An Empirical Research on Learning Support Project Outcome of Disadvantaged Students in Taiwan Purpose of this empirical research was to evaluate the outcome of a learning project named HHG1. The goal of HHG1 project was to improve participantsu0027 class attendance and semester grades via reducing their financial pressure. Participantsu0027 Semester performance and the result of a semistructured questionnaire were used as the outcome indicators. For those who were willing to participate in this project, they were given a substantial reward. Fortyone participants were analyzed based on three domains (grade year, department, and status of disadvantage). Overall, the semester grades of the participants did not show an improvement, but a better learning behavior was observed. This research also showed that the key to attract students joined the HHG1 project was from the facultiesu0027 encouragement.

Formative assessment with interactive whiteboards: A oneyear longitudinal study of primary studentsxe2x80x99 mathematical performance Abstract   The popularity of interactive whiteboards (IWBs) has grown and, in many countries, are nearly ubiquitous. Nevertheless, a lack of training, among other factors, has led to teachers misusing, or even abandoning this technology. While IWBs should improve learning outcomes, few studies have evaluated the impact of longterm IWBbased instruction. The purpose of this study is to track changes in the mathematical performance through formative assessment (FA) for primary school students participating in an IWB Formative Assessment (FA) system, characterized by elements including feedback, social learning through discussions, agentive learning through personalized options, and gamebased learning featuring amonggroup competition and withingroup collaboration. A convenience sample of 178xe2x80xafsgrade students from the same grade (four classes) participated in the study, which lasted one school year. Hierarchical linear modeling (HLM) was utilized to analyze data from the IWB system, revealing the following: (1) a significant correlation between studentsxe2x80x99 involvement in formative IWB activities and mathematics achievement (txe2x80xafxe2x80xaf6.52; pxe2x80xafxe2x80xaf0.00); (2) no effect of gender on initial mathematics performance; (3) a significant role of student motivational goals on initial mathematics performance, with higher masteryavoidance associated with better initial assessments (txe2x80xafxe2x80xaf2.02, pxe2x80xafxe2x80xaf0.04) and higher performanceavoidance associated with lower initial assessments (txe2x80xafxe2x80xafxe2x88x922.60, pxe2x80xafxe2x80xaf0.03); (4) interaction between gender and linear change, with girls outperforming boys (txe2x80xafxe2x80xafxe2x88x922.57, pxe2x80xafxe2x80xaf0.01) in FA performance over time (although boys made advances on summative assessments); and (5) a negative interaction of masteryavoidance with linear change, where higher levels of masteryavoidance were associated with a greater decline in FA performance over time (txe2x80xafxe2x80xafxe2x88x922.57, pxe2x80xafxe2x80xaf0.01). In short, the research findings suggest that if teachers use IWBbased FA over a relatively long time, they must pay special attention to boys and those who hold high masteryavoidance goals.