Impact of an Experiment-Based Intervention on Pre-Service Primary School Teachers’ Experiment-Related and Science Teaching-Related Self-Concepts

Beudels, Melanie Marita; Preisfeld, Angelika; Damerau, Karsten

doi:10.21601/ijese/11323

Cited by 5 publications

(4 citation statements)

References 44 publications

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“…Teacher interventions typically include all interventions that impact learning [11]. Te data analysis results of the learning platform show that the teachers can improve learners' intelligence levels and emotional cognition by adjusting the learners' self-efcacy [12]. Teachers' personalized interventions positively afect students' academic performance and emotional cognition.…”

Section: Deep Intervention Analysismentioning

confidence: 99%

English Teaching Achievement Prediction by Big Data Analysis under Deep Intervention

Guo¹

2023

Journal of Electrical and Computer Engineering

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Appropriate data analysis technology can make people use the online degree education, obtain the data and information generated in the learning management system, and provide a useful decision basis for optimizing the teaching and management process of online degree education. Data analysis technology can help English teachers better grasp students’ learning situations and progress and optimize management. First, data analysis methods and decision tree algorithms are analyzed. Second, in data mining technology, the C4.5 decision tree method is used to construct an English score prediction model. Through the analysis of English learning-related information such as questionnaires and collected student test score data, the prediction of English teaching performance is analyzed from the perspective of teachers’ in-depth intervention. The survey results are shown as follows: (1) The model is simulated and tested. The model’s prediction accuracy is 98.20%, 99.10%, 99.40%, 98.70%, and 98.90%, higher than the standard accuracy of 97.5%. Additionally, the average response efficiency of the model is 99.42%, which can be used. (2) The failure rate of boys’ final grades is 11%, and the failure rate of female students’ final grades is 10%. There is only a 1% difference in the final grade failure rate between male and female students. The effect of gender on teaching performance is less pronounced. (3) As the number of practice questions increases, the rate of failing grades decreases. Thus, the data suggest that the number of practice questions affects instructional performance. (4) Teachers’ intervention can improve students’ English achievement. Increasing the intensity of the intervention also improves student achievement. Therefore, the follow-up research should increase the number of practice questions and teacher intervention in English teaching. The English teaching achievement prediction suggestion based on big data analysis is put forward, providing a reference for prediction management.

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Section: Deep Intervention Analysismentioning

confidence: 99%

English Teaching Achievement Prediction by Big Data Analysis under Deep Intervention

Guo¹

2023

Journal of Electrical and Computer Engineering

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“…In this study, we adapted two versions of Damerau's ( 2012 ) scales about students' self-assessed experiment-related competence (see also Franken et al, 2020 ; Beudels et al, 2022 ) to assess their perceived competence in experimentation. The version used before the workshop assessed experiment-related competence perceptions on a contextual level.…”

Section: Methodsmentioning

confidence: 99%

“I've Always Thought That I Was Not Good at Experiments…”—The Benefit of Non-formal Learning in Terms of Students' Perceived Competence

2022

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Outreach science labs have been established as non-formal out-of-school learning environments in the fields of science, technology, engineering, and mathematics. Previous research has suggested that visiting an outreach science lab can be beneficial in terms of student motivation. Nevertheless, the current research on these out-of-school learning environments lacks studies that investigate important variables for the development of self-determined student motivation, such as perceived competence. In our study, we investigated the moderating effect of the learning environment on the relationship between students' contextual competence perceptions and their situational competence experiences regarding experimentation. For this purpose, 119 students in the first year of the upper secondary school participated in an experimental course on enzymology at an outreach science lab (n = 60) and in their biology classroom at school (n = 59). Our results showed that the relationship between students' contextual competence perceptions and their situational competence experiences during experimentation is moderated by the learning environment. The analyses revealed that students with a higher contextual competence perception showed comparable situational experiences of competence in both learning environments. In contrast, the students who perceived themselves as less competent at a contextual level benefited from experimenting at the outreach science lab in terms of their situational competence experiences.

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“…Teacher interventions typically include all interventions that impact learning [18]. The data analysis results of the learning platform show that teachers can improve learners' intelligence levels and emotional cognition by adjusting learners' self-efficacy [19]. Teachers' personalized interventions positively affect students' academic performance and emotional cognition.…”

Section: Deep Intervention Analysismentioning

confidence: 99%

English Teaching Achievement Prediction by Big Data Analysis under Deep Intervention

Bai,

Guo

2024

IJCAI

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Impact of an Experiment-Based Intervention on Pre-Service Primary School Teachers’ Experiment-Related and Science Teaching-Related Self-Concepts

Cited by 5 publications

References 44 publications

English Teaching Achievement Prediction by Big Data Analysis under Deep Intervention

English Teaching Achievement Prediction by Big Data Analysis under Deep Intervention

“I've Always Thought That I Was Not Good at Experiments…”—The Benefit of Non-formal Learning in Terms of Students' Perceived Competence

English Teaching Achievement Prediction by Big Data Analysis under Deep Intervention

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