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Jeffrey W. Hummel 《Psychology in the schools》1984,21(4):433-436
The Survey of Reading Attitudes was administered to 613 fourth-, fifth-, and sixth-grade students enrolled in the schools that serve the metropolitan area of a small city in Ontario, Canada. Means, standard deviations, coefficient of alpha reliability estimates, and standard errors of measurement were computed for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions are as follows: Expressed Reading Difficulty, α = .88, Reading as Direct Reinforcement, α = .83, Reading as Enjoyment, α = .89, Alternative Learning Modes, α = .72, Reading Group, α = .81, Reading Anxiety, α = .82, Silent vs. Oral Reading, α = .83, and Comics, α = .79. 相似文献
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Karen Kurotsuchi Inkelas William J. Zeller Rena K. Murphy Mary L. Hummel 《About Campus》2006,10(6):10-16
Residence halls at large institutions are increasingly becoming sites for powerful undergraduate learning experiences. A study of living‐learning programs at four research universities—the prelude to a nationwide project—tells an important story. 相似文献
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Hans G. K. Hummel Rob J. Nadolski Jannes Eshuis Aad Slootmaker Jeroen Storm 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):125-141
Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre- and post-questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini-games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in-game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay. 相似文献
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Prior research states that the use of living animals in the classroom leads to a higher knowledge but those previous studies
have methodological and statistical problems. We applied a meta-analysis and developed a treatment–control study in a middle
school classroom. The treatments (film vs. living animal) differed only by the presence of the living animal. Both treatments
were based on the self-determination theory. More than 400 pupils filled in pre-test, post-test and two follow-up-tests (with
a delay of 6–8 weeks and 7–8 months). After each lesson, pupils rated the lesson on a short intrinsic motivation scale. In
the meta-analysis, we found that the living animal treatments significantly scored better than a control group, but not when
comparing living animals with alternative treatments. In the treatment–control study, both treatments led to a significant
increase in knowledge but there were no differences between film and living animal treatment. Pre-test and previous grading
had a significant influence on post- and both follow-up tests. In the mouse lesson, pupils of the living animal group showed
higher values in interest and competence and lower values in pressure. Interest and competence correlated positively with
achievement, while pressure correlated negatively. 相似文献
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