Models in Education

Regression analysis is a statistical tool for the

investigation of relationships between variables.
Usually, the investigator seeks to ascertain the causal
effect of one variable upon anotherthe effect of a
price increase upon demand, for example, or the effect
of changes in the money supply upon the inflation rate.

REGRESSION MODELS
Regression models are used to predict one variable from
one or more other variables. Regression models provide
the scientist with a powerful tool, allowing predictions
about past, present, or future events to be made with
information about past or present events.
The scientist employs these models either because it is
less expensive in terms of time and/or money to collect
the information to make the predictions than to collect
the information about the event itself, or, more likely,
because the event to be predicted will occur in some
future time.

To explore such issues, the investigator assembles data on the

underlying variables of interest and employs regression to
estimate the quantitative effect of the causal variables upon the
variable that they influence.

HUMAN INTERACTION TASK

MODEL
Human interaction task model is one of the most versatile
educational strategies available according to Chickering
and Gamson,(1984) .It complements and enhances
virtually every pedagogy or approach we know to promote
effective teaching and learning, including classroom
research, writing-across-the-curriculum, case studies, and
problem-based curriculum. It tends to be more carefully
structured and delineated than most other forms of small
group learning.Cooper and Mueck (1989) describe it as
"a structured, systematic instructional strategy in which
small groups work together toward a common goal."

 Five Defining Elements of Human Interaction Task Model

1. Positive interdependence (sink and swim together)
Each group member's efforts are required and indispensable for group success.
Each group member has a unique contribution to make to the joint effort because of his or her
resources and/or role and task responsibilities.
.
1.Face-to-face promotive interaction (promote each others success)
Orally explaining how to solve problems
Teaching one's knowledge to other
Checking for understanding
Discussing concepts being learned
Connecting present with past learning
.

1.Individual and group accountability

Keeping the size of the group small. The smaller the size of the group, the greater the individual
accountability may be.
Giving an individual test to each student.
Randomly examining students orally by calling on one student to present his or her group's work to
the teacher (in the presence of the group) or to the entire class.
Observing each group and recording the frequency with which each member-contributes to the
group's work.
Assigning one student in each group the role of checker. The checker asks other group members to
explain the reasoning and rationale underlying group answers.
Having students teach what they learned to someone else.
.

1.Individual and group accountability

Keeping the size of the group small. The smaller the size of the group, the greater the individual
accountability may be.
Giving an individual test to each student.
Randomly examining students orally by calling on one student to present his or her group's work to the
teacher (in the presence of the group) or to the entire class.
Observing each group and recording the frequency with which each member-contributes to the group's work.
Assigning one student in each group the role of checker. The checker asks other group members to explain
the reasoning and rationale underlying group answers.
Having students teach what they learned to someone else.
.

 Interpersonal & Small-Group Skills

Social skills must be taught:

Decision-making
Trust-building
Leadership
Communication
Conflict-management skills

Instructional Examples of Human Interaction Task Model

JIGSAW TEAMS

A cooperative learning model in which students are assigned to

six-member teams to work on academic material that has been
broken down into sections for each member. In Jigsaw (Aronson,
Blaney, Stephen, Sikes, & Snapp, 1978), students are assigned
to six member teams to work on academic material that has been
broken down into sections.

Think-Pair-Share
Students think about their response to a question, discuss
answers in pairs, and then share their own or partners answer
with the class.

 GROUP INVESTIGATION
A cooperative learning model in which students work in small groups
using cooperative inquiry, group discussion, and cooperative planning
and projects, and then make presentations to the whole class on their
findings. Group Investigation (Sharan & Sharan, 1992) is a general
classroom organization plan in which students work in small groups
using cooperative inquiry, group discussion, and cooperative planning
and projects. In this method, students form their own two- to six-member
groups. After choosing subtopics from a unit that the entire class is
studying, the groups break their subtopics into individual tasks and carry
out the activities that are necessary to prepare group reports. Each
group then makes a presentation or display to communicate its findings
to the entire class.

 WHAT WE HAVE LEARNED IN HUMAN INTERACTION TASK MODEL?

Acknowledgment of individual differences

Interpersonal development
Active involvement in learning
More opportunities for personal feedback
Deeper understanding of content
Increased overall achievement in grades
Improved self-esteem
Higher motivation to remain on task
Active and constructive involvement in content
Ownership of their own learning
Solving group conflicts
Improvement of teamwork skills
Increased student retention
Enhancement of student satisfaction with their learning experience
Development of skills in oral communication
Development of students' social skills


OUTCOMES OF HUMAN INTERACTION TASK MODEL

The more students work in cooperative learning groups:

the more they will learn
the better they will understand what they are learning
the easier it will be to remember what they learn
the better they will feel about themselves, the class and their classmates.
positive relationships, and psychological health.
higher achievement and greater productivity
more caring, supportive, and committed relationships

greater psychological health, social competence, and self-esteem