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This study was conducted to determine the degree of relationship that exists between learners’ level of comprehension and solving skills on mathematical word problems of grades four to six learners in Kang–iras Elementary School. It attempted to establish a relationship between the learners’ level of comprehension and solving skills. This research study employed the correlational method of research. This research design is appropriate for this research because its primary purpose is to determine the degree of the relationship between the learners’ level of comprehension and solving skills of the word problems. Lomax and Li (2009) stressed that correlational research investigates a range of factors, including the nature of the relationship between two or more variables and the theoretical model that might be developed and tested to explain these resultant correlations. From the gathered data, the following findings are: the comprehension level of the learners in Kang-iras Elementary School being studied is at Frustration Level. For each specific skill, only in the literal interpretation skill the learners had been classified at instructional level while for the other two skills, the learners are at frustration level. Majority of the learners are at a frustration level. The level of word problem solving skills in mathematics of the respondents is classified as non-proficient. All three skills indicators used revealed that the respondents are non-proficient. The learners have not mastered word problem-solving. Comprehension skills could not predict the mathematical word problem-solving skills of the learners. There is weak correlation between the variables and the relationship between the two variables is insignificant. There are other factors affecting word problem skills among learners. Some are identified as follows: instructional strategies and methods, learners’ motivation and concentration, learner’s arithmetic ability, learning facilities or instructional materials, curriculum and teacher’s competency. From the findings of the study, it was established that comprehension level is not an indicator of the learners’ solving skills and there are other factors that could affect solving mathematical word problems. Solving skill is independent of comprehension skills and the variables studied are not related. Thus, it can be concluded that comprehension is not the only factor that could affect word problem-solving skills but there are more other factors and these factors may be assessed and taken into consideration.&nbsp

This work aimed analyzing the self-corrective and self-evaluative support documents to the course of statistics by undergraduated (L3) and master (M1)’s students at Institut des Sciences et des Pratiques d’Éducation et de Formation (ISPEF) in the Université Lumière Lyon 2. The aforementioned documents constitute important support tools being used by the students throughout the semester, mainly before the final examinations. The implicative relationships among organization, usefulness and effectiveness, the use of documents, as well as the relationship between the use of documents and other support sources were verified., Ce travail visait à analyser l’importance accordée aux documents autocorrectifs et autoévaluatifs d’appui au cours de statistique par les étudiants de licence (L3) et master (M1) de l’Institut des Sciences et des Pratiques d’Éducation et de Formation (ISPEF) à l’Université Lumière Lyon 2. Avec leur utilité reconnue par les étudiants, les documents susmentionnés constituent un important dispositif pour la préparation au long du semestre, surtout avant les examens terminaux. Les relations implicatives entre les éléments tels que l’organisation,l’utilité et l’efficacité, et l’utilisation des documents, et aussi la relation entre l’utilisation des documents et d’autres sources d’appui au cours utilisées au long du semestre étaient vérifiées.

Background:Comprehending the subjects and concepts of chemistry requires that students understand the related concepts and ideas, which in turn, develops compatible and consistent knowledge structures. In other words, students need to prefer meaningful learning instead of rote learning so that they can build a well-organised conceptual framework.Material and methods:Semi-structured interviews were conducted with the participants and the interviews were audio recorded to prevent the loss of data. The data were transcribed and transferred into the computer medium. A flow map was prepared for each participant and then was analysed in terms of quantitative variables.Results:In consequence, it was found through flow maps that participants were not very different from each other in terms of cognitive structure and that their cognitive structures were full of inadequacies and misconceptions. Having analysed the statements in the flow maps in terms of the comprehension level, the scope and richness of participants’ cognitive structures were exhibited in more details.Conclusions:According to the findings, prospective chemistry teachers use some incomplete knowledge structures while making explanations on covalent and ionic bonding. In other words, they make explanations by setting up connections between some knowledge fragments that can be regarded as nonoperational definitions of chemical bonding.

V šoli je za usvajanje znanja še vedno najučinkovitejše sredstvo branje. Učenci se vsakodnevno znajdejo v »poplavi« novih informacij, zato je zanje najpomembneje, da znajo te informacije učinkovito shraniti v njihovo že obstoječo shemo. Učiteljeva naloga je, da raven razumevanja pri učencih preverja s pomočjo vprašanj nižje ter višje ravni. Razumevanje je aktiven proces, pri katerem učenci interpretirajo prebrano gradivo glede na predznanje, njihove izkušnje ter besedni zaklad. Predznanje in besedni zaklad sta ključnega pomena za dobro razumevanje prebranega in sta pogoj za nadaljnje lažje nadgrajevanje znanja. Za učinkovito učenje je pomembno tudi dobro poznavanje različnih bralnih strategij, katere bralcu omogočajo lažjo zapomnitev ter uporabo novih informacij. Pojmovna mapa je ena od učinkovitih bralnih metod, ki s svojo posebno grafično strukturo omogoča bralcu lažjo zapomnitev novih pojmov ter širjenje besednega zaklada. Uporabljena je lahko kot dejavnost pred branjem, med branjem ali po branju. Namen diplomskega dela je ugotoviti razliko v pravilnosti gradnje pojmovne mape ter razumevanju prebranega besedila med učenci dveh petih razredov. V enem razredu so učenci spoznali pojmovno mapo že v 4. razredu in jo v 5. le še nadgradili s pomočjo učnega gradiva. V drugem razredu pa uporabljajo učenci drugo gradivo, v katerem se gradnja pojmovne mape ne pojavlja. Reading remains the most effective method of assimilating knowledge in school. Students are confronted by a "deluge" of new information everyday, therefore it is very important that they know how to effectively store such knowledge in an already existing scheme. It is the teacher's task to verify the students' level of understanding by utilising lower and higher level questions. Comprehension is an active process whereby students interpret materials they read based on prior knowledge, experience and vocabulary. Previous knowledge and vocabulary are key to understanding things read and are conditional for the continued facilitated supplementation of knowledge. A good knowledge of various reading strategies will enable readers to more easily remember and use new information and is also important for effective learning. The conceptual map with its special graphic structure is one of the most effective reading methods available, providing readers with a facilitated method for remembering new concepts and enabling them to expand their vocabulary. It can also be used as an activity prior, during or following reading. The aim of this diploma thesis is to establish the difference in the correct construction of a conceptual map and the comprehension of text read by the students of two fifth grade classes. The students in one of the classes had already been acquainted with the conceptual map in fourth grade, merely supplementing it with the aid of learning materials. The students in the second class used other materials in which the construction of conceptual maps did not arise.

This study examines prospective teachers’ levels of understanding Compton effect, and the impact of writing activities for learning purposes on the academic success of prospective teachers. These prospective teachers study in the science teaching program of the faculty of education of a state university and take the course Introduction to Modern Physics. In this study, a semi-experimental design with a 'pretest'- 'posttest' control group was used. Research data were obtained via a questionnaire comprising qualitative questions prepared by the researchers. In all the groups, the lesson was taught by utilizing the verbal-written lecture method. In addition, each student in the experimental group wrote a letter to a senior high school student to explain Compton effect in an understandable way. On the other hand, students in the control group solved the problems relating to the topic in the course book. A total of 111 third year students studying in the academic year 2007-2008 participated in the present study. 54 of these students were female and 57 of them were male. Research findings indicated that prospective teachers have low levels of understanding Compton effect, and qualitative and quantitative comparisons of posttest results of the experimental group and control group, and success percentages in the written examination were in favor of the experimental group. In addition, the opinions of students about writing activities for learning purposes were determined by means of additional questions to the posttest. 87.5% of the students mentioned that they understood Compton effect about which they wrote the letter. These students also stated that this activity helped in their learning of this topic., Bu çalışmada, bir devlet üniversitesinin eğitim fakültesi fen bilgisi öğretmenliği programında öğrenim görmekte olan ve modern fiziğe giriş dersi alan öğrencilerin Compton olayını anlama düzeyleri ve öğrenme amaçlı yazma aktivitelerinin öğretmen adayı öğrencilerin akademik başarısına etkisi araştırılmıştır. Araştırmada kontrol gruplu öntest-sontest yarı deneysel araştırma modeli kullanılmıştır. Araştırmanın verileri, araştırmacılar tarafından hazırlanan nitel sorularla elde edilmiştir. Ders, bütün gruplarda sözlü-yazılı anlatım yöntemi kullanılarak işlenmiştir. Ayrıca deney grubundaki her öğrenci, lise son sınıf öğrencisine Compton olayını anlaşılır bir şekilde açıklayacak bir mektup yazmıştır. Buna karşın kontrol grubu öğrencileri ders kitabında yer alan konuyla ilgili problemleri çözmüşlerdir. Araştırmaya, 2007-2008 öğretim yılında öğrenim gören 54 ü bayan, 57’si bay olmak üzere toplam 111 üçüncü sınıf öğrencisi katılmıştır. Araştırmanın bulguları, öğretmen adayı öğrencilerin Compton olayını anlama düzeylerinin düşük kaldığını, deney ve kontrol grubunun sontest sonuçlarının nitel ve nicel olarak karşılaştırılmalarının ve yazılı sınavdaki başarı yüzdelerinin deney grubunun lehine olduğunu göstermiştir. Ayrıca sontestle birlikte sorulan ek sorularla öğrencilerin öğrenme amaçlı yazma aktivitesiyle ilgili düşünceleri yazılı olarak tespit edilmiştir. Öğrencilerin %87,5’i mektup yazdıkları Compton olayını anladıklarını ve bu aktivitenin bu konuyu öğrenmelerinde etkili olduğunu belirtmişlerdir.