Sentence examples for usefulness of the learning from inspiring English sources

Table 6 Categories and percentage of responses about learning perceptions Category Percent Example of comment Positive  Usefulness of the learning experience 42% "Definitely helps in understanding of forces needed in buoyancy and charges.

Generally, the results tallied with that of the first level of enquiry, i.e. the higher the usefulness of the learning methods to the respondent, the more the respondent thought it should be a prominent learning method.

The questions included dealt mainly with the usefulness of the learning materials provided and their opinions about the methodology as a whole.

In the survey and interviews, our participants' statements addressed the usefulness of the learning checks as a way to stimulate metacognitive processes.

Three types of responses were identified, commenting on: (a) the usefulness of the learning experience, (b) finding the experience as very interesting, and (c) enjoyment of the learning experience.

Further, some findings accentuate the meaning of subjective value and perceived usefulness of the learning materials, which are when dismissed by students—important antecedents to the emergence of boredom during class (Mitchell 1993; Robinson 1975).

In another study, Menzies et al. [20] reassured the usefulness of static code attributes to learn defect predictors.

In particular, our model explains how the usage beliefs (i.e., ease-of-use and usefulness perceptions) about the learning analytics of a tool are associated with the intention to adopt the tool.

To assess the value students place in the course, we asked them to report lecture attendance, the importance of lecture for their learning, and the usefulness of the skills learned in the course for their future classes (Table 6; Supplemental Material, section 4).

The outputs or learning activities, operationalized by the five core program components listed in Figure 2, are evaluated, along with students' ratings of the perceived usefulness of these learning activities and other TEAM-Science offerings (e.g., monthly professional development seminars).

Last, the regression results indicate that the more positively the students perceived the CMS interactivity, the usefulness of CMS for learning, and the interactive functions, the more positively these students perceived their CMSs.