Search

In this work, we introduce a differentiable implementation of the local natural orbital coupled cluster (LNO-CC) method within the automatic differentiation framework of the PySCFAD package. The implementation is comprehensively tuned for enhanced performance, which enables the calculation of first-order static response properties on medium-sized molecular systems using coupled cluster theory with single, double, and perturbative triple excitations [CCSD(T)]. We evaluate the accuracy of our method by benchmarking it against the canonical CCSD(T) reference for nuclear gradients, dipole moments, and geometry optimizations. In addition, we demonstrate the possibility of property calculations for chemically interesting systems through the computation of bond orders and Mössbauer spectroscopy parameters for a [NiFe]-hydrogenase active site model, along with the simulation of infrared spectra via ab initio LNO-CC molecular dynamics for a protonated water hexamer. [ABSTRACT FROM AUTHOR]

The implementation of computer-assisted pronunciation training (CAPT) has been proven to be successful in improving learners' pronunciation abilities. Automatic speech recognition (ASR) software was used to provide mediated support to 103 pre-intermediate level students (62 males and 41 females). After experiencing a two-semester of CAPT instruction in their Freshman English course, students completed a questionnaire to assess their perceptions of and attitudes towards technology. This paper reports on the findings that examine the structural relationships using the Technology Acceptance Model (TAM). The findings indicate that students, generally, were in favor of using ASR-based pronunciation training, and although no statistically significant gender difference was found, female students appeared to view its use more favorably than were their male counterparts. The perceived effectiveness of the system, and the attitudes of students towards using it, were shown to be significantly correlated, which encourages the ongoing use of ASR-based CAPT. Based on these responses, it was established that the ASR function enhanced students' awareness of their pronunciation errors. Furthermore, they willingly engaged in individual, repetitive pronunciation exercises, allowing them to build confidence in speaking practices without fearing embarrassment in front of their peers. Recommendations were provided for EFL educators interested in implementing CAPT in EFL settings.

Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully designed mathematical activities with interactive feedback were experimented with a sample of 299 students of grade 8 for a school year. A control group of 257 students learned the same topics using traditional methodologies. Part of the sample belonged to low SES. The learning achievement was assessed through pre-and post-tests to understand if the adoption of AFA impacted learning and whether the results depended on the students' SES. The results show a positive effect of the experimentation (effect size: 0.42). Moreover, the effect size of the experimentation restricted to the low-SES group is high (0.77). In the treatment group, the results do not depend on SES, while in the control group, they do, suggesting that AFA is an equitable approach while traditional instruction risks perpetuating inequalities.

The present study had two research questions to investigate whole-class promotion in primary school and pupils' achievement in literacy. The study adopted the cross-sectional survey research design. The target population was composed of all teachers and pupils in primary schools in Fako Division, in Cameroon, while the accessible population was made up of all Classes Four (Grade 4), Five and Six pupils, and 60 teachers, selected using purposive sampling techniques. The instruments for data collection were a structured questionnaire and an interview guide. The descriptive statistical tools used were frequency count, percentages, and multiple response sets while Spearman's rho test was used in testing the study's hypotheses. The findings of the study indicated that teachers' use of alternative resources has a significant effect on pupils' literacy achievement. Findings also indicated that remedial teaching has a significant effect on pupils' literacy achievement. Some recommendations included both trainees and qualified teachers to receive more training regarding alternative resources and remedial teaching.