3 recherche sur le tag 'academic achievement'   

The Effect of Learner-centered Education on EFL Learners Academic Achievements. The Case of EFL Teachers and Second Year Students at The University of Frères Mentouri- Constantine 1. / Rayane Hadjira 

Public ISBD Titre : The Effect of Learner-centered Education on EFL Learners Academic Achievements. The Case of EFL Teachers and Second Year Students at The University of Frères Mentouri- Constantine 1. Type de document : texte imprimé Auteurs : Rayane Hadjira, Auteur ; Naouel Bouacheria, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 92 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Learner-Centred Education  Academic Achievement  Data Analysis and Interpretation. Index. décimale : 420 Langue anglaise Résumé : Education is considered as a substantial unit in the development of the individuals, the society as well as the development of countries. Recently, a call for improving the quality of education was highly recommended .For this; education has witnessed a push for the implementation of learner-centred approach. This study is conducted to examine the effect of learner-centred education on EFL learner‟s academic achievements. Accordingly, it is hypothesized that learner-centred education effect EFL learners‟ academic achievements positively. In order to achieve the aim of this research, a group of 30 students of second year were selected randomly as a sample to represent the total population which is 365 learners at the department of letters and English language university of Frère Mentouri Constantine. To test our hypotheses we opt for a descriptive method to attain our objective. Two questionnaires are used to find out the teachers‟ and students „attitudes regarding the effect of learner-centred approach on the students‟ academic achievement. The finding show that both students and teachers assert that learner-centred education has a positive effect on learners‟ academic achievement. Moreover, both of the respondents are in favour of the use of this approach in their classes due to its positive effect in enhancing students‟ academic achievements. On the light of the results obtained, the previously suggested hypothesis is successfully confirmed due to the positive effect that learner-centred approach has on the learners‟ academic achievements because learner-centred education motivates students to take control over their learning, which will help them to develop autonomy and self-reliance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15310 The Effect of Learner-centered Education on EFL Learners Academic Achievements. The Case of EFL Teachers and Second Year Students at The University of Frères Mentouri- Constantine 1. [texte imprimé] / Rayane Hadjira, Auteur ; Naouel Bouacheria, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 92 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Learner-Centred Education  Academic Achievement  Data Analysis and Interpretation. Index. décimale : 420 Langue anglaise Résumé : Education is considered as a substantial unit in the development of the individuals, the society as well as the development of countries. Recently, a call for improving the quality of education was highly recommended .For this; education has witnessed a push for the implementation of learner-centred approach. This study is conducted to examine the effect of learner-centred education on EFL learner‟s academic achievements. Accordingly, it is hypothesized that learner-centred education effect EFL learners‟ academic achievements positively. In order to achieve the aim of this research, a group of 30 students of second year were selected randomly as a sample to represent the total population which is 365 learners at the department of letters and English language university of Frère Mentouri Constantine. To test our hypotheses we opt for a descriptive method to attain our objective. Two questionnaires are used to find out the teachers‟ and students „attitudes regarding the effect of learner-centred approach on the students‟ academic achievement. The finding show that both students and teachers assert that learner-centred education has a positive effect on learners‟ academic achievement. Moreover, both of the respondents are in favour of the use of this approach in their classes due to its positive effect in enhancing students‟ academic achievements. On the light of the results obtained, the previously suggested hypothesis is successfully confirmed due to the positive effect that learner-centred approach has on the learners‟ academic achievements because learner-centred education motivates students to take control over their learning, which will help them to develop autonomy and self-reliance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15310

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Students’ and Teachers’ Attitudes about Research Challenges and Academic Achievement Case Study of Master Students, Department of English, University of Constantine 1 / Rayane Boulham 

Public ISBD Titre : Students’ and Teachers’ Attitudes about Research Challenges and Academic Achievement Case Study of Master Students, Department of English, University of Constantine 1 Type de document : texte imprimé Auteurs : Rayane Boulham, Auteur ; Meriem Bouhenika, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 73 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Academic Achievement  Research Challenges. Index. décimale : 420 Langue anglaise Résumé : The process of writing a dissertation needs in general a lot of skills, and it is not considered as an easy task to be accomplished. Novice researchers face many impediments due to the complexity of the research process. The present study is designed to investigate the major challenges of Master Students while developing their dissertations and the impact of these obstacles and difficulties on the students’ academic success. The intention is also to come up with some suggestions to help students overtaking these challenges. For the purpose of attending the aforementioned aims, it has been assumed that students would achieve an academic proficiency if they are able to handle the research challenges. In order to investigate the previous stated hypothesis, two questionnaires are used to collect necessary data. One questionnaire is mainly designed for teachers who examine and supervise Master students. The other one is directed to second year master students. The research sample is made up partially of 20 teachers in the department of English, University of Constantine 1 and another group of students of the same department. The findings obtained from the analysis of both questionnaires demonstrate, on the whole, that teachers are not really satisfied with the students’ level neither are the learners themselves because of many reasons. It is also confirmed by both students and teachers that research difficulties and problems would bring for sure help and skills to achieve noticeable academic success for learners. Accordingly, findings validate the research hypothesis which assumed that the ability to control the difficulties of writing a dissertation would improve students’ academic proficiency Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15865 Students’ and Teachers’ Attitudes about Research Challenges and Academic Achievement Case Study of Master Students, Department of English, University of Constantine 1 [texte imprimé] / Rayane Boulham, Auteur ; Meriem Bouhenika, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 73 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Academic Achievement  Research Challenges. Index. décimale : 420 Langue anglaise Résumé : The process of writing a dissertation needs in general a lot of skills, and it is not considered as an easy task to be accomplished. Novice researchers face many impediments due to the complexity of the research process. The present study is designed to investigate the major challenges of Master Students while developing their dissertations and the impact of these obstacles and difficulties on the students’ academic success. The intention is also to come up with some suggestions to help students overtaking these challenges. For the purpose of attending the aforementioned aims, it has been assumed that students would achieve an academic proficiency if they are able to handle the research challenges. In order to investigate the previous stated hypothesis, two questionnaires are used to collect necessary data. One questionnaire is mainly designed for teachers who examine and supervise Master students. The other one is directed to second year master students. The research sample is made up partially of 20 teachers in the department of English, University of Constantine 1 and another group of students of the same department. The findings obtained from the analysis of both questionnaires demonstrate, on the whole, that teachers are not really satisfied with the students’ level neither are the learners themselves because of many reasons. It is also confirmed by both students and teachers that research difficulties and problems would bring for sure help and skills to achieve noticeable academic success for learners. Accordingly, findings validate the research hypothesis which assumed that the ability to control the difficulties of writing a dissertation would improve students’ academic proficiency Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15865

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The Impact of Note-Taking on Recalling Information and Students’Academic Achievement / Zina Allam 

Public ISBD Titre : The Impact of Note-Taking on Recalling Information and Students’Academic Achievement : A Case Study of the Third Year LMD Students in the Department of English at the University Des Fréres Mentouri, Constantine Type de document : texte imprimé Auteurs : Zina Allam, Auteur ; Sabrina Benalileche, Auteur ; Amel. Ouazeta, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 106 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Science of the Language  Note-Taking  Recalling Information  Academic Achievement Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate and to shed some light on the impact of note-taking on recalling information and the students’ academic achievement. Furthermore, it aims to realize three main objectives. First, it aims to suggest the necessary changes, through which third year English students, in the Department of English at the University Des Fréres Mentouri, Constantine can make effective notes and increase their academic achievement. Second, it aims also to identify the causes and reasons behind the students’ difficulties in taking notes. Third, this study provides teachers and students with recommendations in order to develop the students’ abilities in taking notes. This research follows a descriptive method, because among all the scientific methods of research, it is the most adequate one to deal with this topic, and to confirm or reject the hypothesis. Moreover, two main questionnaires are designed as the best instrument to collect a considerable amount of data. The first questionnaire is designed to a sample of forty (40) students of third year LMD at the Department of Foreign Languages and English at the University Des Fréres Mentouri Constantine. The second questionnaire is directed to ten (10) teachers at the same Department. The findings of this study show that most of teachers and students are aware of the importance of note-taking on increasing the academic achievement and how it helps the students to recall and remember more information. The findings prove the hypothesis, which states that if third year LMD students of English take appropriate notes; they will achieve better results than those who do not. Therefore, if teachers and students pay more attention to this skill this will help to improve and enhance the learning process and students’ performance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5080 The Impact of Note-Taking on Recalling Information and Students’Academic Achievement : A Case Study of the Third Year LMD Students in the Department of English at the University Des Fréres Mentouri, Constantine [texte imprimé] / Zina Allam, Auteur ; Sabrina Benalileche, Auteur ; Amel. Ouazeta, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 106 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Science of the Language  Note-Taking  Recalling Information  Academic Achievement Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate and to shed some light on the impact of note-taking on recalling information and the students’ academic achievement. Furthermore, it aims to realize three main objectives. First, it aims to suggest the necessary changes, through which third year English students, in the Department of English at the University Des Fréres Mentouri, Constantine can make effective notes and increase their academic achievement. Second, it aims also to identify the causes and reasons behind the students’ difficulties in taking notes. Third, this study provides teachers and students with recommendations in order to develop the students’ abilities in taking notes. This research follows a descriptive method, because among all the scientific methods of research, it is the most adequate one to deal with this topic, and to confirm or reject the hypothesis. Moreover, two main questionnaires are designed as the best instrument to collect a considerable amount of data. The first questionnaire is designed to a sample of forty (40) students of third year LMD at the Department of Foreign Languages and English at the University Des Fréres Mentouri Constantine. The second questionnaire is directed to ten (10) teachers at the same Department. The findings of this study show that most of teachers and students are aware of the importance of note-taking on increasing the academic achievement and how it helps the students to recall and remember more information. The findings prove the hypothesis, which states that if third year LMD students of English take appropriate notes; they will achieve better results than those who do not. Therefore, if teachers and students pay more attention to this skill this will help to improve and enhance the learning process and students’ performance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5080

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