Combined strategy and attributional training for seventh grade average and poor readers

This paper reports on a study examining the effects of combined strategy and attributional training through small-group intervention in a specific reading task context. The training aims to provide instruction in the use of reading strategies while at the same time to convince students that their reading performance is attributable to their use of effective strategies, which is under their personal control. Four grade 7 (13 year old) classes, consisting of 40 poor readers and 56 average readers, participated in the study. Students were randomly allocated to one of four instruction conditions involving different combinations of strategy instruction and attributional training. Instruction was provided in small groups of 6 to 8 students over nine one-hour sessions. Results indicated that teaching poor readers use of effective reading strategies, while convincing them that reading successes and failures were attributable to use of effective or ineffective strategies, not only improved their comprehension performance and increased use of reading strategies, but also reduced their perceptions of learned helplessness.     

Studying technology: An investigation of approaches to studying and perceptions of teaching in a Finnish university of technology

The purpose of the study is to examine relations between university students' approaches to studying and their evaluative perceptions of the instructional context. The subjects (n=181) were sampled randomly from engineering and architecture students representing different departments and age groups. The data were collected with a questionnaire. Thirty students out of the total sample were also interviewed. The analysis concentrated on comparing correlations between approaches to studying and perceptions of teaching between different subgroups of the sample. The subgroups were (a) experienced-inexperienced, (b) efficient-inefficient, and (c) full-time-part-time students. The study showed that approaches to studying and perceptions of teaching are related to each other in a complex way when seen through the pairwise group comparisons. It seems obvious that students' experiences of teaching and their perceptions of it are closely related to their approaches to studying and their overall orientation in their studies. Educational implications are discussed.     

A comparison of attitudes related to global citizenship between Korean- and US-educated Korean university students

This study compared the perceptions of Korean-national university students studying in Korea and in the US regarding global citizenship. The study sample consisted of two distinct groups: students who had received their education exclusively in Korea and students who were born in Korea but had studied in the US since secondary school. By applying latent mean analysis, the study found that the US-educated Koreans had higher levels of trust and national identity, whereas the Koreans had higher levels of social responsibility and participation. The results suggest that university students of the same nationality who experience different social environments may perceive global citizenship in dissimilar ways. For future investigations, we suggest a longitudinally designed experimental study, which may reveal a causal relationship between the social experiences of university students who study abroad and their perceptions of global citizenship. In addition, future investigations should consider how these students are assimilated into and adapt to diverse interactions on multicultural campuses.     

Positive and Negative Self‐Perceptions: Is There a Cyclical Relationship Between Teachers' and Students' Perceptions of Effort,Strategy Use,and Academic Performance?

This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction.     

Student use of out-of-class study groups in an introductory undergraduate biology course

Self-formed out-of-class study groups may benefit student learning; however, few researchers have quantified the relationship between study group use and achievement or described changes in study group usage patterns over a semester. We related study group use to performance on content exams, explored patterns of study group use, and qualitatively described student perceptions of study groups. A pre- and posttest were used to measure student content knowledge. Internet-based surveys were used to collect quantitative data on exam performance and qualitative data on study group usage trends and student perceptions of study groups. No relationship was found between gains in content knowledge and study group use. Students who participated in study groups did, however, believe they were beneficial. Four patterns of study group use were identified: students either always (14%) or never (55%) used study groups, tried but quit using them (22%), or utilized study groups only late in the semester (9%). Thematic analysis revealed preconceptions and in-class experiences influence student decisions to utilize study groups. We conclude that students require guidance in the successful use of study groups. Instructors can help students maximize study group success by making students aware of potential group composition problems, helping students choose group members who are compatible, and providing students materials on which to focus their study efforts.     

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes.     

Teacher and student usage of science textbooks

This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom. Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should be important to all those who use, write and publish high school science textbooks. Specializations: science education.     

Electronic Versus Print Textbooks: The Influence of Textbook Format on University Students’ Self-Regulated Learning Strategies,Motivation, and Text Anxiety

Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students’ MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses.     

How teaching science using project-based learning strategies affects the classroom learning environment

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students’ perceptions of the science classroom climate. The results of the study revealed that students who learned sciences by project-based teaching strategies perceived their classroom learning climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher–Student Relationships as significantly more positive. The differences between the experimental (project-based learning strategies) and control (non-project) groups regarding their perceptions of the science classroom learning climate could be explained by differences between the two science teaching and learning strategies.     

Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics

This study examined the relationship of 979 middle school students’ perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher support and use of reform practices on mathematics standardised test scores. Our study provides empirical evidence that students’ perceptions that their teachers believe that they are capable of learning and understanding mathematics positively relate to their Mastery and Performance Goal orientations and mathematics Utility. Further, we found an interaction between students’ perceptions of the frequency of reform practice use in their mathematics classroom and mathematics efficacy. For students with lower mathematics efficacy, their perceptions of more frequent use of reform practices in their mathematics class related to higher standardised test performance. For students with higher mathematics efficacy, perceived use of reform practices did not significantly relate to standardised test performance. These data suggest that frequent exposure to reform practices is especially critical for students who judge themselves as being less capable in mathematics and who are lower performers. This finding differs from prior research that has suggested that reform practice use benefits higher achievers but not lower achievers. An important implication of our study is the need for coordinated, ongoing professional development that highlights reform pedagogy and beliefs while also focusing on student motivation theories and strategies.     

Perceptions of the learning environment,learning preferences,and approaches to studying among medical students in Pakistan

Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students’ perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan.     

The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

The relationship between university students’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated for first and fourth-final year students. The responses of 88 first and 92 fourth year students were analysed using a path analysis model. Students’ perceptions of the learning environment were measured by an instrument based on the Course Perceptions Questionnaire (CPQ) and Course Experience Questionnaire (CEQ) inventories. The Approaches to Studying Inventory (ASI) was used to assess students’ approaches to studying. The structure of the ASI inventory was explored by factor analysis. The analysis gave two factors which reflect the deep and surface approaches to studying. Workload does not predict any of the studying approaches and academic outcomes. There was a pattern of relationships between deep approach, perceptions of learning environment which encourage this approach, and outcomes. Assessment methods was the best predictor of satisfaction for all of the students. For the first year students, University grade was not associated with any of the explored variables but the level of satisfaction was predicted by relationships with tutors and fellows. For the fourth year students, good teaching predicted achievement both directly and indirectly through the deep approach to studying. The findings indicate that fourth year students’ perceptions of the current learning environment are a stronger predictor of academic achievement than prior academic ability (university entrance examinations’ grade). The study suggests further exploration of the impact of affect in learning especially for the newcomers.     

Reading strategy use between Chinese good and poor readers: a think‐aloud study

This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think‐aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think‐aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed.     

Using Online Studio Groups to Improve Writing Competency: A Pilot Study in a Quality Improvement Methods Course

Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process.     

Influences of Writing Tasks on Students' Answers to Recall and Higher-Level Test Questions

This paper reports on two inter-related studies that examined the use of non-traditional writing strategies within secondary school science classrooms. The first study involved Year 10 students who incorporated one letter writing experience into the learning sequence when studying genetics. The second study was with Year 9 students who used both a non-traditional laboratory writing heuristic and letter writing as part of the learning sequence when studying a topic on light. The same teacher was involved in both case studies. A higher-level analogy question was added to the teacher-prepared tests for each study to examine if students who participated in writing-to-learn activities were able to perform significantly better as a group than a group of students who completed traditional teacher directed laboratory activities and note-taking. Results indicate that for the first study there was not a significant difference using t-test analysis, while for the second study involving two writing treatments there was a statistically significant difference using t-test analysis. There was no statistically significant difference in responses between treatment and control groups when answering low level recall questions for either case study. Student interviews indicated awareness by students of the metacognitive value gained by using the non-traditional writing types.     

“What would you like me to do? Lie to you?” Teacher education responsibilities to LGBTI students

The experiences of lesbian, gay, trans (The use of trans with an asterisk avoids the use of transsexual or transgender and promotes recognition of the inadequacy of such labels), bisexual and intersex (LGBTI) student teachers were recently investigated at a New Zealand faculty of education. Student teachers studying in early childhood education and care, primary and secondary initial teacher education (ITE) were asked about their perceptions of LGBTI visibility and inclusion. Methods used were online questionnaires, focus groups and individual interviews. While the study encompassed all aspects of the ITE programme, this work uses one specific question about practicum from the questionnaire, and findings related to practicum and teaching from the focus groups and individual interviews. In this article, the experiences of LGBTI (those who identified as non-heterosexual) student teachers and “straight” (those who identified as heterosexual) are discussed. Findings suggest that both faculty and practicum settings are heteronormative and indicate that LGBTI student teachers felt uncertain about their safety. Both LGBTI and straight students felt they had not been given adequate preparation to manage the complexities of diverse sexualities on practicum or in their future teaching. We argue that addressing heteronormativity in ITE will better prepare student teachers for the rich diversity of students and families they will encounter in their teaching.     

Institutional variations in British students' approaches to learning and experiences of teaching

This article examines differences in reported approaches to studying and course perceptions of students in British universities and polytechnics. Hypotheses about these differences derived from the functions and characteristics of the two sets of institutions are compared with data from a questionnaire survey of 1903 university students and 305 polytechnic students. The results, adjusted for subject area differences, indicate that contrary to expectation the university group are less likely than the polytechnic group to use deep approaches to studying. The two groups report similar patterns of study organisation. The university students experience somewhat poorer teaching. The polytechnic students are more interested in gaining qualifications for employment and perceive their courses to be clearly to this end. The results are considered in relation to further research into student learning patterns and implications for the binary system of higher education.     

Strategies for Broadening Participation in Advanced Technological Education Programs: Practice and Perceptions

Expanding and diversifying the STEM (science, technology, engineering, and mathematics) workforce is a national priority. The National Science Foundation is investing efforts at post secondary education institutions to engage individuals who have been historically underrepresented in STEM. This paper investigated the use of strategies to broaden participation in STEM by grantees of NSF’s Advanced Technological Education (ATE), who are primarily located at 2-year colleges. The ATE program focuses on developing and improving technician training programs to prepare students for employment in fields that rely on advanced technologiessuch as nanotechnology, photonics, and mechatronics. A survey, conducted annually by the authors of this study, was used to collect data from ATE grantees on their use and perceptions of strategies to broaden participation in STEM. The findings showed that strategies related to motivation and access to enhance recruitment are more widely used then strategies that improve retention. Respondents identified strategies related to providing financial assistance, mentoring, and conducting outreach activities as the most effective for reaching and engaging underrepresented minority students in academic programs. Despite these perceptions, these strategies seem to be underutilized among this group.