Browsing by Subject "laatu"
Now showing items 1-7 of 7
-
(2021)The purpose of this thesis is to review the quality of intervention studies training numeracy skills using technology in primary schools. To find the best methods to support children’s numeracy skills, it is worth paying attention to the quality of empirical intervention studies that examine the effectiveness of interventions by learning results. In this thesis the quality of intervention studies is reviewed by using categories that were made based on the EPHPP tool (e.g. Thomas et al., 2004): generalizability of results, research design, exposure to intervention, assessment tools, realization of intervention and effectiveness. The intervention studies were collected from psycINFO and Eric (ProQuest) databases. The PRISMA directions (Moher et al., 2009) were utilized in making the systematic literature review. All intervention studies had to be published five years before the final search day (1.12.2020) and they were written in English, peer reviewed, contained an abstract and the sample consisted of children aged from 6 to 12. In addition, the criteria included the following: 1) the article is an empirical intervention study containing practicing of numeracy skills; 2) the intervention is implemented for the most part using technology and it is based on either computer-assisted instruction, intelligent tutoring systems or gamification; 3) the effectiveness of a certain program is reviewed in the study; 4) the results of the intervention are reviewed by learning results; and 5) the article doesn’t consist of several separate sub-studies. There was a great deal of variation in the quality of the intervention studies, especially concerning the generalizability of results, research design, exposure to intervention and effectiveness. For instance, sample sizes, principles of forming groups, exposure times and measurement of effectiveness varied widely. In many studies there was a lack of information about the reliability and validity of assessment tools, implementers of the intervention and the methods to gather the sample. In addition, there was missing information about the relations between the intervention and other learning. In future studies it is recommended to make those kinds of choices that potentially influence the quality of interventions positively. It is also recommended to report all aspects clearly and comprehensively.
-
(2014)Targets. Lately more emphasis than ever before has been given to bringing forth and taking into account children’s perspective in matters that concern them. It is also purpose of this study to give the voice to children and shed light on their perspective. This study is a part of extensive early childhood education development and research project, Orientaatioprojekti, operated by Helsinki University (Department of Teacher Education), ten municipalities in Keski-Uusimaa area and Hämeenlinna. The research is related to the day care quality evaluation (spring 2012). The main interest of the study was to examine things and situations children told they found unpleasant in day care center, also in relation to child’s gender and age. To better understand the results, the narrations and the consistency of the answers as well as children’s general satisfaction towards the day care were also examined. Methods. The research participants were 573 children, ages ranging from 1 to 8. Parents collected the data by interviewing. Two closed and one open-ended questions were analysed in this research and those questions dealt with children’s general satisfaction in day care center and what do they found unpleasant there. Parents recorded the answers to the web form and the data was then transferred to Excel software. Answers of the closed questions were examined through basic descriptive statistics. The unpleasant things and situations in the open-ended question were analysed through qualitative content analysis. Additionally, the appearance of the answers was also analysed. Used methods there were mostly outlined by researcher herself but some features of discourse analyse were also utilized. Results and conclusions. Most of the children stated that they feel mainly comfortable in day care center. The children mentioned different types of unpleasant things and situations and those were explained in various ways. Above all the challenges in peer relationships were on children’s mind. The peer group pointed out significant but the interaction was not always trouble-free. It seems to be important for children to practice and develop their social skills. Besides of these answers many children found the nap time as a single daily routine to be unpleasant. The number of nap time mentions varied a lot between different sexes and ages. There were also some other differences between the answers of children of different sexes and ages. For example, relatively many of the youngest ones did not answer to the open question at all.
-
(2015)Aims. The goal of the research is to open the differences between Swedish speaking and Finnish speaking kindergartengroups and their quality. The aim of the study is to find out whether there are differences in Swedish speaking and Finnish speaking kindergarten groups. Previous studies have shown that learning environments affect on the child's motivation, the way the child commits to the task and the child's performance. The quality of the classroom environment also affects on the child's well-being and development. Data and methods. A quantitative study consisted of Swedish speaking kindergarten groups (N=48) and Finnish speaking kindergarten groups (N=38). The survey consisted of respondents from Finland (N=86). The analysis was done with the SPSS-software and included examination of t-tests. The results were compared between language groups. The results and discussion. The learning environments were of better quality in Finnish speaking kindergartens. The arrangements of the environment had more quality in Finnish speaking kindergartens. The differences between Finnish speaking and Swedish speaking kindergartens were statistically significant (p<.03). Differences between Finnish speaking and Swedish speaking kindergartens were statistically significant (p<.00) in activity and transitions. Finnish speaking kindergartens also had better quality in classroom activities (p<.00). Finnish speaking kindergartens exceeded the Swedish speaking kindergartens in instructing the child's behavior (p<.00). The early childhood care takers ways to plan the work was also of better quality in Finnish speaking kindergartens as opposed to Swedish speaking kindergartens. The results were statistically significant (p<.04) The need of more research is obvious, because of the lack of studies about Swedish speaking early childhood education. The results also raised some ideas for further study, for example a study about the administrative differences between Finnish speaking and Swedish speaking early childhood education.
-
(2004)The aim of the study was to find out what kind of view on product quality dressmaker and customer have, how the views differ from each other and how the difference affects dressmaker's work as an entrepreneur. The research data consists of eight thematic interviews: four dressmakers and four customers were interviewed for the study. In the core of customised dressmaking is a relationship between a maker and a client. The product of a dressmaker, a unique dress, is created in an immediate interaction between a dressmaker and a client. Also the quality of a unique dress derives from this interaction. In the results of this study, the views on quality are linked with six themes: dress, process, dressmaker, customer, interaction and enterprise. The dressmakers and the customers agree that the quality of a custom-made dress is based on unique fit. Describing the process the dressmakers insist on the quality of manufacturing. The clients' view on process insists on those phases where they themselves take part: designing and fitting. The personality of the dressmaker is part of quality in both the dressmakers' and the customers' points of view. The dressmakers and the customers are also aware of the customers impact on fulfilling the expectations. The immediate interaction between dressmaker and customer is a key to the unique dressmaking. At its best the interaction is followed by a trusting relationship. Entrustment derives also from a good reputation, which is essential in dressmaker-entrepreneurs marketing strategy. The dressmakers' views on quality are product- and manufacturing-based. According to the results of the study there can be seen different types of dressmakers, that emphasise different aspects of quality. At the other end is a manufacturing-based, even transcendent view on quality, which rests on the values of the dressmaker. At the other end lies a customer- and value-based approach, which is founded on fulfilling the expectations and needs of the customer. In their views on quality the customers emphasise the immediate interaction between dressmaker and client.
-
(2015)In this study I define quality of clothing and analyze how clothing companies tell about quality of their products to their customers. In the first part of the study I concentrate to clear up what quality in the context of clothing means. This part is based on scientific research. I have studied many theories of quality and on this study the most important ones are Garvin's (1989) and Lillrank's (1998) theories which I apply to the context of clothes. This study covers the quality of clothes from point of view of both consumers and companies. In the later part of the study I survey the quality communication of five well-known clothing companies. I collected the data from the companies' websites that are available to anyone. I used Atlas.ti-program to for analyzing the collected data. Five categories of quality formed the framework of content analysis. Quality is a multidimensional concept that is difficult to define as it is tightly related to the context. Subjectivity is also very characteristic to quality. The quality of clothing, as well as any product's quality, can be seen from five different angles. They are value-based, consumer-based, manufacturing-based, system-based and transcendent quality. Companies highlight all these categories on their web-sites. The data of the study presented also a new category of quality that I call quality experience. All companies concentrate mostly on telling about system-based quality of their products. Although many studies suggest that the manufacturing-based quality is the most important viewpoint to companies, my study doesn't support that outlook. For consumers, it is difficult to evaluate the quality of clothes. Therefor they evaluate mostly the aesthetic features of clothing. Companies provide quite much information of their products' quality. The information might be helpful for consumers but it should be evaluated critically
-
(2018)The problems and the difficulties of measuring the quality of early childhood education are challenging tasks for early childhood educators and researchers. Various quality assessment methods and indicators have been developed in Finland and around the world for many years. One of the most widely used tools for assessing the quality of learning environment in the world is ECERS (the Early Childhood Environment Rating Scale). The tool evaluates the quality of the learning environment, mainly structural quality. The purpose of this study is to find out the quality factors of the learning environment of early childhood education in six day-care centers in a total of 16 groups in the metropolitan area using the ECERS-R meter. The aim of the research is to evaluate the quality of the learning environment and to find development targets. Measurements were made through self-evaluation. Each group evaluated their own learning environment by completing the 43 subscale ECERS-R form, with its indicators on a scale 1-7. The results of each of the 43 subgroups were compiled according to the meter´s instructions. After that means and standard deviations were calculated. Due to the small sample (n = 16), nonparametric methods were used in the analysis. The quality of the learning environments in the examined groups was on a good level. Special strengths were found in subgroups interaction (mean 6,61/7) and language and reasoning (mean 6,23/7), both with quality on an excellent level. Developmental targets were found in space and furnishings (mean 3,46/7), especially in the indoor air quality, lighting, temperature and functionality. The other development target was found under learning activities (mean 4,29/7). This research shows that especially children's access to nature and science, to experience music and to move and the promotion of tolerance must be developed. As a quality assessment method, the ECERS-R meter is wide, but its content and use should be critically examined. As this study demonstrates, the meter is suitable for quality management and can be used to find out the structural qualities and the development needs of the learning environment.
-
(2017)According to sociocultural learning theory a child develops and learns in social interaction with his or her learning environment. The social dimension of the learning environment in the early childhood education is related to child's need to become a member of the peer group. In group-based early childhood education this need shall be ensured as the group develops. Earlier research shows that social interaction of the learning environment either limits or promotes children's learning. The aim of this study is to find out if there is any correlation between group development and the quality of the learning environment in the early childhood education. In this study, the learning environment contains the physical, social and didactic dimensions. The theories behind this study are Tuckman's stages of group development (1965) and Koivula's research of children's sense of community and collaborative learning in day care center (2010). In this study, the quality factors of the learning environment were defined according to ECERS-R. The research questions were: Is there any correlation between group development stages and (1) the quality of the physical dimension, (2) the quality of the social dimension and (3) the quality of the didactic dimension of the learning environment in early childhood education? In this secondary research I used the quantitative data collected (spring 2015) by the Orientation project led by docent Jyrki Reunamo in the University of Helsinki. The material is extensive (n>2000). The children in this research were mostly in groups of 14 to 24 children. The difference between the age of the youngest and the oldest child in the group was between 0 to 5 years. The statistical methods of this research were the Cronbach's alpha, the partial correlation, the Spearman's correlation and the cross-tabulation. As expected, the group development correlates with physical, social and didactic dimension of the learning environment in early childhood education. E.g. basic care situations were more peaceful, social interaction was more effective, children's linguistic participation was richer and play was longer-lasting in later group development stages than earlier stages of the group development. The structure of the group shall be taken in to account.
Now showing items 1-7 of 7