (1 overall, theenhancement of students’ MPSA with SSML approach significantly ishigher than those with conventional learning (CL; (2 there is nointeraction between the learning approach (SSML and CL with theschool level (high and middle toward the enhancement of MPSA; (3there is no interaction between the learning approach (SSML and CLwith MPK (upper, middle, and low toward the enhancement of MPSA.

  10. Investigation of Intellectual Risk-Taking Abilities of Students According to Piaget's Stages of Cognitive Development and Education Grade

    Directory of Open Access Journals (Sweden)

    Arzu Derya DAŞCI

    2014-07-01

    Full Text Available The purpose of this study is to determine the cognitive development stages of students of 4-8th class and is to research the effect to ability of intellectual risk-taking of this periods and education grade. Survey method and clinical method are used in the study which practices for this purpose. In the study which 20 students from every grade, in total 100 students, 6 different activities which are improved and used by different researchers are applied to determine the cognitive development stages whose classification is made by Piaget with Intellectual Risk-Taking and Predictor Scale which was improved by Beghetto (2009. Activities that students made individualistically are marked with observation form and their cognitive development stages are determined according to responses of each. Cognitive development stages and intellectual risk-taking level of students are analyzed with descriptive statistics. In the research result it is seen that majority of students is in the transitional stage and as long as class level increases it is passed to formal operational stage from concrete operational stage. While it is seen that as long as education grade rise intellectual risk-taking abilities of students decreases, it is determined that cognitive development stages has not any effect on this ability. The research is completed with suggestions based on results.

  11. Using Pictures in Improving the Speaking Ability of the Grade Eight-A Students of SMP Negeri 1 Anggana

    Directory of Open Access Journals (Sweden)

    Puguh Karsono

    2014-12-01

    Full Text Available The objectives of this study were to know the speaking ability of the Grade Eight-A Students of SMP Negeri 1 Anggana in Academic Year 2012/2013 after using Pictures, and to know the student’s participation of the grade Eight-A students of SMP Negeri 1 Anggana in Academic Year 2012/ 2013 through pictures. This study employed CAR (Classroom Action Research design. The procedures of CAR, i,e. Planning, acting, observing and reflecting. The result showed that the use of pictures had succeeded, to some extent, to improve student’s speaking ability and students’ participation. The student’s speaking ability improve as it showed that the number of students which were classified as good and very good' improved from 6, 4% in preliminary study to 83, 9% in cycle I and became 100% in cycle 2. While those who classified as fair and poor reduced from 93, 6% in preliminary study to 16, 1% in cycle 1 and became 0% in cycle 2. As a result, the using of pictures could enhance the students' speaking ability. Mostly, the students could improved their fluency, content, pronunciation and grammar. The average score raised from 66 in preliminary study, 74 in cycle 1, and 80 in cycle 2. The students’ participation also improved from cycle to cycle. In cycle 1, during the teaching learning process, the class VIII-A had an improvement. It stated that from meeting 1 to 3, the students were actively involved. The result had changed in meeting 3 where 13 students were categorized as very active and 12 students were active enough in presenting the pictures and made progress every meeting. The rest 4 students were categorized as hesitant and 2 students were not active since they were still shy to explore their ideas. On the other hand, during 3 meetings started from meeting 4 to 6 in cycle 2, the class VIII-A also had more improvement than what they did in cycle 1. There were 22 students categorized as very active and 8 students were active enough. The result of the

  12. Cultural and Social Intelligences and Their Relationship to the Ability of Student Translators When Translating Cultural and Social Texts

    Directory of Open Access Journals (Sweden)

    Atefeh Saffarian

    2015-01-01

    Full Text Available The present study aims to investigate the relationship between cultural, social intelligences and student translators’ ability in translating cultural and social texts. The predictive power of CQ subscales (cognitive, meta-cognitive, motivational, and behavioral and SI subscales (social information processing, social skills, and social awareness in the variance of translation scores were also examined. For the purpose of the study, a sample of 82 senior students of English Translation Studies comprised the participants of the study. Participants filled two questionnaires: the Cultural Intelligence Scale (CQS and a Persian version of Tromso Social Intelligence Scale. They also received a rendering test of translation. The results of the analysis indicated that there is a significant relationship between cultural intelligence (CQ and its subscales, social intelligence (SI and its subscales and student translators’ ability in translating cultural and social texts.Keywords: Cultural Intelligence, Social Intelligence, Translation Ability, Translation of Cultural and Social Texts

  13. The Parallel Curriculum: A Design To Develop High Potential and Challenge High-Ability Learners.

    Science.gov (United States)

    Tomlinson, Carol Ann; Kaplan, Sandra N.; Renzulli, Joseph S.; Purcell, Jeanne; Leppien, Jann; Burns, Deborah

    This book presents a model of curriculum development for gifted students and offers four parallel approaches that focus on ascending intellectual demand as students develop expertise in learning. The parallel curriculum's four approaches include: (1) the core or basic curriculum; (2) the curriculum of connections, which expands on the core…

  14. Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

    Science.gov (United States)

    Firdausi, N.; Prabawa, H. W.; Sutarno, H.

    2017-02-01

    In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

  15. Stress coping ability in nursing students: studies on the influence factor of Sense of Coherence (SOC).

    Science.gov (United States)

    Okumura, Ryusaku; Suzuki, Tamami; Bai, Yoshiko; Mukawa, Kazuma

    2012-07-01

    The researchers conducted an investigation on factors influencing stress coping ability, referred to as a Sense of Coherence (SOC). 278 students in the 2nd to 4th year of "A" University nursing program were subjected to this survey, and the response rate was 75.5%. The average SOC value was 39.5 +/- 6.6 for males, and 37.4 +/- 7.0 for females. The value for age group 20 to 24 years old was 37.1 +/- 6.8. The average SOC value obtained through this survey was higher than the survey results of the Kanto region and lower than the national results. When a comparison was made between "the group with higher average SOC" and "the group with lower average SOC" among the entire survey average SOC, especially significant differences were discovered in the following items. "Prospects for the future is bright", "Difficult experiences have meaning", "I have good relationship with friends", "I feel stressed", and "I was seriously ill" (P SOC.

  16. The impact of individual ability, favorable team member scores, and student perception of course importance on student preference of team-based learning and grading methods.

    Science.gov (United States)

    Su, Allan Yen-Lun

    2007-01-01

    This study explores the impact of individual ability and favorable team member scores on student preference of team-based learning and grading methods, and examines the moderating effects of student perception of course importance on student preference of team-based learning and grading methods. The author also investigates the relationship between student perception of course importance and their responses to social loafing. Results indicate that individual ability on the preference of team-based learning was affected by the three levels of favorable team member scores. For students with a low level of individual ability, the preference for team-based learning was significant among students with each of three levels of favorable team member scores (p team-based learning and grading methods was not significant (p > .05). The findings also reveal a negative correlation between student perception of course importance and their responses to social loafing (p team member scores in the team selection process to promote student attitude toward team-based learning.

  17. Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang

    Directory of Open Access Journals (Sweden)

    Edwin Musdi

    2016-02-01

    Full Text Available This research aims to develop a mathematics instructional model based realistic mathematics education (RME to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase.  At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characteristics of learners, learning management descriptions by junior high school mathematics teacher and relevant research. The development phase is done by developing a draft model (an early prototype model that consists of the syntax, the social system, the principle of reaction, support systems, and the impact and effects of instructional support. Early prototype model contain a draft model, lesson plans, worksheets, and assessments. Tesssmer formative evaluation model used to revise the model. In this study only phase of one to one evaluation conducted. In the ppreliminary phase has produced a theory-based learning RME model, a description of the characteristics of learners in grade VIII Junior High School Padang and the description of teacher teaching in the classroom. The result showed that most students were still not be able to solve the non-routine problem. Teachers did not optimally facilitate students to develop problem-solving skills of students. It was recommended that the model can be applied in the classroom.

  18. Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang

    Directory of Open Access Journals (Sweden)

    Edwin Musdi

    2016-02-01

    Full Text Available This research aims to develop a mathematics instructional model based realistic mathematics education (RME to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase.  At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characteristics of learners, learning management descriptions by junior high school mathematics teacher and relevant research. The development phase is done by developing a draft model (an early prototype model that consists of the syntax, the social system, the principle of reaction, support systems, and the impact and effects of instructional support. Early prototype model contain a draft model, lesson plans, worksheets, and assessments. Tesssmer formative evaluation model used to revise the model. In this study only phase of one to one evaluation conducted. In the ppreliminary phase has produced a theory-based learning RME model, a description of the characteristics of learners in grade VIII Junior High School Padang and the description of teacher teaching in the classroom. The result showed that most students were still not be able to solve the non-routine problem. Teachers did not optimally facilitate students to develop problem-solving skills of students. It was recommended that the model can be applied in the classroom.

  19. Effects of Early Acceleration of Students in Mathematics on Taking Advanced Mathematics Coursework in High School

    Science.gov (United States)

    Ma, Xin

    2010-01-01

    Based on data from the Longitudinal Study of American Youth (LSAY), students were classified into high-, middle-, and low-ability students. The effects of early acceleration in mathematics on the most advanced mathematics coursework (precalculus and calculus) in high school were examined in each category. Results showed that although early…

  20. Effects of Early Acceleration of Students in Mathematics on Taking Advanced Mathematics Coursework in High School

    Science.gov (United States)

    Ma, Xin

    2010-01-01

    Based on data from the Longitudinal Study of American Youth (LSAY), students were classified into high-, middle-, and low-ability students. The effects of early acceleration in mathematics on the most advanced mathematics coursework (precalculus and calculus) in high school were examined in each category. Results showed that although early…

  1. High School Transfer Students: A Group Approach

    Science.gov (United States)

    Valine, Warren J.; Amos, Louise Cleary

    1973-01-01

    A counselor's awareness of many incidents of adjustment problems among new students in a large and impersonal high school prompted an effort to make changes in the situation; the resulting program, designed to help new students is described in this article. (Author)

  2. Career Development in Alternative High School Students

    Science.gov (United States)

    Nyhof, Daniel Clark

    2013-01-01

    Public schools, colleges, and universities all strive to prepare students for the workforce or further education through career development activities and career education. Research shows many high school students have had insufficient exposure to and have inadequate information about career related tasks and duties. Studies also show that many…

  3. High School Students' Beliefs about Intelligence

    Science.gov (United States)

    Jones, Brett D.; Byrd, C. Noel; Lusk, Danielle

    2009-01-01

    We implemented a sequential mixed methods design using parallel samples to answer our general research question: What are high school students' definitions of intelligence and implicit beliefs about the malleability of intelligence? We surveyed 9th and 11th grade students who responded to questions about their intelligence beliefs on open- and…

  4. High academic achievement in psychotic students.

    Science.gov (United States)

    Defries, Z; Grothe, L

    1978-02-01

    The authors studied 21 schizophrenic and borderline college students who achieved B+ or higher grade averages and underwent psychotherapy while in college. High academic achievement was found to provide relief from feelings of worthlessness and ineffectuality resulting from poor relationships with parents, siblings, and peers. Psychotherapy and the permissive yet supportive college atmosphere reinforced the students' self-esteem.

  5. Observable phenomena that reveal medical students' clinical reasoning ability during expert assessment of their history taking: a qualitative study.

    Science.gov (United States)

    Haring, Catharina M; Cools, Bernadette M; van Gurp, Petra J M; van der Meer, Jos W M; Postma, Cornelis T

    2017-08-29

    During their clerkships, medical students are meant to expand their clinical reasoning skills during their patient encounters. Observation of these encounters could reveal important information on the students' clinical reasoning abilities, especially during history taking. A grounded theory approach was used to analyze what expert physicians apply as indicators in their assessment of medical students' diagnostic reasoning abilities during history taking. Twelve randomly selected clinical encounter recordings of students at the end of the internal medicine clerkships were observed by six expert assessors, who were prompted to formulate their assessment criteria in a think-aloud procedure. These formulations were then analyzed to identify the common denominators and leading principles. The main indicators of clinical reasoning ability were abstracted from students' observable acts during history taking in the encounter. These were: taking control, recognizing and responding to relevant information, specifying symptoms, asking specific questions that point to pathophysiological thinking, placing questions in a logical order, checking agreement with patients, summarizing and body language. In addition, patients' acts and the course, result and efficiency of the conversation were identified as indicators of clinical reasoning, whereas context, using self as a reference, and emotion/feelings were identified by the clinicians as variables in their assessment of clinical reasoning. In observing and assessing clinical reasoning during history taking by medical students, general and specific phenomena to be used as indicators for this process could be identified. These phenomena can be traced back to theories on the development and the process of clinical reasoning.

  6. The Effect of Concept Attainment Model on Mathematically Critical Thinking Ability of The University Students

    Science.gov (United States)

    Angraini, L. M.; Kartasasmita, B.; Dasari, D.

    2017-02-01

    This study examined the university students’ mathematically critical thinking ability through Concept Attainment Model learning. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two ways were used to analyse the data. The results of this study showed that (1) there is no difference grade on the student’s mathematical critical thinking ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical critical thinking ability of experimental classes based on their mathematical early ability (3) there is no interaction between the learning that is used with the students’ mathematical early ability on the students’ mathematical critical thinking ability.

  7. Resilience moderates the relationship between emotional intelligence and clinical communication ability among Chinese practice nursing students: A structural equation model analysis.

    Science.gov (United States)

    Kong, Linghua; Liu, Yun; Li, Guopeng; Fang, Yueyan; Kang, Xiaofei; Li, Ping

    2016-11-01

    To examine the positive association between emotional intelligence and clinical communication ability among practice nursing students, and to determine whether resilience plays a moderating role in the relationship between emotional intelligence and clinical communication ability among Chinese practice nursing students. Three hundred and seventy-seven practice nursing students from three hospitals participated in this study. They completed questionnaires including the Emotional Intelligence Inventory (EII), Connor-Davidson Resilience Scale (CD-RISC-10), and Clinical Communication Ability Scale (CCAS). Structural equation modeling was used to analyze the relationships among emotional intelligence, resilience, and clinical communication ability. Emotional intelligence was positively associated with clinical communication ability (Pintelligence and clinical communication ability (Pintelligence is positively related to clinical communication ability among Chinese practice nursing students, and resilience moderates the relationship between emotional intelligence and clinical communication ability, which may provide scientific evidence to aid in developing intervention strategies to improve clinical communication ability. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. Development of 30Cr06A, a high strength cast steel and its welding ability

    Institute of Scientific and Technical Information of China (English)

    GAO You-jin

    2008-01-01

    High performance hydraulic supports have a high requirement in strength, toughness and welding ability of socket ma- terial. Targeting this problem, we analyzed the properties of the high strength socket material 30Cr06, used in high performance hydraulic supports both at home and abroad and developed a new kind of high strength cast steel 30Cr06A, by making use of an orthogonal experiment, which provided the design conditions for its optimal composition. The result shows that the strength and toughness of the newly developed high strength cast steel 30Cr06A is much better than that of 30Cr06. Theoretical calculations, mechanical property tests and hardness distribution tests of welded joints were carried out for a study of the welding ability of the new material, which is proved to be very good. Therefore, this 30Cr06A material has been successfully used in the socket of high performance hydraulic support.

  9. Ability, Parental Valuation of Education and the High School Dropout Decision

    DEFF Research Database (Denmark)

    Foley, Kelly; Gallipoli, Giovanni; Green, David

    We use a large, rich Canadian micro-level dataset to examine the channels through which family socio-economic status and unobservable characteristics a ect children's decisions to drop out of high school. First, we document the strength of observable socio-economic factors: our data suggest...... that teenage boys with two parents who are themselves high school dropouts have a 16% chance of dropping out, compared to a dropout rate of less than 1% for boys whose parents both have a university degree. We examine the channels through which this socio-economic gradient arises using an extended version....... Second, parental valuation of education has an impact of approximately the same size as cognitive ability e ects for medium and low ability teenagers. A low ability teenager has a probability of dropping out of approximately .03 if his parents place a high value on education but .36 if their education...

  10. [Evidence against the myth of adjustment problems of people with high intellectual abilities].

    Science.gov (United States)

    Borges del Rosal, Africa; Hernández-Jorge, Carmen; Rodríguez-Naveiras, Elena

    2011-08-01

    Personal and social adjustment of high-ability children and adolescents is a very important issue in the specialized literature. The differences found between data for and against appropriate adjustment in gifted children and adolescents could be explained by conceptual or methodological biases. In this work, the relation between adjustment and high abilities are contrasted in a sample of teenagers from the Canary Islands, using a screening procedure based on their scores in intelligence tests. Results show that, although gifted adolescents differ significantly from their peers in the control group in socio-economic variables and academic performance, there are no differences in personal, social and educational adjustment. We conclude that adjustment problems and high ability are independent variables, and there is no evidence to support that gifted individuals have adjustment problems.

  11. High functioning individuals with schizophrenia have preserved social perception but not mentalizing abilities.

    Science.gov (United States)

    Karpouzian, Tatiana M; Alden, Eva C; Reilly, James L; Smith, Matthew J

    2016-03-01

    Social perception and mentalizing are fundamental social cognitive abilities that are related to functioning and are impaired in schizophrenia. A novel approach to examine the relationship between social cognition and community functioning is to first functionally categorize individuals with schizophrenia and then evaluate social cognitive performance. We evaluated differences in social perception and mentalizing among controls (CON, n=45), high functioning individuals with schizophrenia (HF-SCZ, n=36), and individuals with low functioning schizophrenia (LF-SCZ, n=24). Analyses revealed that HF-SCZ had preserved social perceptual abilities compared to LF-SCZ. Both schizophrenia groups had impaired mentalizing abilities compared to CON, but did not differ from each other. These results suggest that HF-SCZ and LF-SCZ are characterized by differences in the perceptual aspects of social cognition and encourage future research to evaluate the neural basis underlying this preserved ability. Copyright © 2016 Elsevier B.V. All rights reserved.

  12. A Phenomenological Study: Factors that Influence Spanish Speaking English Language Learners' Ability to Complete High School in a Public School District in the State of Wisconsin

    Science.gov (United States)

    Porro, Daniela M.

    2010-01-01

    The researcher is a native Nicaraguan who has similar cultural background and language as the students and parents who participated in this study. The purpose of this study was to identify some of the factors that influence Spanish-Speaking English Language Learners' ability to complete high school in a public school district in the State of…

  13. High School Students' Attitudes Toward Homosexuality.

    Science.gov (United States)

    Price, James H.

    1982-01-01

    A review of research concerning attitudes toward homosexuality and a study of 278 high school students' attitudes toward homosexuality show that males have significantly greater negative attitudes toward homosexuality. Tables display results of the study. (CJ)

  14. An Investigation into the Use of Cognitive Ability Tests in the Identification of Gifted Students in Design and Technology

    Science.gov (United States)

    Twissell, Adrian

    2011-01-01

    This study examines whether MidYIS and YELLIS cognitive ability tests (CATs) are appropriate methods for the identification of giftedness in Design and Technology. A key rationale for the study was whether CATs and able to identify those students with the aptitudes considered of importance to identifying giftedness in Design and Technology and…

  15. Investigating the Effects of Professional Practice Program on Teacher Education Students' Ability to Articulate Educational Philosophy

    Science.gov (United States)

    Weshah, Hani A.

    2013-01-01

    The purpose of this study was to investigate the changes in pre-service student teachers' ability to articulate a philosophy education during the field experience. Educational philosophy change for the participants (77) was measured by using Jersin's scale. Evaluations of scores involved comparison of pre and post the training program.…

  16. Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

    Science.gov (United States)

    Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.

    2015-01-01

    This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

  17. Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students

    Science.gov (United States)

    Termsinsuk, Saisunee

    2015-01-01

    The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an…

  18. The New Modus Operandi: Techno Tasking--Recognizing Students' Ability to Use Multiple Technologies Simultaneously Presents a New Paradigm

    Science.gov (United States)

    Simon, Alan E.

    2005-01-01

    The ability of students to multi-task with technology carries major ramifications for classroom instruction and decision making. Multi-tasking with technology has created a new way to process and use information. Techno tasking occurs when an individual uses two or more technologies at the same time. This is distinguished from multi-tasking where…

  19. Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

    Science.gov (United States)

    Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.

    2015-01-01

    This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

  20. On-Line Synchronous Scientific Argumentation Learning: Nurturing Students' Argumentation Ability and Conceptual Change in Science Context

    Science.gov (United States)

    Yeh, Kuan-Hue; She, Hsiao-Ching

    2010-01-01

    The purpose of this study is to examine the difference in effectiveness between two on-line scientific learning programs--one with an argumentation component and one without an argumentation component--on students' scientific argumentation ability and conceptual change. A quasi-experimental design was used in this study. Two classes of 8th grade…