“Will I do as well on the final exam as I expect? An examination of students’ expectations”
Burns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. In order to do so, he focuses on factors such as previous performance on the course, grade expectations, as well as constraining impediments like: self-handicapping and anxiety, among others. He intends to determine to what extent those factors could influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers, it lacks the necessary supporting evidence to follow it devotedly. It doesn’t offer new ideas, therefore, it doesn’t break new grounds on this topic. The study is based on a 353 student marketing class, which confirms that its fundaments are poorly researched. Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why, there is a need for deeper examinations related with students’ expectations to be conducted, so as to give more valuable insight on how teachers can improve students’ tests scores.
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“Will I do as well on the final exam as I expect? An examination of students’ expectations”
ResponderEliminarBurns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. (In order to do so), he focuses on factors such as previous performance on the course, grade expectations, as well as constraining impediments like: self-handicapping and anxiety, among others. He intends to determine to what extent those factors could influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers, it lacks the necessary supporting evidence to follow it devotedly. It doesn’t offer new ideas(,) P therefore, it doesn’t break new grounds on this topic. The study is based on a 353 student marketing class, which confirms that its (fundaments) WW are poorly researched. Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why, there is a need for deeper (examinations) S/P (related with) (*of) students’ expectations to be conducted, so as to give more valuable insight on how teachers can improve students’ tests scores.
Nat,
ResponderEliminarAbout your performance on grammar, I don’t really have much to say. Just a few mistakes related to comma usage and an expression (relate) which, in my opinion, is very easy to mistake for connect (connected with/related to).
Here it goes
“Will I do as well on the final exam as I expect? An examination of students’ expectations”
Burns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. In order to do so, he focuses on factors such as previous performance on the course, grade expectations, as well as constraining impediments like: self-handicapping and anxiety, among others. He intends to determine to what extent those factors could influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers, it lacks the necessary supporting evidence to follow it devotedly. It doesn’t offer new ideas (,) P (semi colon instead) therefore, it doesn’t break new grounds on this topic. The study is based on a 353 student marketing class, which confirms that its fundaments are poorly researched. Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why (,) P (no comma needed) there is a need for deeper examinations (s) S (no s needed) related (with) WE (the expression is related to) students’ expectations to be conducted, so as to give more valuable insight on how teachers can improve students’ tests scores.