Bibliographic record
Abstract
This study is concerned with Grade nine applied level students’ attitudes toward learning French. The following paper provides an in-depth case study of one group of 18 students from a Core French class in a South-Western Ontario inner city high school. Specifically students’ attitudes toward learning French through the Arts were examined. Guided by the tenets of Constructivism and Arts-based research, with the collaboration of the classroom teacher, French/Arts lesson plans were prepared through which I examined students’ motivation, attitudes, and enthusiasm to speak French whilst in the process of creating art. Students’ comments of learning French through Art were compared with their stories of past experiences within Core French programme. Grounded theory, an emerging theme design using qualitative methods of data collection and analysis was used to address the research concerns of this study. Observational data, questionnaires, and focus group interviews were conducted in order to triangulate the data collection for analysis. Students’ attitudes toward learning French via Arts-based activities found that students learned French in meaningful ways in the Arts (visual art, music, movement, and drama) and their enjoyment, motivation to learn, and spoken French in the classroom increased.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".