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Lindsey Peters-Sanders; Houston Sanders; Howard Goldstein; Kandethody Ramachandran – Grantee Submission, 2023
Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the…
Descriptors: Grade 1, Grade 3, Elementary School Students, Vocabulary Development
Lindsey Peters-Sanders; Houston Sanders; Howard Goldstein; Kandethody Ramachandran – Journal of Speech, Language, and Hearing Research, 2023
Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the…
Descriptors: Prediction, Grade 1, Grade 3, Elementary School Students
Epistemological Beliefs: Its Relationship with Learning Styles, Learning Approaches, and Achievement
Jena, Ananta Kumar; Chakraborty, Sumanta – Online Submission, 2018
The study aimed to assess the relationship among epistemological beliefs, learning styles, learning approaches and achievement of the University students. One hundred University students participated and responded the Epistemological Belief Questionnaires (EVQ) and Learning Style Inventory (LSI), and MANOVA used to find out the relationship among…
Descriptors: Epistemology, Beliefs, Cognitive Style, Learning Processes
Rinne, Luke F.; Ye, Ai; Jordan, Nancy C. – Developmental Psychology, 2017
The present study investigated the development of fraction comparison strategies through a longitudinal analysis of children's responses to a fraction comparison task in 4th through 6th grades (N = 394). Participants were asked to choose the larger value for 24 fraction pairs blocked by fraction type. Latent class analysis of performance over item…
Descriptors: Elementary School Mathematics, Elementary School Students, Intermediate Grades, Fractions
Bay, Erdal; Vural, Ömer Faruk; Demir, Servet; Bagceci, Birsen – International Education Studies, 2015
Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three…
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Beliefs
Myers, Carrie B.; Myers, Scott M. – Studies in Higher Education, 2015
Research examining the contexts that influence the use of learner-centered assessment (LCA) practices in undergraduate courses has not kept pace with those focusing on teaching practices. Such research is needed given that conceptualizations of effective pedagogy generally include both teaching and assessment. The authors examined a range of…
Descriptors: Undergraduate Students, Alternative Assessment, Educational Practices, Predictor Variables
Liu, Shih-Hsiung – International Education Studies, 2015
This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education…
Descriptors: Foreign Countries, Self Concept, Independent Study, Preservice Teachers
Imhof, Margarete; Spaeth-Hilbert, Tatjana – International Journal of Higher Education, 2013
Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students (N = 488) participated in the study. Two research questions were addressed: (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive…
Descriptors: Student Motivation, Role, Self Concept, At Risk Students
Pesman, Haki; Ozdemir, Omer Faruk – International Journal of Science Education, 2012
The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual…
Descriptors: Academic Achievement, Physics, Motivation, Teaching Methods
O'Malley, Patricia Tenowich; Sonnenschein, Susan – Online Submission, 2010
The purpose of this study was to integrate domain-learning theory and goal theory to investigate the learning processes, achievement goals, social goals, and achievement of 141 college students. Cluster-analytic procedures were used to categorize participants at different levels of expertise based on their responses on knowledge, interest, and…
Descriptors: Learning Theories, College Students, Grade Point Average, Goal Orientation

Beasley, Robert E.; Waugh, Michael E. – Journal of Research on Computing in Education, 1996
Describes a study of 61 undergraduates that investigated the effects of hypermedia content-structure focusing on learner's structural knowledge acquisition, retention, and disorientation. Use of a Completely Randomized Multivariate Analysis of Variance design for hypothesis testing is explained and implications for hypermedia design are discussed.…
Descriptors: Computer Assisted Instruction, Computer Software Development, Correlation, Courseware

Coggins, Chere Campbell – American Journal of Distance Education, 1988
Discussion of variables that affect successful completion of external degree programs focuses on a study that investigated the association between learning style and persistence among students from the University of Wisconsin System Extended Degree Programs. Literature on distance education is reviewed, and results of the study are analyzed. (35…
Descriptors: Academic Achievement, Academic Persistence, Cognitive Style, Distance Education

Carroll, John B. – Educational Researcher, 1989
Carroll's learning model accounts for variations in school learning with variables, which can be expressed in terms of time and achievement. Most aspects of the model have been confirmed. Ways that the model might be used to address current problems in education are considered. (Author/BJV)
Descriptors: Academic Achievement, Academic Aptitude, Cognitive Ability, Cognitive Processes