Assignment Example | Topics and Well Written Essays - 750 words - 6

Assignment Example The measurement technique used was appropriate for the study, since the study took a sample of 204 students, which is a reasonable sample that is capable of giving valid results. The results of the reliability and/or validity measurements do not produce any caution in the possible replication of the study, but instead indicates a well undertaken study, where the results prove that the application of problem-based strategy is the most suitable for obtaining high learning achievements for primary school students. Case study 2 This case study applied quantitative measurement techniques, by sampling a total of 192 students from the sixth grade, to assess the effect of behavioral interactions and achievements of cooperative learning for group members who were trained to collaborate and facilitate each other's learning and those groups that were not trained, but merely instructed to help each other. The results of the study indicated that the members of the groups that were trained were co nsistently helpful to each other, compared to the groups that were not trained. ... The measurement technique applied was appropriate for the study, since random sampling was applied, which eliminated any chances of bias. Additionally, the samples picked were constituted of a suitable ratio of the high-ability, medium-ability and low-ability students. The results of the reliability and/or validity measurements do not produce any caution in the possible replication of the study. Case study 3 This case study applied quantitative measurement techniques, by sampling a total of 48 students to assess the influence of mastery and performance goals on the nature of children's collaborative participation while playing a problem-solving computer game with a peer. The results of the study indicated that those children who were assigned the mastery goals were involved in a very elaborate problem solving discussion, compared to the children who were assigned performance goals, who were observed to engage in a more help-seeking interaction, with a low level of meta-cognitive cont rol. The results further indicated that the instructions that were goal-focused are better placed to influence the nature and quality of children's paired interactions. Additionally, the study results showed that giving goal mastery instructions served to promote a highly collaborative interaction for the students. The measurement technique applied was appropriate for the study, since the sample of 48 students was further subdivided into two groups, comprising of the dispositional group, and the context-dependent group. Additionally, the children used as samples were organized based on the same gender, year group, and goal orientation, to ensure