Educational Data Mining uses many techniques such as Decision Trees, Neural Networks, Naïve Bayes, K- Nearest neighbor, and many others for classification, prediction, association rule generation, discover and extract patterns of stored data . The discovered knowledge can be used for prediction regarding enrolment of students in a particular course, faculty performance analysis, placement prediction, prediction about students’ performance and so
Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
Next, classroom learning motivation where it refers to the motivation needed in classroom situation or any specific situation. This motivation could be influenced by factors associated with language class. He stated that both of this motivation is very operative but then it operates on individual at the given time
Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz.
The major objectives of this research were to examine the association between students’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior. Furthermore, this study aimed to examine the relationship between teachers’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior, investigate the effect of teachers’ interpersonal behavior on students’ thinking styles in learning, and study the contributions of students’ thinking styles to learning achievement. This study found that students’ and teachers’ thinking styles could predict the preferred learning environments constructed by teacher interpersonal behavior, the learning activities provided the opportunities to train students in the use of their teachers’ preferred thinking styles, students’ thinking styles and learning achievement were related. Furthermore, the results of this study showed that students ' thinking styles changed in all classes of experimental groups, with teachers ' teaching in teaching being the main factor
Ortiz (1995) an Evans et al. (1998) present that knowing Students Development Theories can help higher education personnel (staff, faculty, and administrators) to provide better programs and services base on student diversity and particularities. Student Development theories generally fall into four broad categories, each of which represents different perspectives on the students: 1. Psychosocial Theories (Arthur Chikering and Linda Reisser, 1993) focus on the personal and interpersonal aspects of students ' lives as they accomplish various developmental tasks, or resolve the inevitable crises that
176). Sheets are typically in the form of instructions and steps to complete a task. Student sheets activity contains a set of basic activities that must be performed by students to increase the understanding of the formation of basic capabilities corresponding indicators of achievement of learning outcomes that must be taken. In the development of these materials, Student sheets activity contain contextual problem-solving activities that assisted fraction card media to find the solution or other possible strategies. Test The Test is done to measure the standard to which learning outcomes desired behavior change in the learning objectives have been achieved by the students (Purwanto, 2009, p. 67).
The construct “Attitudes toward the learning situation” includes attitudes toward any aspect of the situation in which the language is learned. According to Gardner, these attitudes could be directed toward the teacher, the course in general, one‘s classmates, the course material, extra-curricular activities associated with the course, among others. He further elucidates that these three factors can form the learner‘s attitude toward the learning situation depending on whether students’ experiences with these factors have been positive or negative. Gardner (2010) emphasizes, “It is these differences in attitudes toward the learning situation that are the focus of the model” (p. 89). In the AMTB, there is a subscale where the learners can evaluate their language teacher and their course, identified as TEACHER and CLASS.
These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. (Hickman D., 2000) When designing a performance task, educators should make sure that it requires application, not simply
Along this line of thought, the researcher found it necessary to determine if the WVSU Core Values are known by the students and to find out the most to least known core values. This study aimed at ascertaining the students’ knowledge of the WVSU Core Values. Specifically, this study sought answers to the following questions: 1. What is the level of knowledge of students on the WVSU Core Values of Service (S), Harmony (H) and Excellence when taken as an entire group and when classified as to Course, Sex and Year Level? 2.