FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W98780429> ?p ?o ?g. }

• W98780429 abstract "This research explores the use of guided personal and class goal setting and its effect on students’ comprehension of the material that is taught in any given lesson. The project was staged in two classes of roughly the same size, with an average of 25 responses per survey; demographics in each class consisted of approximately 90% minority students, with only 2-4 males per class. Surveys were taken twice a week for the four week experimental period; one group was given guided goal worksheets for weeks three and four while the other did not receive goal guidance. The findings show that the guided goal system had little or no influence in the self-reported comprehension of the material to be learned in class. Further extensive testing would be necessary with a broader test group to determine if a guided goal worksheet would positively influence students’ comprehension of classroom learning goals. Context Research Question Students in two separate classes of equal skill and developmental level participated twice a week in a short four question survey. This survey is designed to gauge how well the students understood the material covered in the lesson, as well as how personally responsible they felt for learning the material being taught. Results were compiled based on the percentage of students who responded Very Much out of the total number in the class. After two weeks of surveys, the experimental group was given a short goal setting worksheet to help guide their personal goals. The two weeks of surveys following demonstrated the change in comprehension of what material students are expected to learn. Data Table & Analysis The data in Figures 1 and 2 represent the responses of students in the two classes, with the graphed line indicating the percentage of students responding “Very Much” to each indicated question. In the experimental group chart, the red vertical line indicates the introduction of a guided weekly goal sheet to the members of the class. It is important to note that the experimental group’s first survey showed broad responses that averaged lower than the control group. After the goal worksheet was introduced, the students’ surveys showed that they comprehended roughly the same or less in the experimental group, yet the four response averages were more unified and focused. Figure 3 shows the average of the four responses, illustrating the total comprehension in each class is most often parallel with the experimental group 20% lower than the control group. Does the use of personal goal setting increase students' awareness of the material they are expected to learn during a given class period? Impact on Student Participants Impact on the field of Education Contact information This study failed to demonstrate a general increase in student comprehension of lesson objectives when a guided personal goal worksheet was used in the classroom. Originally, the intention was that concrete weekly goals, both class-wide and personal, would help students focus on the materials and learn them more efficiently during the lesson. Surprisingly, the only change after the introduction of the worksheet was a more clearly focused response from the students regarding their learning. After the worksheet, students were more likely to respond to all four questions in a similar manner. Long term implications, if this methodology were to be revised and re-tested, may show no increase in student self-awareness of comprehension. A different survey might be used to help students think more about their responsibility in the learning process, instead of allowing it to be an open forum for boredom or anger toward the teacher. In addition, another test may be completely adopted to gauge concrete student understanding instead of their perception of their own understanding. Goal setting is an important tool in both learning and the organization of the classroom. With an image of a final product or outcome, learning can become more meaningful. Yet, the implementation of this goal setting is crucial to ensure success. From this study, I conclude that the goal-setting climate must be set from day one in the classroom environment. Without any precedent or continuity from class to class (the control group did not set goals), the worksheet and goal-setting mentality were not accepted. Using this study’s data as a base measure, a similar study may show that the long-term use of goals increases both the perception and reality of comprehension in students. Benjamin E. White Valparaiso University Class of 2013 Phone: (219) 779-7440 Email: benjamin.white@valpo.edu This study was conducted in two orchestra classes of roughly 25 students each. The composition of the school as a whole is shown in Figure 1. In each of the classes, the gender of approximately 90% of the students is female. Overall, 53% of the school receives free or reduced lunches.1 As a control group, this sample may be considered problematic—the implications on male learning and comprehension will be severely underreported. 1 Data retrieved from http://compass.doe.in.gov Methodology 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Fig. 1: Experimental Group Survey Results The Goals of Today's lesson were clear to me. I felt I was learning important information. I felt responsible to know the material covered today. I learned something in class today. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Fig. 2: Constant Group Survey Results The Goals of Today's lesson were clear to me. I felt I was learning important information. I felt responsible to know the material covered today. I learned something in class today. 30% 40% 50% 60% 70% 80% 90% 100% Fig. 3: Comparison of Total Average Comprehension by Group Constant Group Experimental Group Black 57% Multiracial 9% Hispanic 16% Asian 1% White 17% Fig. 1: High School Enrollment by Ethnicity 2011-20121" @default.
• W98780429 created "2016-06-24" @default.
• W98780429 creator A5047203199 @default.
• W98780429 date "2013-01-01" @default.
• W98780429 modified "2023-09-27" @default.
• W98780429 title "The Effects of Personal Goal Setting in Music Ensembles" @default.
• W98780429 hasPublicationYear "2013" @default.
• W98780429 type Work @default.
• W98780429 sameAs 98780429 @default.
• W98780429 citedByCount "0" @default.
• W98780429 crossrefType "journal-article" @default.
• W98780429 hasAuthorship W98780429A5047203199 @default.
• W98780429 hasConcept C144024400 @default.
• W98780429 hasConcept C145420912 @default.
• W98780429 hasConcept C149923435 @default.
• W98780429 hasConcept C151730666 @default.
• W98780429 hasConcept C154945302 @default.
• W98780429 hasConcept C15744967 @default.
• W98780429 hasConcept C166957645 @default.
• W98780429 hasConcept C176734034 @default.
• W98780429 hasConcept C199360897 @default.
• W98780429 hasConcept C205649164 @default.
• W98780429 hasConcept C2777212361 @default.
• W98780429 hasConcept C2777267654 @default.
• W98780429 hasConcept C2779343474 @default.
• W98780429 hasConcept C2780084366 @default.
• W98780429 hasConcept C2781195723 @default.
• W98780429 hasConcept C41008148 @default.
• W98780429 hasConcept C509550671 @default.
• W98780429 hasConcept C511192102 @default.
• W98780429 hasConcept C71924100 @default.
• W98780429 hasConcept C77805123 @default.
• W98780429 hasConcept C86803240 @default.
• W98780429 hasConceptScore W98780429C144024400 @default.
• W98780429 hasConceptScore W98780429C145420912 @default.
• W98780429 hasConceptScore W98780429C149923435 @default.
• W98780429 hasConceptScore W98780429C151730666 @default.
• W98780429 hasConceptScore W98780429C154945302 @default.
• W98780429 hasConceptScore W98780429C15744967 @default.
• W98780429 hasConceptScore W98780429C166957645 @default.
• W98780429 hasConceptScore W98780429C176734034 @default.
• W98780429 hasConceptScore W98780429C199360897 @default.
• W98780429 hasConceptScore W98780429C205649164 @default.
• W98780429 hasConceptScore W98780429C2777212361 @default.
• W98780429 hasConceptScore W98780429C2777267654 @default.
• W98780429 hasConceptScore W98780429C2779343474 @default.
• W98780429 hasConceptScore W98780429C2780084366 @default.
• W98780429 hasConceptScore W98780429C2781195723 @default.
• W98780429 hasConceptScore W98780429C41008148 @default.
• W98780429 hasConceptScore W98780429C509550671 @default.
• W98780429 hasConceptScore W98780429C511192102 @default.
• W98780429 hasConceptScore W98780429C71924100 @default.
• W98780429 hasConceptScore W98780429C77805123 @default.
• W98780429 hasConceptScore W98780429C86803240 @default.
• W98780429 hasLocation W987804291 @default.
• W98780429 hasOpenAccess W98780429 @default.
• W98780429 hasPrimaryLocation W987804291 @default.
• W98780429 hasRelatedWork W1011229847 @default.
• W98780429 hasRelatedWork W1586676685 @default.
• W98780429 hasRelatedWork W1612436560 @default.
• W98780429 hasRelatedWork W1893149376 @default.
• W98780429 hasRelatedWork W2067694532 @default.
• W98780429 hasRelatedWork W2229252274 @default.
• W98780429 hasRelatedWork W2229435249 @default.
• W98780429 hasRelatedWork W2291865633 @default.
• W98780429 hasRelatedWork W2346940173 @default.
• W98780429 hasRelatedWork W2405471872 @default.
• W98780429 hasRelatedWork W257177561 @default.
• W98780429 hasRelatedWork W2940365968 @default.
• W98780429 hasRelatedWork W2994517792 @default.
• W98780429 hasRelatedWork W3118031843 @default.
• W98780429 hasRelatedWork W3119405063 @default.
• W98780429 hasRelatedWork W570195391 @default.
• W98780429 hasRelatedWork W78497934 @default.
• W98780429 hasRelatedWork W2596104497 @default.
• W98780429 hasRelatedWork W59617133 @default.
• W98780429 hasRelatedWork W904611993 @default.
• W98780429 isParatext "false" @default.
• W98780429 isRetracted "false" @default.
• W98780429 magId "98780429" @default.
• W98780429 workType "article" @default.