This paper reports an experimental study into the effects of cooperative and individualistic approaches in teaching Mathematics and English. The study was conducted at a Vacation Learning Camp (VLC) which was held for two weeks in one of the secondary schools in Singapore. This VLC was targeted at Secondary One pupils who were classified as below average based on general ability streaming.
The individualistic teaching approach was assumed to contribute to individual efforts while the cooperative teaching approach was expected to produce cooperativeness among the subjects. The results indicated that there were no significant differences in performances in the main effects classified as the treatment groups and the sex groups in both Mathematics and English; in Mathematics, the individualistic teaching approach was more effective for the male pupils whereas the cooperative teaching approach was more effective with females. However, in English, the results were reversed.
The female pupils in the cooperative group seemed to have improved in their attitude towards learning Mathematics whereas the male pupils in the individualistic group seemed to have a more positive attitude towards learning English. 相似文献
The purpose of this study was to determine which study habits distinguish successful from unsuccessful foreign language learners. Participants were 219 college students from a variety of disciplinary backgrounds, enrolled in either Spanish, French, German or Japanese classes. A canonical discriminant analysis (F [6, 117], p < 0.0001; canonical R = 0.92) revealed that, compared to their high-performing counterparts, students with the lowest levels of foreign language performance tended to report that: (a) they frequently include a lot of irrelevant or unimportant information in their notes; (b) when they have difficulty with their assignments, they do not seek help from their instructor; (c) they put their lecture notes away after taking the test and never consult them again; (d) they have to be in the mood before attempting to study; (e) they have a tendency to doodle or to daydream when they are trying to study; and (f) they do not look up in a dictionary the meanings of words that they do not understand. Implications are discussed. 相似文献
This article explores the findings of a small research study that asked writers to describe a meaningful, personal incident using first narrative and then poetic forms. The poetry raised many anxieties about writing, including the revelations of subjectivity and the risks in sharing such work with a group. To understand some of the complexities of these responses, the researchers thought of writing as an ecology with interdependent systems influencing the writing. Rereading the research texts, they traced some of those systems that affect students' writing and understanding of poetry. 相似文献
Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips
from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation
was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence
of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value
and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was
trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training
schedules are interpreted in terms of dual-process theories of action control. 相似文献