DISCRIMINANT ANALYSIS OF STUDY STRATEGIES CONNECTED WITH COLLEGE GRADE SUCCESS IN DIFFERENT MAJOR FIELDS

A study techniques questionnaire was administered to 538 students enrolled in upper division college classes. Multivariate analysis of variance was employed to compare the centroids of questionnaire responses of students in four major fields who had above and below average grades. There were significant differences in group centroids for the comparison between major fields and between grade levels. There was no significant interaction. The major differences between students with above and below average grades appeared to be reflected in "clerical diligence" and cognitive "activity." Successful students were not only more diligent in their study habits, but also more likely to transform actively scholastic information. For the comparison of major field groups, two discriminant functions were significant. One function seemed to reflect mathematical-logical thinking while the other reflected "applied-subjective" thinking. The major field groups formed a science-nonscience continuum on the first function but not on the second.     

International Business Theatre (IBT): An alternative evaluation method for enhancing student learning in international marketing

This paper describes and documents a new method (International Business Theatre, IBT) for evaluating university students studying the subject International Marketing and reports on qualitative research used to explore the effectiveness of IBT as an evaluation method. IBT involves forming students into 'theatre troupes', randomly assigning each 'troupe' a country of study, then getting students to do country research with a view to writing and performing a play that integrates subject theory and highlights key aspects of doing business with that country. Plays, which are assessed for content and form, are scheduled for tutorial classes towards the end of the semester. Interpretive research was conducted using a sentence completion technique with 10 randomly selected undergraduate students in the subject International Marketing offered at the Blacktown Campus of the University of Western Sydney, New South Wales, Australia in 1998. Conclusions drawn from the preliminary study are that IBT makes student learning more enjoyable and interesting, exposes students to a more beneficial and alternative form of evaluation, stimulates student learning, encourages student creativity and develops student confidence in public speaking.     

Library audit: report of the process of undertaking the audit of library services of selected educational providers within the former Northern Region: July 1994

相似文献   

A Moving Experience: Thirteen Years and Two Million Objects Later

The Department of Anthropology at the National Museum of Natural History at the Smithsonian Institution began preparing and moving its ethnographic and archeological collections, consisting of two million specimens, to an off-site storage facility in 1983. The move was necessitated by continual museum accessions and diminishing available storage space, resulting in overcrowded conditions. Thirteen years later, the anthropology move is nearing completion. This article documents some of the circumstances that precipitated the collection move. It also delineates the procedures that evolved and some of the lessons learned. Experience showed that adequate training of staff was essential to the success of the project. Bar code technology was implemented to streamline tracking of objects and inventory control. With the completion of the anthropology move, the collections care is significantly improved on many levels, but challenges lie ahead because the new storage facility is nearing capacity.     

The Effect of Response and Presentation Modes on Trainees' Responding

Sixty undergraduate students enrolled in human relations training were randomly assigned to one of six treatment groups and asked to respond either orally or in written form. Mode of response was shown to have a significant effect on participants' level of responding, perceptions of their helpfulness, and length of response.     

Inter-Ethnic Relations among Children at School: the perspectives of young people in Scotland

In the UK, policies and academic writings about inter-ethnic relations have witnessed many changes in recent decades, with a growing focus on the effects of different forms of racism and anti-racism. Opinions have been diverse on the extent to which both the majority and minority populations should respect and adapt to each other's traditions. Relatively little research has been undertaken on the experiences and perceptions of children. This article reports on findings from three linked studies which highlight the viewpoints of white and minority ethnic children as they made the transition to secondary schools. With a few exceptions, the children felt that their schools respected their religious practices and other customs. Most children of minority backgrounds had mixed friendship groups and the range of achievements, experiences and attitudes in relation to school were largely unrelated to ethnic background. Hardly any young people saw teachers as overtly racist, though small numbers believed teachers discriminated in favour of other groups. Peer racism was endemic and reported to be more frequent in secondary school than primary school. Teacher responses were often seen as inadequate.