Arts
https://dspace.adu.ac.ae/handle/1/336
2023-02-03T10:59:40ZA syntactically-based preprocessor for a limited experimental Arabic document retrieval system
https://dspace.adu.ac.ae/handle/1/4000
A syntactically-based preprocessor for a limited experimental Arabic document retrieval system
Ibrahim, Farid
The research reported in this thesis is about the description and
discussion of an experimental document retrieval system for Arabic
texts, using linguistic methods of analysis. Specifically, Arabic
presents difficulties for the efficient retrieval of information because
it is an agglutinative language, thus rendering the stop list method (as
commonly used for English texts) near to useless. The system has two stages: the creation of the retrieval lexicon and the
search program. The latt~r+ :is done using a limited on-Hlne searching
which allows for partial matching. The former has four stages. Texts in
the form of abstracts are processed by morphological analysis, syntactic
analysis, term extraction and term manipulation modules. Each stage
produces a new representation of the source text. The morphological
analyser attempts to recognise any prefixes and/or suffixes attached to
the words in the corpus being processed. It also assigns grammatical
labels specifying the part of speech using a contextual analysis of
individual words (assuming that the inflectional features of a word are
indicative of its syntactic role). An augmented transition network
grammar and pars er have been built for this purpose. The same pars er has
been developed and used in the second stage which is syntactic analysis.
It takes as its input the representation of the text created by the
morphological analysis, and uses a separate grammar file defined as a
recursive transition network. The aim of syntactic analysis is the
definition of the relations of the different constituents in the
individual sentences being processed. The information added by the
morphological and syntactic analysers is used in the term extraction
module. This module uses a traversal algorithm to negotiate the
structure built by syntax, utilising a set of rules, kept on a file,
specifying the type of constructs needing to be selected. The
manipulative module generates new entries for each term selected by
rotating its elements.
The system has been implemented using the Hull V-mode Pascal compiler
available on the L.U.T. Prime System. It has been tested using 40
abstracts selected from a conference proceedings in the field of
computer applications. The results obtained were encouraging,
particularly in the identification of affixes (a success rate of 89% for
suffixes and 85% for '., prefixes) and in the identification of syntactic " ,
categories (a success rate of 98% for nouns and 79% for verbs). These
figures have highly influenced the identification of the syntagmatic
relations underlying the word order in the sentence.
The research concludes that although successful results have been
obtained without the aid of a pre-constructed Arabic lexicon, many
errors can be avoided by the inclusion of small dictionaries. This
research names these particularities.
1988-01-01T00:00:00ZResearch impacting on student learning: how construction tasks influenced learners’ thinking
https://dspace.adu.ac.ae/handle/1/3421
Research impacting on student learning: how construction tasks influenced learners’ thinking
Abdul Rahman, Shafia
Research is commonly conceived as an exocentric process where one person probes
the behaviour of another. While in many cases the intention of the researcher is to
gather information about the learner, the study described in this paper illustrates
how research can have an impact on student learning in terms of revealing to the
learner aspects of the topic that were not previously focused upon. Twenty five
students studying A-level and undergraduate engineering, pure mathematics and
education were invited to construct relevant mathematical objects meeting specified
constraints. Having constructed these examples, learners displayed a range of
awareness of the effect of the construction tasks on their understanding of the
concepts involved.
2006-01-01T00:00:00ZExample Construction Tasks and Mathematical Generality
https://dspace.adu.ac.ae/handle/1/3420
Example Construction Tasks and Mathematical Generality
Abdul Rahman, Shafia
Generality is at the heart of mathematics. When executing a mathematical procedure, what do
students learn … the procedure or the generality present in the procedure? In this paper I report
on a study which engages learners in an activity that not only reveals dimensions and depth of
learners’ awareness but also acts to promote and enrich their appreciation of mathematical
topics. Twenty five students studying A-level and undergraduate engineering, pure mathematics
and education were invited to construct relevant mathematical objects meeting specified
constraints. Having constructed these objects, learners displayed a range of awareness of the
effect of the construction tasks on their understanding of the concepts involved.
2019-01-01T00:00:00ZEnhancing Secondary Students' Geometric Thinking and Teachers' TPACK through Lesson Study Incorporating Phase-Based Instruction Using GSP
https://dspace.adu.ac.ae/handle/1/3419
Enhancing Secondary Students' Geometric Thinking and Teachers' TPACK through Lesson Study Incorporating Phase-Based Instruction Using GSP
Adulyasas, Lilla; Abdul Rahman, Shafia
Geometry has in many countries, proved to be one of the topics in mathematics
that is problematic for students to understand. This shows that teaching and learning
geometry in Thailand has not been very effective because the effective student must
come from effective teaching approaches and appropriate use of teaching tools. This
study aims to determine the extent to which lesson study incorporating phase-based
instruction (LS-PBI) using GSP enhances secondary students' levels of geometric
thinking and to examine the changes in secondary teachers’ GSP-TPACK before,
during and after LS-PBI using GSP. The quantitative approach utilizing quasiexperimental research design was employed to answer the research question on
students' levels of geometric thinking while qualitative approach was employed to
answer the research question on teachers’ GSP-TPACK. In this study, five teachers
and three groups of mix-ability students in an urban school in Yala province,
Thailand were chosen as the research participants. The intervention in this study is
phase-based instruction using GSP of five lesson plans in the topic of “Relationship
between 2D and 3D geometric shapes” which were carried out in the lesson study
cycle. Three groups of students were taught this topic in turn by three different
teachers. Pretest and Posttest were employed for assessing students’ van Hiele level
of geometric thinking while observation, focus group discussion and individual
interview were employed for assessing teachers’ GSP-TPACK. The results show two
major conclusions on students’ geometric thinking and teachers’ GSP-TPACK. First,
LS-PBI using GSP enhanced secondary students' levels of geometric thinking as
xvi
expected in the hypothesis testing that there are statistically significant differences in
Groups 1, 2 and 3 students' levels of geometric thinking before and after LS-PBI
using GSP and also the difference in the levels of geometric thinking among the
three groups of students after LS-PBI using GSP. It shows that the initial van Hiele
levels of students’ geometric thinking in Group 1, Group 2 and Group 3 were
predominantly at level 1 before the intervention and were predominantly at level 3
after the intervention. Besides, the posttest score was greater than the pretest score in
every group and students in Group 3 who have learned with the last revised lesson
plans got the highest mean score of posttest. Second, the secondary teachers’ level of
GSP-TPACK changes from level 0 before LS-PBI using GSP to level 5 after LS-PBI
using GSP. Before the intervention, the teachers’ initial levels of GSP-TPACK were
at level 0 and level 1. During LS-PBI using GSP, the teachers’ levels of GSPTPACK progressed continuously. After LS-PBI using GSP, the teachers’ levels of
GSP-TPACK progressed to level 3, 4 and 5. The findings suggested the effectiveness
of LS-PBI using GSP in enhancing both students’ level of geometric thinking and
teachers’ level of GSP-TPACK.
2016-02-01T00:00:00Z