Sentence examples for the extent of learning from inspiring English sources
While the extent of learning for novices (volcanology) was not statistically significant, both the small sample size and high pre-MMM survey score may have impacted this result.
Four empirical studies with HalVis are described, which demonstrated that the extent of learning exhibited by students who used HalVis was significantly greater than that of students who used means of traditional instruction or a typical algorithm animation.
The extent of learning abilities of ASD individuals is debated [4].
Other authors [ 25] mention that the extent of learning in PBL does not result from either group collaborations or individual knowledge acquisition in isolation: both activities contribute equally to learning in PBL.
While we recognize that funders may be constrained by their own institutions' monitoring and evaluation requirements, for example, logical frameworks (Hovland 2007), incorporating developmental principles into future health RCS evaluations may help to alleviate some of the tensions surrounding the extent of learning and recipients' participation in evaluations.
If there is not agreement about the purpose of the EFHIA and some degree of expressed agency on the part of individuals involved, through direct involvement in the EFHIA process and some degree of choice to be involved, the extent of learning from the EFHIA and its impacts may be limited.
Parametric regressors are additionally mean centred by SPM at the first-level, so in order to accurately reflect between-subject differences in the overall extent of learning across the whole experiment, we added their overall performance on the post-scan navigation test as a second-level covariate of interest.
Without the use of instruments to measure learning, it is impossible to reliably determine the extent of student learning.
Our findings certainly suggest that the diversity of a student group promoted students' learning--many graduates eloquently described the extent of their learning from fellow students.
The extent of students' learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students' ability to describe and elaborate upon the relationship between relevant concepts learned.
One striking feature of this book, and of her later critical writings, too, is the extent of her learning.
