Factors Related to Student Performance in Statistics Courses in Lebanon

The purpose of the present study was to identify factors that may contribute to business students in Lebanese universities having difficulty in introductory and advanced statistics courses. Two statistics courses are required for business majors at Lebanese universities. Students are not obliged to be enrolled in any math courses prior to taking statistics courses. Drawing on recent educational research, this dissertation attempted to identify the relationship between (1) students’ scores on Lebanese university math admissions tests; (2) students’ scores on a test of very basic mathematical concepts; (3) students’ scores on the survey of attitude toward statistics (SATS); (4) course performance as measured by students’ final scores in the course; and (5) their scores on the final exam. Data were collected from 561 students enrolled in multiple sections of two courses: 307 students in the introductory statistics course and 260 in the advanced statistics course in seven campuses across Lebanon over one semester. The multiple regressions results revealed four significant relationships at the introductory level: between students’ scores on the math quiz with their (1) final exam scores; (2) their final averages; (3) the Cognitive subscale of the SATS with their final exam scores; and (4) their final averages. These four significant relationships were also found at the advanced level. In addition, two more significant relationships were found between students’ final average and the two subscales of Effort (5) and Affect (6). No relationship was found between students’ scores on the admission math tests and both their final exam scores and their final averages in both the introductory and advanced level courses. On the other hand, there was no relationship between students’ scores on Lebanese admissions tests and their final achievement. Although these results were consistent across course formats and instructors, they may encourage Lebanese universities to assess the effectiveness of prerequisite math courses. Moreover, these findings may lead the Lebanese Ministry of Education to make changes to the admissions exams, course prerequisites, and course content. Finally, to enhance the attitude of students, new learning techniques, such as group work during class meetings can be helpful, and future research should aim to test the effectiveness of these pedagogical techniques on students’ attitudes toward statistics

Knowledge Acquisition and Structuring by Multiple Experts in a Group Support Systems Environment

This study addresses the impact of Group Decision Support Systems (GDSS) on expert system development by multiple Domain Experts. Current approaches to building expert systems rely heavily on knowledge acquisition and prototyping by a Knowledge Engineer working directly with the Domain Expert. Although the complexity of knowledge domains and new organizational approaches demand the involvement of multiple experts, standard procedures limit the ability of the Knowledge Engineer to work with more than one expert at a time. Group Decision Support Systems offer a networked computerized environment for group work activities, in which multiple experts may express their ideas concurrently and anonymously through the electronic channel. GDSS systems have been widely used in other applications to support idea generation, conflict management, and the organizing, prioritizing, and synthesizing of ideas. The effects of many group process and technical factors on GDSS have been widely studied and documented. A review of the literature on expert systems, GDSS, and GDSS in relation to expert systems was conducted. Knowledge gained from this review was applied in the construction of an exploratory research model intended to provide the necessary breadth to identify factors worthy of future, more statistically-based, investigation. Domain Experts represented by college students were charged with developing and prioritizing ideas for creating a pre-prototypical expert system. The treatment group worked in a GDSS environment with a facilitator; a control group worked with a facilitator but without the assistance of GDSS. Each group then exchanged facilitators and technology to address another real-life problem. Additional groups worked with GDSS over time, addressing both problems. Data were gathered, analyzed and discussed relating to group efficiency factors, group process factors, attitudinal factors, and product quality factors. Independent Knowledge Engineers and Domain Experts evaluated the validity and verifiability of the group products. Analysis focused on the effect of GDSS in facilitating the acquisition and structuring of ideas for expert systems by multiple Domain Experts

Human Spaceflight Decision-making As A Potential Well Problem

This study investigates funding within the US human spaceflight program in the timeperiod from 2004 to 2012. The approach taken employed the “potential well” model from physical science. The potential well model constrains any physical body trapped within it, and similarly a political “funding well” will constrain all programmatic decision-making. Two potential well models are employed, one represents classical physics while the other represents quantum physics. Since each model results in motion with certain properties, it can be seen if funding decisions also exhibit similar properties. In physics, the bifurcation between the classical world of aggregate bodies and the quantum world of individual particles is an indicator of deeper physical principles. This study seeks to explore whether this bifurcation exists in the political world as well. If so, it would help explain space policy evolution from 2004 to 2012, and provide evidence concerning the usefulness of physical models for discovering further trends in social science, including political science. The study of a bifurcation in space policy political decision-making resulted in an unclear relationship since some properties were found to be similar to their physical counterpart, some were found to be different, and one property, the quantization of funding into discrete increments, was absent from political decision-making. Further studies are required to explore this bifurcation in greater detail. However, the potential well did prove to be a powerful model in explaining the evolution of human spaceflight policy in 2004 to 2012 as it provided a framework to explain dynamics that may have otherwise remained unclea

Phenomenographic instructional design : case studies in geological mapping and materials science

This thesis explores the role for phenomenography in instructional design. Phenomenography is an educational research methodology that focuses on discovering the qualitatively different ways people experience learning a particular topic. The intent of the research is to come to understand the cognitive interactions that occur when learners attempt to make sense of difficult material, the kinds of difficulties they encounter, and the strategies they apply. This thesis considers how the analysis of these interactions may form the basis for the design of learning materials. Two case studies are presented that illustrate the utility of phenomenographic studies in the design process. The first considers how learner's conceptions of geological mapping can inform the instructional design of a print-based module on interpreting geological maps. A description of the design process details how specific elements were developed using the data, such as objectives and feedback and design guidelines are generated. The second case presented involves a study of learner's conceptions of phase diagrams in metallurgy. The results are integrated in the design of a computer-based learning module on phase diagrams. Design guidelines generated from this case focus on how the data needs to be communicated within the context of a team development environment. The data derived from phenomenographic studies provide descriptions of difficulties learners experience that are often not known to content experts or lecturers.. The two cases presented in this thesis demonstrate the gap between what the learner needs and what experts think they need. Communicating the existence of the gap to experts is discussed and design strategies that help to overcome this gap are presented. Integrating phenomenographic study in the design process complements established instructional design models and teaching practice. A four-stage design model is presented that includes generic guidelines that can be applied to any design context. A constructivist designer may use the guidelines to identify and generate problem-based learning tasks. Classroom teachers may use the guidelines to generate examination questions that encourage the learner to demonstrate their understanding of the key concepts associated with the topic of study. The goal for the work presented here is to improve instructional design practice, and in doing so, improve the experience of learning for students

Plurilingual Classroom Practices and Participation

Plurilingual Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors. This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary, and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber, Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction. Although focused on language education in Catalonia, results can be transferred to classrooms worldwide which host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field

Video games and learning : a scoping study of the diverse use of video games in Australian classrooms

This study investigates current uses of video games within secondary classrooms in Australia, and the ways this is impacted by teacher attitudes and experiences. First, a thorough systematic review of current literature surrounding video games in secondary classrooms was conducted. The review indicated that current research regarding video games and education is primarily concerned with short-term interventions, and often does not take into consideration the context of wider teaching activities. The review further found that research in the Australian context is limited, and primarily qualitative in nature. Second, a survey of Australian secondary teachers was conducted to explore teacher attitudes towards video game based learning, and to identify promoters and barriers to the adoption of video games. Results indicated teacher beliefs were positive regarding the ability of video games to increase student interest and engagement, and to teach real-world skills. External support for video games and the frequency of teacher video game use in their own practice significantly influenced teacher attitudes. The opportunities for building on the limited research within an Australian context means this study contributes to building a comprehensive body of research that accounts for teacher attitudes and uses of video games within Australian secondary classrooms

Professional English. Fundamentals of Software Engineering

Посібник містить оригінальні тексти фахового змісту, які супроводжуються термінологічним тематичним вокабуляром та вправами різного методичного спрямування. Для студентів, які навчаються за напрямами підготовки: «Програмна інженерія», «Комп’ютерні науки» «Комп’ютерна інженерія»