In this assignment, I have tried using VLOOKUP, Percentage, SUM and etc. in producing a group of students' marks for their English Exam Paper. That's all from me. Thank you.
Here is our report (data analysis) for our survey on Application of 21st Century Skills in Learning Environment. We have the full report. That's all
Here is the link that will direct you to the presentation which I've made with Google Slide. The slides are made by applying CASPER principle. I hope you will like it! Thank you.
Why do we need to conduct a research?
1. A Tool for Building Knowledge
Research is required not just for students and academics, but for all professionals. It is also important for budding and veteran writers, both offline and online. For those looking for a job, research is likewise a necessity.
Among professionals and scribes, finding an interesting topic to discuss and/or to write about should go beyond personal experience. Determining either what the general public may want to know about or what researchers want them to realize can serve as a reason to do research.
The unemployed could also benefit from doing research, for it could lead them not just to find potential employers, but if these are legitimate job offers. Without research, the gullible, yet hopeful jobseeker may fall prey to unscrupulous headhunters who could be involved in illegal recruitment and/or human trafficking.
2. A Way to Prove Lies and to Support Truths
Doing research to reveal lies or truths involving personal affairs contributes in either making a relationship work or in breaking away from a dysfunctional one. For the monogamous lot, doing research to disprove or prove infedility is not simply a trust issue, but a right to find out the truth - unless one's intimate partner has already admitted being polyamorous even before the relationship started. When s/he dislikes answering relationship-related questions, including her/his whereabouts, it is better to see that as a red flag and take baby steps to save yourself from what could become a more serious emotional mess later.
3. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable Information
Research entails both reading and writing. These two literacy functions help enable computation and comprehension. Without these skills, it is less likely for anyone to appreciate and get involved in research. Reading opens the mind to a vast horizon of knowledge, while writing helps a reader use her/his own perspective and transform this into a more concrete idea that s/he understands.
Retrieved from: https://owlcation.com/misc/Why-Research-is-Important-Within-and-Beyond-the-Academe
Steps to conduct a research
Scientific research involves a systematic process that focuses on being objective and gathering a multitude of information for analysis so that the researcher can come to a conclusion. This process is used in all research and evaluation projects, regardless of the research method (scientific method of inquiry, evaluation research, or action research). The process focuses on testing hunches or ideas in a park and recreation setting through a systematic process.
Step 1: Identify the Problem
The first step in the process is to identify a problem or develop a research question. This serves as the focus of the study.
Step 2: Review the Literature
Now that the problem has been identified, the researcher must learn more about the topic under investigation. To do this, the researcher must review the literature related to the research problem. This step provides foundational knowledge about the problem area. The review of literature also educates the researcher about what studies have been conducted in the past, how these studies were conducted, and the conclusions in the problem area.
Step 3: Clarify the Problem
Many times the initial problem identified in the first step of the process is too large or broad in scope. In step 3 of the process, the researcher clarifies the problem and narrows the scope of the study. This can only be done after the literature has been reviewed. The knowledge gained through the review of literature guides the researcher in clarifying and narrowing the research project.
Step 4: Clearly Define Terms and Concepts
Terms and concepts are words or phrases used in the purpose statement of the study or the description of the study. These items need to be specifically defined as they apply to the study. Terms or concepts often have different definitions depending on who is reading the study. To minimize confusion about what the terms and phrases mean, the researcher must specifically define them for the study. This also makes the concepts more understandable to the reader.
Step 5: Define the Population
Research projects can focus on a specific group of people, facilities, park development, employee evaluations, programs, financial status, marketing efforts, or the integration of technology into the operations.
Step 6: Develop the Instrumentation Plan
The plan for the study is referred to as the instrumentation plan. The instrumentation plan serves as the road map for the entire study, specifying who will participate in the study; how, when, and where data will be collected; and the content of the program.
Step 7: Collect Data
Once the instrumentation plan is completed, the actual study begins with the collection of data. The collection of data is a critical step in providing the information needed to answer the research question. Every study includes the collection of some type of data—whether it is from the literature or from subjects—to answer the research question. Data can be collected in the form of words on a survey, with a questionnaire, through observations, or from the literature.
Once the data are collected on the variables, the researcher is ready to move to the final step of the process, which is the data analysis.
Step 8: Analyze the Data
All the time, effort, and resources dedicated to steps 1 through 7 of the research process culminate in this final step. The researcher finally has data to analyze so that the research question can be answered. In the instrumentation plan, the researcher specified how the data will be analyzed. The researcher now analyzes the data according to the plan. The results of this analysis are then reviewed and summarized in a manner directly related to the research questions. Researchers who do this conduct studies that result in either false conclusions or conclusions that are not of any value to the organization.
This is an excerpt from Applied Research and Evaluation Methods in Recreation. Retrieved from: http://www.humankinetics.com/excerpts/excerpts/steps-of-the-research-process
LMS and CMS are widely used by students, especially in tertiary education because they are more compatible and users-friendly. If you would like to know what is LMS and CMS, you may upload the file above. Thank you! :)
Tutor, Tool, Tutee — The Three Modes of Using Computing in Education
The framework suggested for understanding the application of computing in education depends upon seeing all computer use in such application as in one of three modes. In the first, the computer functions as a tutor. In the second, the computer functions as a tool. In the third, the computer functions as paychecks a tutee or student.
The Computer as Tutor
To function as a tutor in some subject, the computer must be programmed by “experts” in programming and in that subject. The student is then tutored by the computer executing the program(s). The computer presents some subject material, the student responds, the computer evaluates the response, and, from the results of the evaluation, determines what to present next. At its best, the computer tutor keeps complete records on each student being tutored; it has at its disposal a wide range of subject detail it can present; and it has an extensive and flexible way to test and then lead the student through the material. With appropriately well-designed software, the computer tutor can easily and swiftly tailor its presentation to accommodate a wide range of student differences.
Tutor mode typically requires many hours of expert work to produce one hour of good tutoring, for any or all of several reasons. (a) As intuitive beings, humans are much more flexible than any machine, even a computer. (b) Creating a lesson to be delivered by a human tutor requires less time because it omits much of the detail, relying upon the spontaneous improvisation and performance of the instructor to fill in both strategy and substance at the time of delivery. (c) Computers are still relatively crude devices and the only means we have of programming them are awkward and time-consuming. (d) Human instruction rarely aims to accommodate individual differences because the normal classroom situation prohibits such accommodation; hence lesson preparation and design are simpler and swifter. Because such accommodation is possible with the computer as tutor, the substantive and strategic details needed to individualize the lesson tend to get included, thus often greatly lengthening lesson design and preparation time.
The Computer as Tool
To function as a tool, the classroom computer need only have some useful capability programmed into it such as statistical analysis, super calculation, or word processing. Students can then use it to help them in a variety of subjects. For example, they might use it as a calculator in math and various science assignments, as a map-making tool in geography, as a facile, tireless performer in music, or as a text editor and copyist in English.
Because of their immediate and practical utility, many such tools have been developed for business, science, industry, government, and other application areas, such as higher education. Their use can pay off handsomely in saving time and preserving intellectual energy by transferring necessary but routine clerical tasks of a tedious, mechanical kind to the computer. For example, the burdensome process of producing hundreds or even thousands of employee paychecks can be largely transferred to the computer through the use of accounting software; the tedious recopying of edited manuscripts of texts or even music can be relegated to the computer through word or musical notation processing software; the laborious drawing of numerous intermediate frames for animated cartoons can be turned over to the computer through graphics software; or the fitting of a curve to experimental data can be done by the computer through statistical software.
To use the computer as tutor and tool can both improve and enrich classroom learning, and neither requires student or teacher to learn much about computers. By the same measure, however, neither tutor nor tool mode confers upon the user much of the general educational benefit associated with using the computer in the third mode, as tutee.
The Computer as Tutee
To use the computer as tutee is to tutor the computer; for that, the student or teacher doing the tutoring must learn to program, to talk to the computer in a language it understands. The benefits are several. First, because you can’t teach what you don’t understand, the human tutor will learn what he or she is trying to teach the computer. Second, by trying to realize broad teaching goals through software constructed from the narrow capabilities of computer logic, the human tutor of the computer will learn something both about how computers work and how his or her own thinking works. Third, because no expensive predesigned tutor software is necessary, no time is lost searching for such software and no money spent acquiring it.
The computer makes a good “tutee” because of its dumbness, its patience, its rigidity, and its capacity for being initialized and started over from scratch. Students “teach” it how to tutor and how to be a tool. For example, they have taught it to tutor younger students in arithmetic operations, to drill students on French verb endings, to play monopoly, to calculate loan interest, to “speak” another computer language, to draw maps, to generate animated pictures, and to invert melodies.
Learners gain new insights into their own thinking through learning to program, and teachers have their understanding of education enriched and broadened as they see how their students can benefit from treating the computer as a tutee. As a result, extended use of the computer as tutee can shift the focus of education in the classroom from end product to process, from acquiring facts to manipulating and understanding them.
Retrieved from: http://www.citejournal.org/volume-3/issue-2-03/seminal-articles/the-computer-in-school-tutor-tool-tutee/