Phonological Analysis of the Students’ Speaking Performance in Delivering Short Stories

Quintessentially, some significant proportions have arisen due to mistakenness carried out by the institute students in performing their speech demonstration, particularly in telling short stories. In essence, this current study is intended to anatomize the phonological errors in delivering short stories based on real-life experience. In addition, qualitative research method was used in this study especially in analyzing the utterances in the field of speaking aspect. It used data collection technique in the form of transcriptions. It is concluded that the findings of the study showed that the emersion of diverse variety which includes fluency, accuracy of the nature of phonology field is dominantly based on the background of education, environmental background, students’ motivation, learning atmosphere, students’ current efforts in learning language, and other internal and external factors which contributed. Encouragement from family and environment as one of external factor takes important role in order to improve the phonological mastery on students. According to the data gathered by the researcher, that phonological mistakenness executed by the students due to lack of learning English intensively and comprehending the nature of phonology

Effective learning in a virtual classroom for computer studies in a high school : a case study

M.Ed

IMPLEMENTATION OF TAXONOMY APPROACH FOR SEARCHING LEARNING RESOURCE

E-learning has become the common medium of sharing the content of lessons for learning purposes. Since the growth of e-learning usage has become wider, e-learning has evolved to be more complex and it combines lots of features to stimulate learning process. The purpose of this project is to implement the taxonomy based search for learning resources. Current searching method in e-learning only limits the searching to only one particular subject or element. Implementation of taxonomy based search will allow students to search through the site by using a single keyword. Search results then classified based on taxonomy tree developed. The system presents the search results differently depends on the nature of information of every category. To implement this project, Moodie is used as the e-learning model. The searching is based on Moodie database. Besides, summary of search results is provided in this system to represent search results in statistical data. The implementation of taxonomy approach for searching in Moodie is a better approach compared with the current searching approach. Taxonomy tree helps user to anticipate the search results for each nodes

A suggestopaedia-based method of guitar instruction

Bibliography: pages 133-138.Sight-reading is generally regarded by guitar teachers as a problem area of instruction. The aim of this thesis is to address the problem through a fourfold approach: 1. defining sight-reading in terms of its historical context ; 2. providing a rationale, and proposing an alternative method, for teaching sight-reading on the guitar based on a language teaching model ; 3. developing the proposed method ; 4. evaluating the proposed method experimentally. Music and language share many common characteristics. It is for this reason that Suggestopaedia, a method validated in language teaching, has been adapted for teaching the guitar with sight-reading skills as the central focus. Suggestopaedia has been chosen because it stimulates the whole personality, and all brain systems, of the learner

The relationship between self-directed learning readiness and resilience among graduate students

The purpose of this study was to investigate the relationship between self-directed learning readiness and resilience among graduate students. A convenience sample of 148 graduate students was selected from three departments in the College of Education, Health, and Human Sciences at the University of Tennessee, Knoxville. Participants were administered the Self-Directed Learning Readiness Scale (SDLRS) developed by Guglielmino (1977), the Resilience Scale (RS) developed by Wagnild and Young (1987), and a demographic questionnaire to describe the sample. A significant positive correlation was found between SDLRS and RS mean scores (r = .61; p \u3c .001). Other findings inc1ude positive correlation\u27s with self-directed learning readiness and the resilience factors: personal competence and acceptance of self and life. Another positive correlation was found between self-directed learning readiness and age, that is, as age increases, SDLRS scores tend to increase. Significant regressions were found using the total RS scores and age. Tota] RS scores and age tend to explain 39.2% of the variability in the SDLRS. However, the personal competence factor of the RS explained 43.4% of the variability in the SDLRS. Recommendations for future research inc1ude replicating this study with diverse populations of graduate students in terms of racial identity. Research is also needed in self-directed learning readiness and resilience with other adult populations from community groups. Research is needed with different instruments that measure selfdirected learning readiness and resilience because most research on resilience has focused on children and there is a need to develop more research on resilience among adults. Finally, qualitative research is needed to provide a different perspective from the population through interviews

The Effects of Reading Apprenticeship on Junior College Students\u27 Metacognitive Awareness and Comprehension of Academic Texts

This descriptive quantitative research study explored if a focus on Reading Apprenticeship strategies and routines in a college level composition class would affect students\u27 metacognitive awareness and comprehension of academic text. Participants included 141 students from one junior college in a southeastern state. The 141 participants were enrolled by choice in six sections of composition taught by three instructors who had all received extensive training in implementing the Reading Apprenticeship framework in their classes. The participants were administered the Revised-Curriculum Embedded Reading Assessment (CERA) twice (pre and post intervention) during the fall semester of the 2008-2009 school year. Participants read and annotated an instructor selected piece of text which was characteristic of the kind of text assigned in a junior college level composition class. The students then responded to six open-ended prompts about the reading and how they made sense of the reading. The instuctors used the CERA rubric to score metacognitive awareness and comprehension of academic text at 1 (Beginning), 2 (Noticing), 3 (Developing) or 4 (Internalizing) levels based on the student\u27s responses. After analyzing the data collected, the results of this study indicated that implementing Reading Apprenticeship strategies in a first year composition course does significantly impact CERA metacognitive awareness and comprehension scores. No students received a score of four for the pre-metacognitive awareness assignment or precomprehension assignments, but eleven students received a score of four on the postmetacognitive awareness assignment and thirteen students received a score of four on the post-comprehension assignment. The results indicated that of the 141 subjects who participated in the this study, 71 experienced improved metacognitive awareness scores and 102 experienced improved comprehension scores after the Reading Apprenticeship strategies were employed during the semester. Fifty-four students scored the same on the pre and post metacognitive awareness assignments, and thirty three students scored the same on the pre and post comprehension assignments. Sixteen students experienced a decrease in their metacognitive awareness scores while six students experienced a decrease in their comprehension scores

Computer supported IT training for managers

It is widely acknowledged that communications and information technologies (C&IT) have revolutionised organisational life. However, although C&I technologies have extensively entered the workplace, in many organisations they seem to be making very little contribution to the achievement of the goals of the organisation. The research that has been focused in this area has suggested that potential users in the organisations are perceived (and often perceive themselves) to have inadequate knowledge and skill to utilise the technologies effectively. It also indicates that the users frequently lack motivation to use the technologies because they feel that the technologies are insufficiently supportive of tasks, which they need to perform. This latter observation appears to be particularly important where the users have the choice as to whether and when they will use the technologies (i. e. they are 'discretionary' users) as is often the case with managers in a non-C&IT focused organisation. Service and an interest in the role of training in this process. As a starting point, a study of previous research work was undertaken which indicated that conventional training was likely to be of limited usefulness in this environment. It also indicated that C&IT based support systems in the workplace were being suggested as a possible The research presented in this thesis started from a perceived need to improve the effective utilisation of the new technologies by managers in the Malaysian Civil supplement to existing conventional training methods. These results were field tested by undertaking a survey of a sample of managers in the Malaysian Civil Service to determine their perception of existing training and to assess the potential acceptability of C&IT based support for their work. The results of the survey confirmed the other research studies by indicating that the existing training, while satisfactory in itself, did not seem particularly relevant to the workplace tasks that the managers needed to carry out. The results also indicated that the knowledge and skill gained through training had frequently been forgotten or lost by the time it was needed in the workplace. Finally, a significant number of the managers who were surveyed indicated that they were interested in `point of need' support and that, although they would prefer that support to come from people, they would be interested in trying a C&IT based system, if one were provided. An examination of the requirements for point of need support indicated that any system must include both information about the usage of the C&I technologies and equipment themselves and about the application of the technologies to the tasks which needed to be performed in the workplace. Given the spatial distribution of the managers and the relatively rapid evolution of the applications that the managers would be expected to use, it was postulated that a fully distributed system with `learning' capabilities would require. To test the principles involved a prototype Web based system was developed and released. Initial feedback has been collected and analysed and suggestions are made for the application of the findings to improving the effectiveness with which managers use communications and information technologies in the workplace

Struggling learners of mathematics: An investigation of their learning through reform-based instruction

The purpose of this study was to explore mathematics instruction which implements reform-based problems within a traditionally taught classroom and its effect on struggling learners of mathematics. The reform-based problems implemented during the course of this study dealt with area and perimeter concepts at the fifth grade level. For this study, struggling learners of mathematics were defined as students scoring below the 40th percentile on the mathematics subtests of the Iowa Test of Basic Skills. The regular classroom teacher taught all lessons during the unit of instruction, while the researcher collected data from students using multiple methods: pretests and posttests, task-based interviews, standardized test scores, classroom observations, and pre and post attitude surveys. Through the pretest and posttests given during the course of this study, the researcher found evidence which connects reading comprehension to mathematical understanding. Students identified as struggling learners of mathematics were more likely to accurately calculate area and perimeter when the dimensions were given as numerals rather than words. Results from this research study show an increase in the struggling learners\u27 understanding of area and perimeter concepts when applied to problem-solving situations. The researcher conducted 10 observations of the fifth grade mathematics classroom. Through these observations, the researcher found the regular classroom teacher conducted mathematics instruction in a similar structure whether using the reform-based problems or a traditional lesson. The classroom teacher was deliberate in organizing each day\u27s instructional time beginning with a review of basic mathematics skills, whole-class discussion of problems and tasks, and individual work or small group exploration. The structure of instructional time, aligned with clear and consistent student expectations gave struggling learners of mathematics opportunities to be successful in learning the concepts of area and perimeter

Information enforcement in learning with graphics : improving syllogistic reasoning skills

This thesis is an investigation into the factors that contribute to good choices among graphical systems used in teaching, and the feasibility of implementing teaching software that uses this knowledge.The thesis describes a mathematical metric derived from a cognitive theory of human diagram processing. The theory characterises differences among representations by their ability to express information. The theory provides the factors and relationships needed to build the metric. It says that good representations are easily processed because they are more vivid, more tractable and less expressive, than poor representations.The metric is applied to abstract systems for teaching and learning syllogistic reasoning, TARSKI'S WORLD, EULER CIRCLES, VENN DIAGRAMS and CARROLL'S GAME OF LOGIC. A rank ordering reflects the value of each system predicted by the theory and the metric. The theory, the metric and the systems are then tested in empirical studies. Five studies involving sixty-eight learners, examined the benefit of software based on these abstract systems.Studies showed the theory correctly predicted learners' success with the circle systems and poorer performance with TARSKI'S WORLD. The metric showed small but clear differences in expressivity between the circle systems. Differences between results of the learners using the circle systems contradicted the predictions of the metric.Learners with mathematical training were better equipped and more successful at learning syllogistic reasoning with the systems. Performance of learners without mathematical training declined after using the software systems. Diagrams drawn by learners together with video footage collected during problem solving, led to a catalogue of errors, misconceptions and some helpful strategies for learning from graphical systems.A cognitive style test investigated the poor performance of non-mathematically trained learners. Learners with mathematics training showed serialist and versatile learning styles while learners without this training showed a holist learning style. This is consistent with the hypothesis that non-mathematically trained learners emphasise the use of semantic cues during learning and problem solving.A card-sorting task investigated learners' preferences for parts of the graphical lexicon used in the diagram systems. Preferences for the EULER lexicon increased difficulty in explaining the system's poor results in earlier studies. Video footage of learners using the systems in the final study illustrated useful learning strategies and improved performance with EULER while individual instruction was available.Further work describes a preliminary design for an adaptive syllogism tutor and other related work