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
Research in Higher Education - Past studies have supported the view that parent background and family socioeconomic status determine the post-secondary educational expectations of adolescents. They... 相似文献
Being active in civic organizations can be expressed in multifarious forms of participation and commitment. With regard to individuals, the learning context it provides fosters personal development, sympathy for other perspectives, and social competencies in general and is, thus, particularly meaningful for young people in their second and third decades. With regard to organizations, civic participation strengthens the integration and dynamic adaptation of institutions to changing environments and, on a macro-level, raises social cohesion. The contexts of participation are various: not only in educational institutions and the world of work, but also in clubs, organizations and less formal groups, which are involved in social and political issues. Socio-structural and motivational factors, but also belonging to social networks determine the involvement in such forms of civic participation. Additionally, there is evidence of a mutual reinforcement of participation in different contexts. This is shown by the results of the DJI-Survey AID:A 2009. 相似文献
The purpose of this study was to determine the services required by students in special education programs and to estimate
the cost of adequately funding special education in Taiwan. Questionnaires were administered to 300 special education teachers
at the elementary school level to identify the services required. Thereafter, two focus group interviews were organized to
determine the service categories and their cost. The results show that the costs for special education programs vary significantly
according to severity of disability, and the weighting for mildly, moderately, and severely disabled students was found to
be 3.7, 4.5, and 5.2, respectively. The costs also vary significantly according to the category of disability, and the weighting
was found to range from 3.6 for emotionally disabled students and to 5.9 for hearing impaired students. These findings suggest
that the current special education funding formula in Taiwan, which ignores these cost differences, should be revamped. 相似文献
This study investigated the relationship between physics achievement and language of instruction in a situation where instruction was in the second language of both students and teachers. One hundred and seventy-six grade ten physics students (first language was Chinese) were selected from four classes of two secondary schools in Hong Kong. For three months (with four lessons per week), two classes of students learned the content material (light and sound) in Chinese and two classes learned the material in English. Group differences were controlled by using individual aptitude scores as covariates in the analysis. There were no differences in achievement, students' motivation, and effort spent in physics in that controlled teaching period. This was probably because the Anglo-Chinese group was sufficiently proficient in English so they did not encounter additional difficulty in learning physics when compared with the Chinese group. 相似文献