The Development of Classroom Research Skills of Online Lessons Usage of a Google Classroom

Author(s):  
Chaiwat Waree
2017 ◽  
Vol 10 (4) ◽  
pp. 50
Author(s):  
Chaiwat Waree

The purpose of the study is the learning using research as a base. To strengthen the skills of classroom research Emphasizing Data Analysis and Result and to study the development of research skills in the class Emphasizing Data Analysis and Result of SSRU’ Students by learning using research base. The target group are students in the 2nd semester academic year 2557, 159 the sample used to select specific (Purposive Sampling) by researchers as an instructor in the course of the first year students at two and three majors in Thailand, English, Mathematics. The instruments used in the trial, including lesson plans. A pretest-posttest and evaluation of the 25 items and analysis of the data by the percentage of grades and research skills in the classroom and t-test and qualitative data are carried out. The study found that students who meet the grade from C + to 130 percent 81.76 with students who do not pass the threshold from 29 percent to 18.24 overview of the skills an overview of the rating process skills, research and the two sides are the highest average score was 12.50, the deviation was 0.72 posttest scores higher than the previous value t = 33.97 significant level statistically .05 students with the skills to do research on learning and research. The overall satisfaction level of an average value is 4.46 and a standard deviation of 0.68.


1972 ◽  
Vol 17 (11) ◽  
pp. 607-609
Author(s):  
BRYCE B. HUDGINS
Keyword(s):  

10.1558/37291 ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 242-263
Author(s):  
Stefano Rastelli ◽  
Kook-Hee Gil

This paper offers a new insight into GenSLA classroom research in light of recent developments in the Minimalist Program (MP). Recent research in GenSLA has shown how generative linguistics and acquisition studies can inform the language classroom, mostly focusing on what linguistic aspects of target properties should be integrated as a part of the classroom input. Based on insights from Chomsky’s ‘three factors for language design’ – which bring together the Faculty of Language, input and general principles of economy and efficient computation (the third factor effect) for language development – we put forward a theoretical rationale for how classroom research can offer a unique environment to test the learnability in L2 through the statistical enhancement of the input to which learners are exposed.


2020 ◽  
Vol 21 (5) ◽  
pp. 265-271
Author(s):  
Jyotishna Mudaliar ◽  
Bridget Kool ◽  
Janice Natasha ◽  
Judith McCool

Introduction: A barrier to local investigator-led research in low income settings, is the limited availability of personnel with appropriate research skills or qualifications to conduct the type of research required for evidence-informed policy making to improve access and quality of health care. In response to this, Fiji National University’s College of Medicine, Nursing and Health Sciences in Fiji, collaborated with academics based at the University of Auckland, New Zealand to deliver a series of research capacity development workshops in Fiji. Methods: Participants who attended any of the nine workshops (n=123) were contacted via email to take part in a brief survey regarding their perceptions of the effectiveness of the research capacity building workshops. Of the possible 123 participants, 80% (n=76) completed the questionnaire.  Results: Findings demonstrate that the majority of participants reported that they had gained research skills from the workshops (75%) including proposal development skills (68%) and knowledge of appropriate research methods (59%). Furthermore, 70% agreed that the workshops built their research confidence.  Since attending a workshop, 18% of respondents had successfully applied and received funding for research grants and/or fellowships.  Barriers to conduct research included workload (75%), lack of research knowledge, experience or skills (51%), and lack of institutional support (41%). Suggestions for future workshops included: more focus on data analysis, regular courses rather than ‘one offs’, and preparation of research findings (e.g. publications). Conclusion: Our findings indicate that research workshops of this nature may increase individual research capabilities but sustained, locally led initiatives, backed by institutional and supplementary technical support are essential.


Sign in / Sign up

Export Citation Format

Share Document