Emmanuel Manalo | Kyoto University (original) (raw)

Papers by Emmanuel Manalo

Research paper thumbnail of Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?

English for Specific Purposes, 2018

This study investigated whether ability grouping was beneficial to Japanese university science an... more This study investigated whether ability grouping was beneficial to Japanese university science and engineering students who had taken compulsory ESP (English for specific purposes) courses. By examining the change in their standardized general proficiency test scores (using the Test of English for International Communication or TOEIC) and using data from across six years of enrollment (a cohort of 13,000 students), the performance of students who had been placed into a broader band of English ability (i.e., less similar language proficiency) was compared with the performance of students who had been placed into a narrower band (i.e., more similar language proficiency). Findings showed that ability grouping benefited less proficient learners. By contrast, ability grouping did not appear to be beneficial for more proficient learners. Possible reasons for these findings are discussed, including organizational and instructional features of the program of study the students were taking, and the likely effects of ability grouping on students' academic selfconcept.

Research paper thumbnail of Motivation to learn, self-regulation and academic achievement

Research paper thumbnail of Do Language Structure or Language Proficiency Affect Critical Evaluation?

Cognitive Science, 2013

Do Language Structure or Language Proficiency Affect Critical Evaluation? Emmanuel Manalo (emmanu... more Do Language Structure or Language Proficiency Affect Critical Evaluation? Emmanuel Manalo (emmanuel.manalo@gmail.com) Kyoko Watanabe (watanabekyoko@aoni.waseda.jp) Chris Sheppard (chris@waseda.jp) Faculty of Science and Engineering, Waseda University 3-4-1 Ohkubo, Shinjuku-ku, Tokyo 169-8555, JAPAN Abstract be carried out or expressed. This explanation is sometimes referred to as the “Sapir-Whorf hypothesis” (see Au, 1983; Hockett, 1954), which suggests that languages differ in the relative ease with which they can be used to convey certain ideas. An example of a claim of this kind is Bloom’s (1981) proposal that counterfactual thinking (i.e., thinking about what might have been, contrary to facts) may be more difficult in Chinese compared to English. More recent observations of linguistic differences, such as “indirectness” being a feature more prevalent in some languages, particularly Asian languages (e.g., Kong, 2005), would appear to support the notion that language structure co...

Research paper thumbnail of The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning

Thinking Skills and Creativity, 2018

The role of failure in promoting thinking skills and creativity: New findings and insights about ... more The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning 1 The pressing questions of how and why failure can be beneficial Failure is essential to successful learning. Without failure, we cannot find out what we have not learned yet, and what aspects we might need to improve in what we are attempting to learn (e.g.,

Research paper thumbnail of How might language affect critical thinking performance?

Thinking Skills and Creativity, 2016

Research paper thumbnail of Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students’ Written Work?

Lecture Notes in Computer Science, 2016

This study investigated the efficacy of providing a hint, instruction, and practice in promoting ... more This study investigated the efficacy of providing a hint, instruction, and practice in promoting spontaneous diagram use in the written work of 21 students undertaking an undergraduate course in education. The course required the students to regularly produce for homework a one-page explanation of what they had learned. In the first few weeks of the course, they rarely included diagrams in their explanations. Following a hint to use diagrams (provided as comment/feedback on their homework), diagram use significantly increased. When instruction in effective use of diagrams was provided, the level of diagram use maintained but did not increase. However, when practice in using diagrams was additionally provided, further significant increases in diagram use followed, which maintained over the ensuing weeks of the course. These findings suggest that to spontaneously use diagrams in their written work, students need to be provided a combination of advice, instruction, and practice in such use.

Research paper thumbnail of Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of self-regulatory activity

Revista de Psicodidáctica (English ed.)

Research paper thumbnail of The Presence of Diagrams and Problems Requiring Diagram Construction: Comparing Mathematical Word Problems in Japanese and Canadian Textbooks

Diagrammatic Representation and Inference

It is generally considered beneficial for learners to construct and use appropriate diagrams when... more It is generally considered beneficial for learners to construct and use appropriate diagrams when solving mathematical word problems. However, previous research has indicated that learners tend not to use diagrams spontaneously. In the present study, we analyzed textbooks in Japan and Canada, focusing on the possibility that such inadequacy in diagram use may be affected by the presence (or absence) of diagrams in textbooks, the kinds of diagrams that are included, and whether problems requiring the construction of diagrams are provided in those textbooks. One set each of Japanese and Canadian elementary school textbooks were analyzed, focusing on the chapters dealing with division. Results revealed that the Japanese textbooks contain worked examples and exercise problems accompanied by diagrams more than the Canadian textbooks. Furthermore, the Japanese textbooks often use line diagrams and tables that abstractly represent quantitative relationships and they include more problems t...

Research paper thumbnail of What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?

Diagrammatic Representation and Inference

Previous studies have shown that diagram use is effective in mathematical word problem solving. H... more Previous studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used wi...

Research paper thumbnail of Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work

Diagrammatic Representation and Inference

Using appropriate diagrams is generally considered efficacious in communication. However, althoug... more Using appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were use...

Research paper thumbnail of Scale about Failure Beliefs in Academic Activities

Research paper thumbnail of The Hemingway effect: How failing to finish a task can have a positive effect on motivation

Thinking Skills and Creativity

Research paper thumbnail of Global-local processing impacts academic risk taking

The Quarterly Journal of Experimental Psychology, 2016

Research has shown that academic risk taking-the selection of school tasks with varying difficult... more Research has shown that academic risk taking-the selection of school tasks with varying difficulty levels-affords important implications for educational outcomes. In two experiments, we explored the role of cognitive processes-specifically, global versus local processing styles-in students' academic risk-taking tendencies. Participants first read a short passage, which provided the context for their subsequent academic risk-taking decisions. Following which, participants undertook the Navon's task and attended to either global letters or local letters only, i.e., were either globally or locally primed. The effects of priming on academic risk taking were then assessed using a perception-based measure (Experiment 1) and a task-based measure (Experiment 2). Experiment 1 provided preliminary evidence, which Experiment 2 confirmed, that globally focused individuals took more academic risk than did locally focused individuals after controlling for participants' need for cognition (how much they enjoy effortful cognitive activities). Additionally, the inclusion of and comparisons with a control group in Experiment 2 revealed that locally focused participants drove the observed effects. The theory of predictive and reactive control systems (PARCS) provides a cogent account of our findings. Future directions and practical applications in education are discussed.

Research paper thumbnail of Does the Use of Diagrams as Communication Tools Result in their Internalization as Personal Tools for Problem Solving?

Although diagrams are considered as effective personal tools for solving problems, applied resear... more Although diagrams are considered as effective personal tools for solving problems, applied research in education has identified a widespread problem: that students lack spontaneity in diagram use. One way to address this problem was reported by Uesaka and Manalo (2007): their ...

Research paper thumbnail of Quantity and Quality of Diagrams Used in Math Word Problem Solving: A Comparison between New Zealand and Japanese Students

Online Submission, Dec 1, 2006

It is generally considered that diagram use aids efficacy of math word problem solving. While und... more It is generally considered that diagram use aids efficacy of math word problem solving. While understanding diagrams is considered important in both New Zealand and Japanese secondary schools, there is an additional emphasis in New Zealand schools for students to appreciate their use as tools for problem solving and communication. This study examined whether there are actual differences in the amount and quality of diagrams that students in New Zealand and Japan use when given math word problems to solve. The participants were 614 secondary school students from New Zealand and Japan, aged 13 to 15 years old, who were given one-and two-object math word problems (involving length or non-length components) to solve. The findings were that while the New Zealand students evidenced greater diagram use and provided more correct answers, they produced significantly more high quality diagrams only for the easiest problems given (the one-object problems with length story context). One implication of the findings is that greater emphasis needs to be placed on, and/or more effective strategies need to be used in, developing New Zealand students' skills in the use of diagrams for solving more complex types of problems.

Research paper thumbnail of Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment

High Educ Res Dev, 1996

ABSTRACT - Prior to the commencement of the 1994 academic year, University of Auckland students w... more ABSTRACT - Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one-half or more of their papers in the previous year were invited to attend a four-day intensive learning skills course conducted by the Student Learning ...

Research paper thumbnail of Learning Centre Roles in Facilitating Learning Communities at the Tertiary Level

Online Submission, Sep 1, 2006

Tertiary learning centres are generally considered as having the primary function of teaching stu... more Tertiary learning centres are generally considered as having the primary function of teaching students how to be most effective in their learning and performance so as to achieve success in their courses of study. Instruction provided by such centres are delivered through group work (courses, workshops), one-to-one work, and through materials that come in the form of print and electronic resources. What is often not well known is that the success of such centres in meeting student learning needs depends considerably on the development of effective learning communities within the tertiary institutions where these centres operate. Important features of such learning communities include students who are active (rather than passive) participants in the development of their learning capabilities, students helping each other, faculty and departmental staff who are actively involved in the development and provision of support mechanisms to cultivate desired student skills, and effective communication channels that allow instructors to learn as much from their students as the students learn from them. This paper examines some of the ways in which staff working in learning centres can contribute to the development of these learning communities. Specific examples are drawn from activities and programs provided by the Student Learning Centre at the University of Auckland. The ways in which the success of many of the Centre's activities and programs depend on these learning communities, and the measures used to assess the impact of these programs on student performance, are discussed. Learning communities in brief The essence of a learning community is that all of its members acquire new ideas and take responsibility for making sure the organization works (Hiatt-Michael, 2001). In the tertiary education environment, a learning community can be defined broadly as "a subgroup of learners from a larger cohort, who work[ed] together with a common goal to provide support and demand for group commitment and collaboration" (Davies, Ramsay, Lindfield, & Couperthwaite, 2005, p. 615). There are different forms of learning communities. The learning communities that Edwards and McKelfresh (2002) described, for example, were "living learning centers" which were structured, highly involved residential colleges that included classes and teaching staff living arrangements. In contrast, Knight, Dixon, Norton, & Bentley (2004) had a broader, less structured view: their references to a learning community basically pertained to a school and the wider community of professionals it linked with via videoconferencing. Levine (1998, n.d.) acknowledged that there is a debate about what exactly constitutes a "learning community". She referred to the five models (i.e., linked courses, clusters, freshman interest groups, federated learning communities, and coordinated studies) that Gabelnick, MacGregor, Matthews, and Smith (1990) put forward, and noted that more recently these authors had reduced their model categories to three: paired or clustered courses, student cohorts in larger classes, and team-taught programs. Paired or clustered courses, the 1 Manalo, E. (2006). Learning centre roles in facilitating learning communities at the tertiary level.

Research paper thumbnail of Walking a Tightrope: The Balancing Act of Learning Advising. Refereed Proceedings of the 2007 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand. Volume 3

Online Submission, Sep 1, 2008

The metaphor of 'walking a tightrope', was chosen as the theme for the 2007 ATLAANZ conference to... more The metaphor of 'walking a tightrope', was chosen as the theme for the 2007 ATLAANZ conference to reflect the tensions, the dynamism and vitality of the work we are engaged in as learning advisors. The face-to-face sharing at the conference allowed us, as a group, to draw directly from each other's ideas, approaches, experiences, knowledge and skills to inform and enhance our own work and professional development. Professor Alison Jones, one of the keynote speaker's at the 2007 ATLAANZ conference, identified the very heart of the problem which we, as learning advisors, are still grappling with today, that is, the 'fall out', as it were, from the 'democratisation' of tertiary education. A review of teaching and learning processes and the 'role' of today's learning advisors have been crucial among the challenges that have filtered through from the wake of the 'democratisation of tertiary education'. We are slowly, but surely, coming to terms with the new face of tertiary education. It is one which is fast replacing the traditional image of the typical university student as high achieving, middleclass and privileged. As Professor Jones pointed out, our students today reflect a much wider representation of society, with young and not so young people "from groups traditionally not seen as in the market for such qualifications-that is, women, working class people, Māori, Pacific peoples, rural, disabled people …" Add to this mix our international students and a much clearer picture of the new 'breed' of 'typical' student soon emerges. The rich mix of overseas and local presenters, including a strong representation of Maori and Pasifika learning advisors, has meant that the Conference Proceedings has been truly gifted with a plethora of quality contributions from both within the shores of Aotearoa and beyond.

Research paper thumbnail of Student Learning Support Programmes That Demonstrate Tangible Impact on Retention, Pass Rates & Completion. 2nd Edition

Online Submission, Jun 1, 2010

This report comprises summations and brief case descriptions of some of the effective programmes ... more This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions. The programmes demonstrate tangible impact on student retention and success outcomes. The evidence offered varies across summations and includes both student satisfaction and student success data presented in a range of formats: statistical, evaluative comments and personal narratives. Where possible-and this can depend upon the different management systems used by different institutions which allow TLAs access to different types of information and analysis-more than one form of evidence is provided to add strength and rigor to the results described. In some summations, this is already available; for others, it represents the next evolution of the process. The range of initiatives included in this edition are described here to facilitate shared learning amongst tertiary educators, to enhance understanding of strategies that make a difference to student learning, and to promote the use of methods that have been shown to effect better retention and completion rates for students in tertiary education. The summations were written by 16 TLAs from six different tertiary institutions during a twoday "writing hui" that was held in Tauranga.

Research paper thumbnail of Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds

Journal of Applied Research in Memory and Cognition, 2013

Although mnemonics have been shown to be effective in remembering letter-sound associations, the ... more Although mnemonics have been shown to be effective in remembering letter-sound associations, the use of foreign words as cues for English phonemes had not been investigated. Learning phonemes in Japan is challenging because the Japanese language is based on a different sound unit called mora (mostly consonant-vowel combinations). This study investigated the effectiveness of using mnemonic images utilizing Japanese words as cues for the phonemes, and explicit sound contrasting of phonemic sounds with morae they could be confused with, in facilitating children's acquisition of knowledge about alphabet letter-sound correspondence. The participants were 140 6th-grade Japanese students who were taught phoneme-consonant correspondence, with or without the use of mnemonics or explicit sound contrasting. Analysis of the students' pre-and post-instruction assessments revealed significant interaction effects between types of instruction provided and instruction phase, indicating better performance in letter-sound association as a consequence of the inclusion of both mnemonics and explicit sound contrasting.

Research paper thumbnail of Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?

English for Specific Purposes, 2018

This study investigated whether ability grouping was beneficial to Japanese university science an... more This study investigated whether ability grouping was beneficial to Japanese university science and engineering students who had taken compulsory ESP (English for specific purposes) courses. By examining the change in their standardized general proficiency test scores (using the Test of English for International Communication or TOEIC) and using data from across six years of enrollment (a cohort of 13,000 students), the performance of students who had been placed into a broader band of English ability (i.e., less similar language proficiency) was compared with the performance of students who had been placed into a narrower band (i.e., more similar language proficiency). Findings showed that ability grouping benefited less proficient learners. By contrast, ability grouping did not appear to be beneficial for more proficient learners. Possible reasons for these findings are discussed, including organizational and instructional features of the program of study the students were taking, and the likely effects of ability grouping on students' academic selfconcept.

Research paper thumbnail of Motivation to learn, self-regulation and academic achievement

Research paper thumbnail of Do Language Structure or Language Proficiency Affect Critical Evaluation?

Cognitive Science, 2013

Do Language Structure or Language Proficiency Affect Critical Evaluation? Emmanuel Manalo (emmanu... more Do Language Structure or Language Proficiency Affect Critical Evaluation? Emmanuel Manalo (emmanuel.manalo@gmail.com) Kyoko Watanabe (watanabekyoko@aoni.waseda.jp) Chris Sheppard (chris@waseda.jp) Faculty of Science and Engineering, Waseda University 3-4-1 Ohkubo, Shinjuku-ku, Tokyo 169-8555, JAPAN Abstract be carried out or expressed. This explanation is sometimes referred to as the “Sapir-Whorf hypothesis” (see Au, 1983; Hockett, 1954), which suggests that languages differ in the relative ease with which they can be used to convey certain ideas. An example of a claim of this kind is Bloom’s (1981) proposal that counterfactual thinking (i.e., thinking about what might have been, contrary to facts) may be more difficult in Chinese compared to English. More recent observations of linguistic differences, such as “indirectness” being a feature more prevalent in some languages, particularly Asian languages (e.g., Kong, 2005), would appear to support the notion that language structure co...

Research paper thumbnail of The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning

Thinking Skills and Creativity, 2018

The role of failure in promoting thinking skills and creativity: New findings and insights about ... more The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning 1 The pressing questions of how and why failure can be beneficial Failure is essential to successful learning. Without failure, we cannot find out what we have not learned yet, and what aspects we might need to improve in what we are attempting to learn (e.g.,

Research paper thumbnail of How might language affect critical thinking performance?

Thinking Skills and Creativity, 2016

Research paper thumbnail of Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students’ Written Work?

Lecture Notes in Computer Science, 2016

This study investigated the efficacy of providing a hint, instruction, and practice in promoting ... more This study investigated the efficacy of providing a hint, instruction, and practice in promoting spontaneous diagram use in the written work of 21 students undertaking an undergraduate course in education. The course required the students to regularly produce for homework a one-page explanation of what they had learned. In the first few weeks of the course, they rarely included diagrams in their explanations. Following a hint to use diagrams (provided as comment/feedback on their homework), diagram use significantly increased. When instruction in effective use of diagrams was provided, the level of diagram use maintained but did not increase. However, when practice in using diagrams was additionally provided, further significant increases in diagram use followed, which maintained over the ensuing weeks of the course. These findings suggest that to spontaneously use diagrams in their written work, students need to be provided a combination of advice, instruction, and practice in such use.

Research paper thumbnail of Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of self-regulatory activity

Revista de Psicodidáctica (English ed.)

Research paper thumbnail of The Presence of Diagrams and Problems Requiring Diagram Construction: Comparing Mathematical Word Problems in Japanese and Canadian Textbooks

Diagrammatic Representation and Inference

It is generally considered beneficial for learners to construct and use appropriate diagrams when... more It is generally considered beneficial for learners to construct and use appropriate diagrams when solving mathematical word problems. However, previous research has indicated that learners tend not to use diagrams spontaneously. In the present study, we analyzed textbooks in Japan and Canada, focusing on the possibility that such inadequacy in diagram use may be affected by the presence (or absence) of diagrams in textbooks, the kinds of diagrams that are included, and whether problems requiring the construction of diagrams are provided in those textbooks. One set each of Japanese and Canadian elementary school textbooks were analyzed, focusing on the chapters dealing with division. Results revealed that the Japanese textbooks contain worked examples and exercise problems accompanied by diagrams more than the Canadian textbooks. Furthermore, the Japanese textbooks often use line diagrams and tables that abstractly represent quantitative relationships and they include more problems t...

Research paper thumbnail of What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?

Diagrammatic Representation and Inference

Previous studies have shown that diagram use is effective in mathematical word problem solving. H... more Previous studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used wi...

Research paper thumbnail of Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work

Diagrammatic Representation and Inference

Using appropriate diagrams is generally considered efficacious in communication. However, althoug... more Using appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were use...

Research paper thumbnail of Scale about Failure Beliefs in Academic Activities

Research paper thumbnail of The Hemingway effect: How failing to finish a task can have a positive effect on motivation

Thinking Skills and Creativity

Research paper thumbnail of Global-local processing impacts academic risk taking

The Quarterly Journal of Experimental Psychology, 2016

Research has shown that academic risk taking-the selection of school tasks with varying difficult... more Research has shown that academic risk taking-the selection of school tasks with varying difficulty levels-affords important implications for educational outcomes. In two experiments, we explored the role of cognitive processes-specifically, global versus local processing styles-in students' academic risk-taking tendencies. Participants first read a short passage, which provided the context for their subsequent academic risk-taking decisions. Following which, participants undertook the Navon's task and attended to either global letters or local letters only, i.e., were either globally or locally primed. The effects of priming on academic risk taking were then assessed using a perception-based measure (Experiment 1) and a task-based measure (Experiment 2). Experiment 1 provided preliminary evidence, which Experiment 2 confirmed, that globally focused individuals took more academic risk than did locally focused individuals after controlling for participants' need for cognition (how much they enjoy effortful cognitive activities). Additionally, the inclusion of and comparisons with a control group in Experiment 2 revealed that locally focused participants drove the observed effects. The theory of predictive and reactive control systems (PARCS) provides a cogent account of our findings. Future directions and practical applications in education are discussed.

Research paper thumbnail of Does the Use of Diagrams as Communication Tools Result in their Internalization as Personal Tools for Problem Solving?

Although diagrams are considered as effective personal tools for solving problems, applied resear... more Although diagrams are considered as effective personal tools for solving problems, applied research in education has identified a widespread problem: that students lack spontaneity in diagram use. One way to address this problem was reported by Uesaka and Manalo (2007): their ...

Research paper thumbnail of Quantity and Quality of Diagrams Used in Math Word Problem Solving: A Comparison between New Zealand and Japanese Students

Online Submission, Dec 1, 2006

It is generally considered that diagram use aids efficacy of math word problem solving. While und... more It is generally considered that diagram use aids efficacy of math word problem solving. While understanding diagrams is considered important in both New Zealand and Japanese secondary schools, there is an additional emphasis in New Zealand schools for students to appreciate their use as tools for problem solving and communication. This study examined whether there are actual differences in the amount and quality of diagrams that students in New Zealand and Japan use when given math word problems to solve. The participants were 614 secondary school students from New Zealand and Japan, aged 13 to 15 years old, who were given one-and two-object math word problems (involving length or non-length components) to solve. The findings were that while the New Zealand students evidenced greater diagram use and provided more correct answers, they produced significantly more high quality diagrams only for the easiest problems given (the one-object problems with length story context). One implication of the findings is that greater emphasis needs to be placed on, and/or more effective strategies need to be used in, developing New Zealand students' skills in the use of diagrams for solving more complex types of problems.

Research paper thumbnail of Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment

High Educ Res Dev, 1996

ABSTRACT - Prior to the commencement of the 1994 academic year, University of Auckland students w... more ABSTRACT - Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one-half or more of their papers in the previous year were invited to attend a four-day intensive learning skills course conducted by the Student Learning ...

Research paper thumbnail of Learning Centre Roles in Facilitating Learning Communities at the Tertiary Level

Online Submission, Sep 1, 2006

Tertiary learning centres are generally considered as having the primary function of teaching stu... more Tertiary learning centres are generally considered as having the primary function of teaching students how to be most effective in their learning and performance so as to achieve success in their courses of study. Instruction provided by such centres are delivered through group work (courses, workshops), one-to-one work, and through materials that come in the form of print and electronic resources. What is often not well known is that the success of such centres in meeting student learning needs depends considerably on the development of effective learning communities within the tertiary institutions where these centres operate. Important features of such learning communities include students who are active (rather than passive) participants in the development of their learning capabilities, students helping each other, faculty and departmental staff who are actively involved in the development and provision of support mechanisms to cultivate desired student skills, and effective communication channels that allow instructors to learn as much from their students as the students learn from them. This paper examines some of the ways in which staff working in learning centres can contribute to the development of these learning communities. Specific examples are drawn from activities and programs provided by the Student Learning Centre at the University of Auckland. The ways in which the success of many of the Centre's activities and programs depend on these learning communities, and the measures used to assess the impact of these programs on student performance, are discussed. Learning communities in brief The essence of a learning community is that all of its members acquire new ideas and take responsibility for making sure the organization works (Hiatt-Michael, 2001). In the tertiary education environment, a learning community can be defined broadly as "a subgroup of learners from a larger cohort, who work[ed] together with a common goal to provide support and demand for group commitment and collaboration" (Davies, Ramsay, Lindfield, & Couperthwaite, 2005, p. 615). There are different forms of learning communities. The learning communities that Edwards and McKelfresh (2002) described, for example, were "living learning centers" which were structured, highly involved residential colleges that included classes and teaching staff living arrangements. In contrast, Knight, Dixon, Norton, & Bentley (2004) had a broader, less structured view: their references to a learning community basically pertained to a school and the wider community of professionals it linked with via videoconferencing. Levine (1998, n.d.) acknowledged that there is a debate about what exactly constitutes a "learning community". She referred to the five models (i.e., linked courses, clusters, freshman interest groups, federated learning communities, and coordinated studies) that Gabelnick, MacGregor, Matthews, and Smith (1990) put forward, and noted that more recently these authors had reduced their model categories to three: paired or clustered courses, student cohorts in larger classes, and team-taught programs. Paired or clustered courses, the 1 Manalo, E. (2006). Learning centre roles in facilitating learning communities at the tertiary level.

Research paper thumbnail of Walking a Tightrope: The Balancing Act of Learning Advising. Refereed Proceedings of the 2007 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand. Volume 3

Online Submission, Sep 1, 2008

The metaphor of 'walking a tightrope', was chosen as the theme for the 2007 ATLAANZ conference to... more The metaphor of 'walking a tightrope', was chosen as the theme for the 2007 ATLAANZ conference to reflect the tensions, the dynamism and vitality of the work we are engaged in as learning advisors. The face-to-face sharing at the conference allowed us, as a group, to draw directly from each other's ideas, approaches, experiences, knowledge and skills to inform and enhance our own work and professional development. Professor Alison Jones, one of the keynote speaker's at the 2007 ATLAANZ conference, identified the very heart of the problem which we, as learning advisors, are still grappling with today, that is, the 'fall out', as it were, from the 'democratisation' of tertiary education. A review of teaching and learning processes and the 'role' of today's learning advisors have been crucial among the challenges that have filtered through from the wake of the 'democratisation of tertiary education'. We are slowly, but surely, coming to terms with the new face of tertiary education. It is one which is fast replacing the traditional image of the typical university student as high achieving, middleclass and privileged. As Professor Jones pointed out, our students today reflect a much wider representation of society, with young and not so young people "from groups traditionally not seen as in the market for such qualifications-that is, women, working class people, Māori, Pacific peoples, rural, disabled people …" Add to this mix our international students and a much clearer picture of the new 'breed' of 'typical' student soon emerges. The rich mix of overseas and local presenters, including a strong representation of Maori and Pasifika learning advisors, has meant that the Conference Proceedings has been truly gifted with a plethora of quality contributions from both within the shores of Aotearoa and beyond.

Research paper thumbnail of Student Learning Support Programmes That Demonstrate Tangible Impact on Retention, Pass Rates & Completion. 2nd Edition

Online Submission, Jun 1, 2010

This report comprises summations and brief case descriptions of some of the effective programmes ... more This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions. The programmes demonstrate tangible impact on student retention and success outcomes. The evidence offered varies across summations and includes both student satisfaction and student success data presented in a range of formats: statistical, evaluative comments and personal narratives. Where possible-and this can depend upon the different management systems used by different institutions which allow TLAs access to different types of information and analysis-more than one form of evidence is provided to add strength and rigor to the results described. In some summations, this is already available; for others, it represents the next evolution of the process. The range of initiatives included in this edition are described here to facilitate shared learning amongst tertiary educators, to enhance understanding of strategies that make a difference to student learning, and to promote the use of methods that have been shown to effect better retention and completion rates for students in tertiary education. The summations were written by 16 TLAs from six different tertiary institutions during a twoday "writing hui" that was held in Tauranga.

Research paper thumbnail of Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds

Journal of Applied Research in Memory and Cognition, 2013

Although mnemonics have been shown to be effective in remembering letter-sound associations, the ... more Although mnemonics have been shown to be effective in remembering letter-sound associations, the use of foreign words as cues for English phonemes had not been investigated. Learning phonemes in Japan is challenging because the Japanese language is based on a different sound unit called mora (mostly consonant-vowel combinations). This study investigated the effectiveness of using mnemonic images utilizing Japanese words as cues for the phonemes, and explicit sound contrasting of phonemic sounds with morae they could be confused with, in facilitating children's acquisition of knowledge about alphabet letter-sound correspondence. The participants were 140 6th-grade Japanese students who were taught phoneme-consonant correspondence, with or without the use of mnemonics or explicit sound contrasting. Analysis of the students' pre-and post-instruction assessments revealed significant interaction effects between types of instruction provided and instruction phase, indicating better performance in letter-sound association as a consequence of the inclusion of both mnemonics and explicit sound contrasting.