Education Commons^™

Digital Video Presentation And Student Performance: A Task Technology Fit Perspective, Arjan Raven, Elke M. Leeds, Chongwoo Park

Faculty and Research Publications

The article presents findings of a study regarding the adaptation of the Task Technology Fit (TTF) model in the teaching and learning process in the U.S. It emphasizes the three dimensions of fit, which include the Ease of Learning, Task Match and Ease of Use, which were applied in the context of digital video for oral presentations in the classroom environment. It stresses the importance of the digital technology in education, wherein the results of the study showed significant improvements in the oral presentation skills with the application of digital tools.

Fourth And Fifth Grade Departmentalization: A Transition To Middle School, Tak C. Chan, Daniel Terry, Harriet J. Bessette

Faculty and Research Publications

The difficulties involved in the transition for students leaving elementary school, where there typically exists little departmentalization, to the middle school, where departmentalization is the primary structure, have often been noted by scholars. While some studies cited in this work indicated a decrease in student achievement with the implementation of departmentalization, this approach should not be categorically rejected. In this regard, this study examines how elementary students can begin to be better prepared in fourth and fifth grades to enter the departmentalization system.

Psychological Versus Generic Critical Thinking As Predictors And Outcome Measures In A Large Undergraduate Human Development Course, Robert L. Williams, Renee Oliver, Susan Stockdale

Faculty and Research Publications

This article compares the predictive and outcome status of a subject-specific versus a generic measure of critical thinking in a large undergraduate course. Specifically, the predictive potential of critical thinking was assessed with respect to test performance, both for tests requiring critical thinking and for those requiring only direct recall. This paper also examines the extent to which answering practice-exam questions with embedded psychological critical thinking issues produced improvement in critical thinking. The impact of the treatment on the critical thinking of students who performed well or poorly on the course tests requiring considerable application of critical thinking was assessed.