scholarly journals Learning Difficulties about the Relationship between Irrational Number Set with Rational or Real Number Sets

2016 ◽  
Vol 7 (2) ◽  
pp. 417 ◽  
Author(s):  
Yusuf Emre Ercire ◽  
Serkan Narlı ◽  
Esra Aksoy
Keyword(s):  
Real Number ◽  
Irrational Number ◽  
Learning Difficulties ◽  
The Relationship

scholarly journals Analysis Correlation Between Learning Interest and Learning Difficulties with Learning Outcomes of Junior High School Students In Padang

2019 ◽  
Vol 4 (3) ◽  
pp. 9
Author(s):  
Ririn Indria Sari ◽  
Ramadhan Sumarmin ◽  
Resti Fevria ◽  
Ganda Hijrah Selaras
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Junior High School ◽  
Significant Relationship ◽  
Learning Difficulties ◽  
Student Interest ◽  
School Students ◽  
A Value ◽  
Learning Interest ◽  
The Relationship

The learning process has a benchmark that refers to the achievements experienced by students, namely learning outcomes. Learning outcomes achieved by students have two influencing factors namely internal and external factors. These two factors that influence learning outcomes are interest and learning difficulties. The results of observations on the learning outcomes of students of SMPN 11 Padang in science are still low. Students say that science learning are numerous and difficult. The existence of students who score below the average and the lack of student interest shows the student's interest in learning in science is less and it can be assumed that students have difficulty learning science. Research is a descriptive study. Research uses a correlational study approach. Research subjects consisted of 30 people in class VIII G of SMP 11 Padang. To find out the relationship between variables expressed by the correlation coefficient, data analysis techniques are used using the Sperman Rank correlation. The correlation between student interest and learning outcomes is weak, that is -0.32, the contribution of 10.24% does not have a significant relationship. There is a significant relationship between learning difficulties and learning outcomes, medium criteria w ith a value of 0.59, contribution value is 34.81%. Correlation criteria for interests and difficulties with strong learning outcomes with a value of 0.66 and a contribution of 43.56%, as well as a significant relationship between variables. The results of the relationship between learning interest and learning difficulties with learning outcomes are strong and each variable has a significantly relationship.

Using Logarithms to Explore Power and Exponential Functions

1994 ◽  
Vol 87 (3) ◽  
pp. 161-170
Author(s):  
James R. Rahn ◽  
Barry A. Berndes
Keyword(s):  
Experimental Data ◽  
Real Number ◽  
Positive Real Number ◽  
Power Functions ◽  
Exponential Functions ◽  
Positive Real ◽  
Nonzero Real Number ◽  
Physical Phenomena ◽  
The Relationship

Power functions and exponential functions often describe the relationship between variables in physical phenomena. Power functions are equations of the form y = kxn (see fig. 1), where k is a nonzero real number and n is a nonzero real number not equal to 1. Exponential functions are equations of the form y = kbx (see fig. 2), where k is a nonzero real number and b is a positive real number. Students should be able visually to recognize these functions so that they can easily identify their appearance when experimental data are graphed. When physical phenomena appear to describe exponential and power functions, logarithms can be used to locate approximate functions that represent the phenomena.

Banach games

1984 ◽  
Vol 49 (2) ◽  
pp. 343-375 ◽  
Author(s):  
Chris Freiling
Keyword(s):  
Real Number ◽  
Perfect Information ◽  
Real Numbers ◽  
The Real ◽  
Infinite Game ◽  
Image Position ◽  
The Relationship

Abstract.Banach introduced the following two-person, perfect information, infinite game on the real numbers and asked the question: For which sets A ⊆ R is the game determined?Rules: The two players alternate moves starting with player I. Each move an is legal iff it is a real number and 0 < an, and for n > 1, an < an−1. The first player to make an illegal move loses. Otherwise all moves are legal and I wins iff exists and .We will look at this game and some variations of it, called Banach games. In each case we attempt to find the relationship between Banach determinacy and the determinacy of other well-known and much-studied games.

scholarly journals The Relationship between Parental Treatment Styles and Early Discovery of Learning Difficulties among Pre-school Children

2015 ◽  
Vol 9 (3) ◽  
pp. 591
Author(s):  
Khadeja M. Badr
Keyword(s):  
Early Childhood ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Learning Difficulties ◽  
Negative Relationship ◽  
Positive Parenting ◽  
The Family ◽  
Parental Treatment ◽  
The Relationship

This study aimed to explore the relationship between the parenting style and discovery of learning disabilities in early childhood education. The study used a sample of Egyptian parents to investigate the parenting style followed in the family. Also, the study investigated the family awareness and interest in the discovery and treatment of learning difficulties. The results indicated that there was a significant relationship between parenting style and discovery of child’s learning difficulties in the early stages. The results also showed that there was a significant relationship between positive parenting styles and discovering of learning difficulties. However, there was a negative relationship between negative parenting styles and discovery of learning difficulties in early childhood. The study recommended the need to provide appropriate training and guidance programs of positive parenting and avoid the negative methods of raising children.

scholarly journals Motivation Path between the Difficulties and Attitudes of Using the E-Learning Systems in the Jordanian Universities: Aajloun University as a Case Study

2019 ◽  
Vol 14 (19) ◽  
pp. 26 ◽  
Author(s):  
Ghazi Hussein Shakah ◽  
Ali Taha Al-Oqaily ◽  
Fadi Alqudah
Keyword(s):  
Technology Acceptance ◽  
Learning Difficulties ◽  
Study Data ◽  
Learning Systems ◽  
Learning System ◽  
Technology System ◽  
E Learning ◽  
Motivation Level ◽  
The Relationship

The E-learning systems are important for the universities due to the gained benefits from these systems. By using the E-learning system, the learning expenses can be reduced, the learning management would be improved, and the learning quality could be enhanced. Like any technology system, the students' motivation and positive attitude are success keys of the E-learning adoption by the universities. There are many difficulties faced by the students in using the E-learning system such as the technical difficulties, services difficulties, awareness, interactivity, and security concerns. This study aims to study the effects of the E-learning difficulties on the attitudes of using the E-learning systems through the path of students' motivation. The Technology Acceptance Model (TAM) is adopted to construct the conceptual model in this study. This study considered the E-learning difficulties as independent factor, the mediating factor is the motivation of using the E-learning systems, and the dependent factor is the attitudes toward the using of the E-learning systems. Based on the constructed model, three research hypotheses are developed to test the relationship between the E-learning difficulties and motivation, between motivation and attitudes, and between difficulties and attitudes through the motivation. The quantitative data method using questionnaire is used to collect the study data. The data collected from 154 students from Ajloun University as a case study of Jordanian universities. The case study is selected due the experience of the students in using E-learning system called BigBlueButton. The questionnaire data were analyzed using AMOS tool in order to discover the direct and indirect paths between the study variables. The significant results show that there moderator effects of the students motivation on the relationship between the E-learning difficulties and the attitudes toward the using of these systems. The P-values is significant at p < 0.05 on the relationship between the study variables. Another important result is that the difficulties of E-learning such as technical, services, and interactivity should be avoided to improve the motivation level of using the E-learning systems. Also, the low motivation level lead to decrease the attitudes level toward the using of E-learning systems. The contribution of this study represented by fill the research gap of the motivation path on the relationship between the E-learning difficulties and attitudes. This study gives the university important details about the features of success implementations of E-learning systems.

Diophantine Approximation and Horocyclic Groups

1957 ◽  
Vol 9 ◽  
pp. 277-290 ◽  
Author(s):  
R. A. Rankin
Keyword(s):  
Real Number ◽  
Diophantine Approximation ◽  
Modular Group ◽  
Positive Real Number ◽  
Irrational Number ◽  
Infinitely Many Solutions ◽  
Positive Real ◽  
Closed Set ◽  
Coprime Integers ◽  
Image Position

1. Introduction. Let ω be an irrational number. It is well known that there exists a positive real number h such that the inequality(1)has infinitely many solutions in coprime integers a and c. A theorem of Hurwitz asserts that the set of all such numbers h is a closed set with supremum √5. Various proofs of these results are known, among them one by Ford (1), in which he makes use of properties of the modular group. This approach suggests the following generalization.

Nonstandard Student Conceptions About Infinitesimals

2010 ◽  
Vol 41 (2) ◽  
pp. 117-146 ◽  
Author(s):  
Robert Ely
Keyword(s):  
Real Number ◽  
Nonstandard Analysis ◽  
Number Line ◽  
Real Numbers ◽  
Student Conceptions ◽  
The Real ◽  
New Perspective ◽  
Real Number Line ◽  
The Relationship

This is a case study of an undergraduate calculus student's nonstandard conceptions of the real number line. Interviews with the student reveal robust conceptions of the real number line that include infinitesimal and infinite quantities and distances. Similarities between these conceptions and those of G. W. Leibniz are discussed and illuminated by the formalization of infinitesimals in A. Robinson's nonstandard analysis. These similarities suggest that these student conceptions are not mere misconceptions, but are nonstandard conceptions, pieces of knowledge that could be built into a system of real numbers proven to be as mathematically consistent and powerful as the standard system. This provides a new perspective on students' “struggles” with the real numbers, and adds to the discussion about the relationship between student conceptions and historical conceptions by focusing on mechanisms for maintaining cognitive and mathematical consistency.

scholarly journals Phonological awareness and spatial visual memory among sample of dyslexic children

2017 ◽  
Vol 8 (2) ◽  
pp. 59
Author(s):  
Amsal Hadi Huwailah ◽  
Masad Naghah Abu Al Diyar
Keyword(s):  
Phonological Awareness ◽  
Visual Memory ◽  
Word Reading ◽  
Learning Difficulties ◽  
Spatial Span ◽  
Reading Accuracy ◽  
Span Test ◽  
Accuracy Test ◽  
Males And Females ◽  
The Relationship

This study aims to identify the relationship between phonological awareness and spatial visual memory, as well as, to detect the differences between Kuwaiti males and females and non-Kuwaitis with regard to reading learning difficulties in certain variables. The study adopts a comparative descriptive approach and uses sample of 350 primary students (3-5 grades) with reading learning difficulties (200 males and 150 females) Kuwaitis and non-Kuwaitis. Their ages ranged between 8- 10 years. Phonological awareness test and spatial visual memory test are applied. The findings of the study show that there is a statistically significant positive correlation between the components of phonological awareness tests (syllable & phoneme deletion test and non-word reading accuracy test) and between spatial visual memory tests (Forward Spatial Span Test and Backward Spatial Span Test) from males and females sample. There are no significant differences between males and females in phonological awareness skills (phoneme deletion test, and non-word reading accuracy test). Females show better performance than males in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). Non-Kuwaitis show better performance than Kuwaitis in phonological awareness skills (syllable & phoneme deletion, and non-word reading accuracy test) and in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). The results of the regression suggested that the integration of sounds is the only test that can predict reading disabilities. As (syllable & phoneme deletion, and t non-word reading accuracy test) are the most predictable of spatial visual memory. 

scholarly journals Language Skills and their Relationship to Learning Difficulties in English Language from the Students’ Point of View

2021 ◽  
Vol 9 (4) ◽  
pp. 128-135
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
English Language ◽  
Language Skills ◽  
Learning Difficulties ◽  
Female Students ◽  
Point Of View ◽  
Male And Female ◽  
Reading And Writing ◽  
Study Results ◽  
Learning Language ◽  
The Relationship

This study aimed to identify the relationship between learning language skills and learning difficulties in the English language among students in the elementary stage in Irbid Governorate from the students’ point of view. The study used the descriptive-analytic approach. The sample of the study consisted of (300) male and female students, who teach the fourth and fifth grades, distributed as follows: (150) males and (150) females. To achieve the objectives of the study, a questionnaire was designed to identify the relationship between learning language skills and learning difficulties among students in the English language. The questionnaire included the following dimensions, listening, speaking, reading, and writing. The study results revealed that the overall degree for the relationship between learning language skills to students’ learning difficulties In the English language at the primary stage from the teachers’ point of view was high in all dimensions of study. The study concluded that it is important to identify the importance of learning language skills for students with LDs and teachers should be aware of these skills and their role.

Sign in / Sign up

Export Citation Format

Share Document