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Properties of the utility function in methods of MCDM
KADLEC, Josef
This thesis was concetrated on the value of utility function properties in the application of multi-criteria variance estimation models. The aim was to identify the deficiencies in the current utility function and to find the optimal alternative. Our study is based on the analysis of a case example involving the selection of an apartment for a student seeking accommodation. The relevance of different features of the utility function and their influence on the overall evaluation and decision making was investigated. Analytical methods and models were used to quantify this issue. The thesis was concluded by discussing the impact of identified utility function deficiencies on the evaluation results and suggesting a more appropriate utility function for multi-criteria variant evaluation applications. This study was sought to contribute to a better understanding of the influence of utility function characteristics on the quality of evaluation and decision making in multi-criteria analysis.
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Different perspectives when working with a printed textbook and an I-textbook in selected chapters of mathematics in tertiary education
VOCETKOVÁ, Klára
The Czech education market at the primary and secondary level offers a wide variety of printed textbooks, which are more and more accompanied by I-textbooks and also by hybrid textbooks. Elementary school pupils and their counterparts in secondary schools may practice their mathematical skills using various mathematical exercises, which help them achieve a solid foundation necessary for successfully completing university mathematics courses. The teaching materials for the university level are not issued widely, as it is for elementary and secondary schools, universities usually use their materials, and the university teachers recommend them to their students. Some of the teachers present to their students printed practice books, and others use digital teaching portals available online. Seldomly the teachers provide the teaching materials to their students according to their individual learning styles. This approach is a core issue of the presented research. The thesis consists of two parts: theoretical and empirical. The theoretical part presents the theoretical background of the research, including the definition and classification of textbooks and the functional structure textbook analysis and categorization of the mathematical text. A particular chapter is devoted to the university education level, specifics of the mathematical text, and the didactical principles in the context of textbook selection. The empirical part presents the conducted research methodology following the results of previous pieces of research in variable conditions. The main objective of the work is to identify the different viewpoints on the work with a printed university mathematics textbook and an I-textbook. The main viewpoints are the number of used hints necessary for solving mathematical problems, the students' error rate, and the time the students need to solve these problems. Other research questions deal with the selection preferences of the students regarding the media and the utility of interactive elements in new media. The research respondents are first-year university students participating in the introductory course of engineering Mathematics at the Faculty of Economics at the University of South Bohemia in České Budějovice who were given several sets of mathematical problems to solve and to help them to acquire the given subject matter. These problems were selected based on a specification table to meet the necessary validity, reliability, practicability, and sensitivity so that the posed research questions and formulated hypotheses could be processed quantitatively and verified.
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Teaching Future Tenses to University Students of English Philology
Šteflová, Hanna ; Malá, Marcela (advisor) ; Klégr, Aleš (referee) ; Betáková, Lucie (referee)
1 Abstract This thesis deals with teaching the following seven future forms: the Future Simple, Be going to, the Present Simple and the Present Continuous with a future reference, the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous to students of English Philology. The deductive and inductive approaches to teaching grammar were employed to teach these future forms. The quantitative part of the study had two main objectives. The first objective was to revise and improve the students' knowledge of the seven future forms taught by the study. The results revealed that out of all the seven future forms, the students' knowledge of the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous was the least satisfactory, and these tenses required further explanation and practice. The participants' knowledge of the rules of use for all seven future forms was rather low in general and required significant improvement. The second objective was to investigate which approach to teaching grammar, the deductive or inductive approach, was more effective for teaching future tenses. The deductive approach proved to be more effective for teaching all seven future forms. The difference between the results of the pre-test and the post-test for the Future Continuous, the Future...
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Criteria Influencing the Choice of English Pronunciation Model
Benková, Kateřina ; Červinková Poesová, Kristýna (advisor) ; Farrell, Mark Robert (referee)
This bachelor thesis deals with the approaches and criteria influencing the choice of an English pronunciation model with a special focus on the specific preferences of Czech students. The aim of the theoretical part is to compare the most frequently used pronunciation models, Received Pronunciation and General American, in respect of the criteria and Czech educational environment. The practical part analyses Czech students' preferences regarding their contact with pronunciation models in their free time and at school. A questionnaire, which included a listening task, was distributed to students at four upper-secondary schools. The answers to the questions indicate that more students tend to favour the British accent whereas the results of the listening task show that the majority of the students prefer the American accent.
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Teaching Future Tenses to University Students of English Philology
Šteflová, Hanna ; Malá, Marcela (advisor) ; Klégr, Aleš (referee) ; Betáková, Lucie (referee)
1 Abstract This thesis deals with teaching the following seven future forms: the Future Simple, Be going to, the Present Simple and the Present Continuous with a future reference, the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous to students of English Philology. The deductive and inductive approaches to teaching grammar were employed to teach these future forms. The quantitative part of the study had two main objectives. The first objective was to revise and improve the students' knowledge of the seven future forms taught by the study. The results revealed that out of all the seven future forms, the students' knowledge of the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous was the least satisfactory, and these tenses required further explanation and practice. The participants' knowledge of the rules of use for all seven future forms was rather low in general and required significant improvement. The second objective was to investigate which approach to teaching grammar, the deductive or inductive approach, was more effective for teaching future tenses. The deductive approach proved to be more effective for teaching all seven future forms. The difference between the results of the pre-test and the post-test for the Future Continuous, the Future...
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Criteria Influencing the Choice of English Pronunciation Model
Benková, Kateřina ; Červinková Poesová, Kristýna (advisor) ; Farrell, Mark Robert (referee)
This bachelor thesis deals with the approaches and criteria influencing the choice of an English pronunciation model with a special focus on the specific preferences of Czech students. The aim of the theoretical part is to compare the most frequently used pronunciation models, Received Pronunciation and General American, in respect of the criteria and Czech educational environment. The practical part analyses Czech students' preferences regarding their contact with pronunciation models in their free time and at school. A questionnaire, which included a listening task, was distributed to students at four upper-secondary schools. The answers to the questions indicate that more students tend to favour the British accent whereas the results of the listening task show that the majority of the students prefer the American accent.
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