The Use of Research-based Learning Management in Mathematics Teacher Education: A Work-Integrated Learning Study
Bibliographic record
Abstract
The purposes of the study were 1) to investigate the effects of research-based learning management in a work-integrated curriculum on student teachers’ learning management abilities and to investigate the effectiveness of research-based learning management in a work-integrated curriculum on students’ teachers’ research skills. The samples were 30 mathematics student teachers in the faculty of education, Mahasarakham University, Thailand. Purposive sampling was employed in participant selection. The instruments were a research-based learning management plan, a learning management ability evaluation form, and a research skill evaluation form. The study was conducted in a quantitative method. The statistics used in analyzing the effects of the treatment on learning management abilities were percentage, mean score, standard deviation, and Orthogonal Polynomials. Meanwhile, a one-sample t-test with the criterion of 75 was used to analyze the participants’ research skills. The results of the studies reveal a linear trend in student teachers’ development of learning management abilities. Moreover, an expected outcome was reached in terms of developing the participants' research skills.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".