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Research Proposal on Class Size and Its Impact on Students’ Achievement

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This article builds on earlier research that defined and assessed technological competence among adolescents. It tracks students who took part in a measurements of technical abilities study fifteen years ago. The researcher had no previous knowledge of the test subjects' current employment status, but in favorable circumstances, these test subjects are now professionals in the field of technology. The aim of this research was to examine how technological competence was attained during the test participants' lives. This follow-up study was carried out as a qualitative case study. Data from interviews with three participants were tape-recorded and translated. The research data were then analyzed using content analysis. The analysis was carried out by assessing which of the essential elements in the participants technological competence contributed to success in their lives. These findings were later classified in terms of themes or factors and, finally, reported in the conclusions. The results from each participant interview are shown in a competence curve, which are explained in more detail. The competence curves indicate each person's development in technological competence during their life.

There are several milestones connected to physical developments in early as well as middle childhood. Physical developmental change might take place as an outcome of genetically-controlled courses known as maturation, or even as a product of varied environmental factors and learning. However, developmental change most frequently involves an interface between the two. Age-linked development periods and cases in point of defined intervals include: ages 0-1 month (newborn); ages 1 month - 1 year (infant); toddler (ages 1-3 years); ages 4-6years (preschooler); ages 6-13 years (school-aged child) and (ages 13-20) adolescent (Kail, 2006).

Aging which is also a physical development appears to concurrently occur in two major separate domains throughout all of the adulthood stages which include: primary aging and secondary aging. According to Stoker (2008), primary aging entails the ordinary, innate body progression from early maturity till death; but, secondary aging comprise progression linked with health habits, disease and/or environmental influences. During middle age aging begins to be considered in decline and loss in lieu of maturation and growth (Stoker, 2008). Nonetheless, Stoker states that some neurological and physiological advancement associated with it which never passes till early maturity. For example, reaction blockage in the frontal lobes as synchronized by the limbic system is never entirely developed till young adulthood, as well as (VO2 max) heart and lung power which does never get to optimal heights until the young adult years. Stoker (2008) hints that immune functioning related to B cell and T cell also counts young adults' aging.

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