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(1 - 10 of 10)
- Title
- AN INVESTIGATION IN JOURNAL WRITING AND COOPERATIVE LEARNING WITH 8TH GRADE GEOMETRY STUDENTS IN THE CONSTRUCTION OF PROOF.
- Creator
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Wojcik, Paul, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores...
Show moreThis action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores and an attitude scale categorized the four students. The ATMAT survey (Appendix A) measured each student's attitude toward mathematics. Writing prompts focused on the students' perceptions of the group process in constructing proofs and the development of geometric proof. The results suggested the students were engaged in learning within their cooperative groups but they also desired individual time before coming to a group setting. In addition, students' written responses to journal prompts may provide an informal assessment and help students convey their own understanding of proof before any formal assessments.
Show less - Date Issued
- 2011
- Identifier
- CFE0003625, ucf:48865
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003625
- Title
- APPLICATION AND COMPARISON OF ACTIVE LEARNING IMPLEMENTATION METHODS IN BIOCHEMISTRY EDUCATION.
- Creator
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Thibaut, Dylan, Borgon, Robert, Caranto, Jonathan, University of Central Florida
- Abstract / Description
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Biochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four...
Show moreBiochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four aspects were analyzed to determine active learning validity: perception of different active learning properties, standardized final exam grades, class grade, and teaching implementation. The consistent schedule of daily active learning in class B showed an increase in mean final exam score by 12.72%, significantly improved mean student grade in the class from a high C to a low B (p= 0.0038), and comparing student perception of active learning data, showed a significant decrease in student desire for passive learning (p= 0.025), increased desire for active learning (p= 0.022), and increased desire for flipped classrooms (p= 0.042) after first experiencing opposite results in the first semester of implementation which had increased desire for passive learning (p= 0.003) and teacher-centric learning (p= 0.026). A variable active learning schedule showed no significant values besides an increase in individual learning desire (p= 0.037) and a marginally significant increase in desire for passive learning (p= 0.053) both in its second semester of implementation. This research supports that a consistent, daily active learning curriculum making up approximately 40-50% of daily instruction is preferable compared to a variable lecture schedule with active learning days in between lecture days in undergraduate Biochemistry I large-class instruction given that professors perform it over multiple semesters.
Show less - Date Issued
- 2019
- Identifier
- CFH2000578, ucf:45662
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000578
- Title
- THE EFFECT OF APPLYING WIKIS IN AN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASS IN TAIWAN.
- Creator
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Chen, Yu-ching, Witta, Lea, University of Central Florida
- Abstract / Description
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Incorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language...
Show moreIncorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language learning, to explore the communication channels in wikis that facilitate students' interaction in the e-learning environment as well as students' experience of using wikis. Results showed that there existed statistically significant difference between the group with and without wikis, which means the group applying wikis performed better in listening and reading abilities. When compared with the non-wiki group, the wiki group had a more favorable attitude towards the class, their English ability improvement, and cooperative learning. Moreover, the students agreed that wikis helped them complete their assignment, they felt comfortable in the wiki environment, and it was easy for them to use wikis. From the experiences of using wikis shared by the students, they provided recommendations about the interface and the edit functions in the wiki environment. Their interaction with other team members and the course material increased but they expressed that the main interaction was through face-to-face and instant message software. Finally, the wiki environment allowed students to fulfill their role duties, cooperate, negotiate, manage their contribution, and modeling from each other.
Show less - Date Issued
- 2008
- Identifier
- CFE0002227, ucf:47919
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002227
- Title
- COOPERATIVE EDUCATION AS A PREDICTOR OF BACCALAUREATE DEGREE COMPLETION.
- Creator
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Pacheco, Amanda, Tubbs, LeVester, University of Central Florida
- Abstract / Description
-
Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the...
Show moreBaccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study investigated the effect of co-op participation on undergraduate degree completion in the context of several risk factors for attrition. The population for this study was the cohort of full-time, bachelor's degree-seeking undergraduate students who entered the University of Central Florida as first-time-in-college (FTIC) students in the fall semester of 1999. Group One (Co-op Students) consisted of full-time FTIC students who successfully participated in the University of Central Florida Cooperative Education program and Group Two (Non-Participants) included full-time FTIC students with at least 20 credit hours completed and consistent grade point averages of at least 2.5 who did not participate in the University of Central Florida Cooperative Education program. The additional parameters on the Non-Participant group were included to control for any potential differences between the two groups due to increased requirements for participation in the co-op program. The two groups arrived at the University of Central Florida with nearly identical high school grade point averages and standardized test scores, and also were remarkably similar in age, ethnic composition, and college at entry. Results indicated that students who graduated within four years seemed to do so regardless of co-op participation, but for those who took longer, there was a correlation between co-op and degree completion. There was also some evidence to suggest that internships are associated with degree completion as well. Further, some of the known risk factors for attrition (lower high school grade point average, male gender, and non-White/non-Asian ethnicity) may be mitigated by the student's participation in their institution's co-op program, though additional research in this area is suggested.
Show less - Date Issued
- 2007
- Identifier
- CFE0001856, ucf:47354
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001856
- Title
- Reliability and Robustness Enhancement of Cooperative Vehicular Systems: A Bayesian Machine Learning Perspective.
- Creator
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Nourkhiz Mahjoub, Hossein, Pourmohammadi Fallah, Yaser, Vosoughi, Azadeh, Yuksel, Murat, Atia, George, Eluru, Naveen, University of Central Florida
- Abstract / Description
-
Autonomous vehicles are expected to greatly transform the transportation domain in the near future. Some even envision that the human drivers may be fully replaced by automated systems. It is plausible to assume that at least a significant part of the driving task will be done by automated systems in not a distant future. Although we are observing a rapid advance towards this goal, which gradually pushes the traditional human-based driving toward more advanced autonomy levels, the full...
Show moreAutonomous vehicles are expected to greatly transform the transportation domain in the near future. Some even envision that the human drivers may be fully replaced by automated systems. It is plausible to assume that at least a significant part of the driving task will be done by automated systems in not a distant future. Although we are observing a rapid advance towards this goal, which gradually pushes the traditional human-based driving toward more advanced autonomy levels, the full autonomy concept still has a long way before being completely fulfilled and realized due to numerous technical and societal challenges. During this long transition phase, blended driving scenarios, composed of agents with different levels of autonomy, seems to be inevitable. Therefore, it is critical to design appropriate driving systems with different levels of intelligence in order to benefit all participants. Vehicular safety systems and their more advanced successors, i.e., Cooperative Vehicular Systems (CVS), have originated from this perspective. These systems aim to enhance the overall quality and performance of the current driving situation by incorporating the most advanced available technologies, ranging from on-board sensors such as radars, LiDARs, and cameras to other promising solutions e.g. Vehicle-to-Everything (V2X) communications. However, it is still challenging to attain the ideal anticipated benefits out of the cooperative vehicular systems, due to the inherent issues and challenges of their different components, such as sensors' failures in severe weather conditions or the poor performance of V2X technologies under dense communication channel loads. In this research we aim to address some of these challenges from a Bayesian Machine- Learning perspective, by proposing several novel ideas and solutions which facilitate the realization of more robust, reliable, and agile cooperative vehicular systems. More precisely, we have a two-fold contribution here. In one aspect, we have investigated the notion of Model-Based Communications (MBC) and demonstrated its effectiveness for V2X communication performance enhancement. This improvement is achieved due to the more intelligent communication strategy of MBC in comparison with the current state-of-the-art V2X technologies. Essentially, MBC proposes a conceptual change in the nature of the disseminated and shared information over the communication channel compared to what is being disseminated in current technologies. In the MBC framework, instead of sharing the raw dynamic information among the network agents, each agent shares the parameters of a stochastic forecasting model which represents its current and future behavior and updates these parameters as needed. This model sharing strategy enables the receivers to precisely predict the future behaviors of the transmitter even when the update frequency is very low. On the other hand, we have also proposed receiver-side solutions in order to enhance the CVS performance and reliability and mitigate the issues caused by imperfect communication and detection processes. The core concept for these solutions is incorporating other informative elements in the system to compensate for the lack of information which is lost during the imperfect communication or detection phases. For proof of concept, we have designed an adaptive FCW framework which considers the driver's feedbacks to the CVS system. This adaptive framework mitigates the negative impact of imperfectly received or detected information on system performance, using the inherent information of these feedbacks and responses. The effectiveness and superiority of this adaptive framework over traditional design has been demonstrated in this research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007845, ucf:52807
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007845
- Title
- Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education.
- Creator
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Lee, Shara, Cintron Delgado, Rosa, Laureano Fuentes, Gloria, Boyd, Karen, Okumus, Fevzi, Dressler, Sheri, University of Central Florida
- Abstract / Description
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Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry....
Show morePresently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.
Show less - Date Issued
- 2012
- Identifier
- CFE0004568, ucf:49189
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004568
- Title
- Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice.
- Creator
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Jackson-Lee, Marilyn, Hines, Rebecca, Gunter, Glenda, Boote, David, Boulware, Donald, Sena, Leslie, University of Central Florida
- Abstract / Description
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ABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with...
Show moreABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching.Professional development was on RallyCoach(TM), a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach(TM) was also chosen to increase student engagement.Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.
Show less - Date Issued
- 2013
- Identifier
- CFE0004867, ucf:49675
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004867
- Title
- Cooperative vs Competitive Goals in Educational Video Games.
- Creator
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Smith, Peter, Bowers, Clint, McDaniel, Thomas, Kincaid, John, Cannon-Bowers, Janis, University of Central Florida
- Abstract / Description
-
The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve...
Show moreThe concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.
Show less - Date Issued
- 2012
- Identifier
- CFE0004603, ucf:49913
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004603
- Title
- WHAT IS THE EFFICACY OF PEER PRESENTATION FOR ENGLISH LANGUAGE LEARNERS?.
- Creator
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Roy, Courtney, Ezell, Dan, University of Central Florida
- Abstract / Description
-
This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment...
Show moreThis study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment and contentment of academic topics. Three ELLs from two learning environments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demonstrated an overall increase of more intimate friendships. Examination of the ELLs' oral interview responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.
Show less - Date Issued
- 2014
- Identifier
- CFH0004665, ucf:45266
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004665
- Title
- INTEGRATING STUDENT-CENTERED LEARNING TO PROMOTE CRITICAL THINKING IN HIGH SCHOOL SOCIAL STUDIES CLASSROOMS.
- Creator
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Sayre, Elaine, Russell, William, University of Central Florida
- Abstract / Description
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Traditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking...
Show moreTraditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking skills. Critical thinking is important for students to master because it gives them the skills to move past the obvious and make individual connections with the text. The intent of this thesis was to explore the effectiveness of integrating student-centered methods in high school social studies classrooms as a means of promoting critical thinking skills. All students were given the same pretest and posttests. Students were divided into three groups: one was taught using student-centered methods, one was taught using teacher-centered methods, and one was the control group and was not directly taught by anyone. Based on analyzing students' posttest scores compared to their pre-test scores, student-centered teaching produced a higher average score increase, though all methods had students who scored higher, and students whose scores remained constant. Evidence and student feedback showed that continued future research should be conducted to see if student-centered methods should be used throughout all secondary social studies classrooms to promote critical thinking.
Show less - Date Issued
- 2013
- Identifier
- CFH0004486, ucf:45078
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004486
