This study examined university students' learning and studying approaches in terms of gender, department, and exam scores. 178 students from various departments at a Turkish university completed a survey measuring surface, deep, and strategic learning approaches. The results showed no significant differences in approaches between departments. However, there were significant gender differences in approaches. Additionally, students' exam scores correlated positively with strategic approaches and negatively with deep approaches. The study aimed to explore factors influencing students' learning quality and achievement.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
Effects of 4 – Modes of Learning Styles on Students’ Learning Outcomes in Pea...QUESTJOURNAL
ABSTRACT: The need to make instructional delivery suitable to students learning styles for maximum learning outcomes is of great concern all over the world. This study therefore investigated the effects of 4-modes of learning styles on students’ learning outcomes in peace education. Using two models of cooperative learning strategies and conventional method of teaching in 3-intact classes of a population of 99 students and testing three null-hypotheses which proved non-significant in effect; it was discovered that the kinaesthetic learners performed better (f(3, 78) = 0.684, P>0.05) than the visual, auditory and reading learners in post-test mean achievement test. On the otherhand, the auditory students performed better in post-test mean attitude (F (3, 78) = 1.203, P>0.05) and post-test mean conflict resolution skill (F (3, 78) = 0.705, P>0.05) scores respectively. The learning styles alone accounted for between 26.01% and 43.56% of the variance in the students learning outcomes. It was therefore recommended that the teaching of peace education should always involve the use of kinaesthetic and auditory learning activities in the classroom.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
The Development and Factor Structure of the Faculty Perceptions of Statistics (FPS) Scale........................................ 1
Laura Taylor, Kirsten Doehler and Jessalyn Smith
Teachers who Attract or Repel: A Glimpse at Student Expectations of their Tertiary-Level Teachers .................... 21
Dr Stephen Joseph
The Effects of Goal Type, Learning Interest, and Task Difficulty on Learning English Words ................................ 32
Pengcheng Zhang and Zhe Wang, Olusola Adesope
An ICT Approach for Implementing Emerging Technologies for Teaching and Learning in Low Resource
Communities: Lessons Learnt from Namibia .................................................................................................................. 47
Shehu M and Jere N.R
Descriptive Study on Grade 2 Pupils Relationship Behavior and School Adjustment As Perceived By Teachers:
The Case of Jimma Zone, Oromia ...................................................................................................................................... 65
Fisseha Mikre and Nasser Aba-Milki
The Magnitude of Teacher Expectation Effects: Differences in Students, Teachers and Contexts ............................ 76
Zheng Li
Principles and Practices of ESP Course Design—A Case Study of a University of Science and Technology .......... 94
Chin-Ling Lee
Escalating Ability to Write Papers: To Make Use of Direct Instruction....................................................................... 106
Ismail Marzuki
Students’ Attitudes and English Language Performance in Secondary Schools in Tanzania ................................. 117
Gilman Jackson Nyamubi, Ph.D
A Study on Attitude towards Educational Research among B.Ed Students Teachersijtsrd
This paper describes the development of a new measure of attitude towards Educational Research for use among B.Ed. Student Teachers which operationalizes the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 250 B.Ed. Student Teachers in the Educational Colleges in Coimbatore. A study of level of Attitude towards Educational Research among B.Ed. Student Teachers between the groups that there is a significant with respect to medium of instruction and educational qualification and no significant with respect to gender, locality and marital status. Ms. J. Morin | Mrs. D. Geetha ""A Study on Attitude towards Educational Research among B.Ed Students Teachers"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25111.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
Effects of 4 – Modes of Learning Styles on Students’ Learning Outcomes in Pea...QUESTJOURNAL
ABSTRACT: The need to make instructional delivery suitable to students learning styles for maximum learning outcomes is of great concern all over the world. This study therefore investigated the effects of 4-modes of learning styles on students’ learning outcomes in peace education. Using two models of cooperative learning strategies and conventional method of teaching in 3-intact classes of a population of 99 students and testing three null-hypotheses which proved non-significant in effect; it was discovered that the kinaesthetic learners performed better (f(3, 78) = 0.684, P>0.05) than the visual, auditory and reading learners in post-test mean achievement test. On the otherhand, the auditory students performed better in post-test mean attitude (F (3, 78) = 1.203, P>0.05) and post-test mean conflict resolution skill (F (3, 78) = 0.705, P>0.05) scores respectively. The learning styles alone accounted for between 26.01% and 43.56% of the variance in the students learning outcomes. It was therefore recommended that the teaching of peace education should always involve the use of kinaesthetic and auditory learning activities in the classroom.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
The Development and Factor Structure of the Faculty Perceptions of Statistics (FPS) Scale........................................ 1
Laura Taylor, Kirsten Doehler and Jessalyn Smith
Teachers who Attract or Repel: A Glimpse at Student Expectations of their Tertiary-Level Teachers .................... 21
Dr Stephen Joseph
The Effects of Goal Type, Learning Interest, and Task Difficulty on Learning English Words ................................ 32
Pengcheng Zhang and Zhe Wang, Olusola Adesope
An ICT Approach for Implementing Emerging Technologies for Teaching and Learning in Low Resource
Communities: Lessons Learnt from Namibia .................................................................................................................. 47
Shehu M and Jere N.R
Descriptive Study on Grade 2 Pupils Relationship Behavior and School Adjustment As Perceived By Teachers:
The Case of Jimma Zone, Oromia ...................................................................................................................................... 65
Fisseha Mikre and Nasser Aba-Milki
The Magnitude of Teacher Expectation Effects: Differences in Students, Teachers and Contexts ............................ 76
Zheng Li
Principles and Practices of ESP Course Design—A Case Study of a University of Science and Technology .......... 94
Chin-Ling Lee
Escalating Ability to Write Papers: To Make Use of Direct Instruction....................................................................... 106
Ismail Marzuki
Students’ Attitudes and English Language Performance in Secondary Schools in Tanzania ................................. 117
Gilman Jackson Nyamubi, Ph.D
A Study on Attitude towards Educational Research among B.Ed Students Teachersijtsrd
This paper describes the development of a new measure of attitude towards Educational Research for use among B.Ed. Student Teachers which operationalizes the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 250 B.Ed. Student Teachers in the Educational Colleges in Coimbatore. A study of level of Attitude towards Educational Research among B.Ed. Student Teachers between the groups that there is a significant with respect to medium of instruction and educational qualification and no significant with respect to gender, locality and marital status. Ms. J. Morin | Mrs. D. Geetha ""A Study on Attitude towards Educational Research among B.Ed Students Teachers"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25111.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Psychosocial Factors which Influence College Student’s Academic PathwayINFOGAIN PUBLICATION
This research purpose is to identify psychosocial factors, which influence students decision for academic field. In this research there were used motivational questionnaire (identifying respondent’s portrait), Rosenberg Self-esteem Scale, Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ). These instruments were applied on a sample of 170 students of both sexes from the faculties located in Bucharest. The data are introduced and operationalized with the Microsoft Excel (2007) and Statistical Package for the Social Sciences (IBM SPSS Statistics, v.20). The research results identifies that family, personal skills influenced students’ academic filed. Also, it show that high self-esteem is correlated with high academic motivation and high motivation for earning. This is also confirmed by other studies where high self-esteem and strength is an important factor in the prediction of academic achievement in students (Mohammad, A. 2010).
The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Statistical Scoring Algorithm for Learning and Study Skillsertekg
İndirmek için Bağlantı > https://ertekprojects.com/gurdal-ertek-publications/blog/statistical-scoring-algorithm-for-learning-and-study-skills/
This study examines the study skills and the learning styles of university students by using scoring method. The study investigates whether the study skills can be summarized in a single universal score that measures how hard a student works. The sample consists of 418 undergraduate students of an international university. The presented scoring was method adapted from the domain of risk management. The proposed method computes an overall score that represents the study skills, using a linear weighted summation scheme. From among 50 questions regarding to learning and study skills, the 30 highest weighted questions are suggested to be used in the future studies as a learning and study skills inventor. The proposed scoring method and study yield results and insights that can guide educators regarding how they can improve their students’ study skills. The main point drawn from this study is that the students greatly value opportunities for interaction with instructors and peers, cooperative learning and active engagement in lectures.
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
Language Learning Strategy among Mongolian Studentsijtsrd
In related research, learning approaches and learning strategies have been reported as important variables influencing the quality of student learning. Researcher tried to reveal language learning strategy on Mongolian students prepared for IELTS by using PISA survey. The research was conducted with 120 participations M=41, F=79 by social media. After the reliability of both instruments was computed, descriptive and regression statistics were used to analyze data. The findings showed that students’ learning approaches were associated with their learning strategy use. The results provided further evidence that gender and field of study might have an impact on learning approach adoption and language learning strategy use. Bold Javkhlan "Language Learning Strategy among Mongolian Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38377.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/english/38377/language-learning-strategy-among-mongolian-students/bold-javkhlan
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Psychosocial Factors which Influence College Student’s Academic PathwayINFOGAIN PUBLICATION
This research purpose is to identify psychosocial factors, which influence students decision for academic field. In this research there were used motivational questionnaire (identifying respondent’s portrait), Rosenberg Self-esteem Scale, Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ). These instruments were applied on a sample of 170 students of both sexes from the faculties located in Bucharest. The data are introduced and operationalized with the Microsoft Excel (2007) and Statistical Package for the Social Sciences (IBM SPSS Statistics, v.20). The research results identifies that family, personal skills influenced students’ academic filed. Also, it show that high self-esteem is correlated with high academic motivation and high motivation for earning. This is also confirmed by other studies where high self-esteem and strength is an important factor in the prediction of academic achievement in students (Mohammad, A. 2010).
The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Statistical Scoring Algorithm for Learning and Study Skillsertekg
İndirmek için Bağlantı > https://ertekprojects.com/gurdal-ertek-publications/blog/statistical-scoring-algorithm-for-learning-and-study-skills/
This study examines the study skills and the learning styles of university students by using scoring method. The study investigates whether the study skills can be summarized in a single universal score that measures how hard a student works. The sample consists of 418 undergraduate students of an international university. The presented scoring was method adapted from the domain of risk management. The proposed method computes an overall score that represents the study skills, using a linear weighted summation scheme. From among 50 questions regarding to learning and study skills, the 30 highest weighted questions are suggested to be used in the future studies as a learning and study skills inventor. The proposed scoring method and study yield results and insights that can guide educators regarding how they can improve their students’ study skills. The main point drawn from this study is that the students greatly value opportunities for interaction with instructors and peers, cooperative learning and active engagement in lectures.
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
Language Learning Strategy among Mongolian Studentsijtsrd
In related research, learning approaches and learning strategies have been reported as important variables influencing the quality of student learning. Researcher tried to reveal language learning strategy on Mongolian students prepared for IELTS by using PISA survey. The research was conducted with 120 participations M=41, F=79 by social media. After the reliability of both instruments was computed, descriptive and regression statistics were used to analyze data. The findings showed that students’ learning approaches were associated with their learning strategy use. The results provided further evidence that gender and field of study might have an impact on learning approach adoption and language learning strategy use. Bold Javkhlan "Language Learning Strategy among Mongolian Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38377.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/english/38377/language-learning-strategy-among-mongolian-students/bold-javkhlan
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Karatas, H., Alci, B., Balyer, A. & Bademcioglu, M. (2017). A e a i atio of u i e sit stude ts’ lea i g a d stud i g
approaches. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(1), pp 344-351. Available from:
www.prosoc.eu
345
1. Introduction
I a esea hes su h as Gage a d Be li e ’s study, it is stated that students learn how they
become effective learners and take responsibility for their own learning by education. And, these should
also be the main objectives of education. Some researchers suggest many variables affect learning.
According to Senemoglu (2010), Entwistle (2000), and Woolfolk (2005) there are three main variables
hi h affe t the ualit a d effe ti e ess of lea i g out o es. The a e stude ts’ a kg ou d hi h
is related to education, student characteristics such as self-efficacy, motivation, beliefs and attitudes
to a ds lea i g o te t, a d stude ts’ depa t e t. Ho e e it a e said it is diffi ult to
o eptualize all of the o the p o ess of lea i g, E t istle a d Ra sde ’s , Biggs’s ,
Prosser and T ig ell’s , a d B e, Flood a d Willis’s esea hes fi di gs sho the
approach to learning and study skills are important factors affecting the quality of student learning.
An approach refers to the relationship between student and what he/she learns (Ramdsen, 1992).
And, learning approach is described as the most basic feature which is created by learning activities of
students (Biggs, 1999). Also, it is underlined there could be an intimate relationship between students'
perceptions of their academic context and the approaches to studying (Newble & Entwistle, 1986;
Cohen-Schotanus, 1999; Richardson, 2011). In terms of studying approach, Peters, Jones and Peters
(2007) maintain context-specific nature of approach adopt by students suggest that it can be possible
to change adopted approaches by altering the context.
It is stated there are three sub-dimensions of learning and studying approaches. (Biggs & Tang, 2011;
Entwistle & McCune, 2004; Svensson, 1977; Zeegers, 2001). These are deep approach, surface approach
and strategic approach. While deep approach is defined as an appropriate activities done to overcome
the task so that an optimal result can be obtained, surface approach is defined as the way students
organize the task (Biggs, 1999). He also describes an appropriate learning as discouraging students to
adopt surface approach and encouraging them to adopt deep approach studying factors.
Entwistle, McCune and Walker (2000) suggest that students who adopt the deep approach show
active engagement in their studies and monitor the development of their own learning. According to
Biggs and Tang (2011), students who adopt deep approach have a tendency to participate the task
meaningfully and appropriately. It is also stated it included intention to understand and effortful
interaction with content (Rowe, 2001).
It is noted students who prefer the surface approach are constrained by the specific learning task and
do not go beyond it (Entwistle & Ramsden, 1983). Rowe (2001) states that students who adopt this
approach focus on separate parts without integration. Entwistle (2000) also maintains students have an
intention solely to cope with task seen as a collection of irrelevant information that causes more limited
learning processes.
Biggs (1987), Entwistle and Ramsden (1983), and Richardson (2009) address students preferring to
use the strategic approach are concerned with achieving the highest grades. When they see appropriate,
students use both deep and surface approaches. Also, according to Entwistle, McCune and Walker
a d Pi t i h a d Ga ia , this app oa h i ol es o ito i g o e’s stud effe ti e ess a d
3. Karatas, H., Alci, B., Balyer, A. & Bademcioglu, M. (2017). A e a i atio of u i e sit stude ts’ lea i g a d stud i g
approaches. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(1), pp 344-351. Available from:
www.prosoc.eu
346
alertness to the assessment similar to metacognitive alertness and self-regulation. Moreover, Entwistle
(2004) indicates that it is an intention to achieve personal goals depending on managing effort.
The pu pose of this stud is to e plo e if the stude ts’ lea i g a d stud i g app oa hes sho
significant differences in terms of gender, departments and Undergraduate Placement Exam (UPE)
scores. For this purpose, answers to the following questions are sought:
. A e the e a sig ifi a t diffe e es i stude ts’ lea i g a d stud i g app oa hes i te s of thei
departments?
2. Are there any gender differences in university students’ lea i g a d stud i g app oa hes?
. Is the e a sig ifi a t elatio ship et ee stude ts’ lea i g a d stud i g app oa hes a d thei
Undergraduate Placement Exam (UPE) scores?
2. Method
2.1. Participants and setting
This study was conducted during 2016-2017 academic year with the participation of 56 female (31.46
%) and 122 male (68.54 %) university students studying at Yildiz Technical University. All participants
took part in the study voluntarily. The distribution of the sample with respect to departments is shown
in Table 1.
Table 1. The students participating in the survey
Departments N %
1 Social sciences teaching 42 23.6
2 Turkish teaching 38 21.3
3 Science teaching 30 16.9
4 Computer and instructional technologies teaching 30 16.9
5 Classroom teaching 38 21.3
2.2. Data collecting instrument
This study is based on survey design. Approach to Learning and Studying Inventory (ALSI) developed
by Hounsell, Entwistle, Anderson et al. (2002) was used to assess learning and studying approaches. It
has been adapted in Turkish by Topkaya, Yaka and Ogretmen (2011). This form of the scale has 18 items.
ALSI has five-factor structure: Surface Learning (four items), Deep Learning (six items), Monitoring
Studying (four items), Effort Management (two items), and Organized Studying (two items). Monitoring
studying is related to deep approach examining the associating ideas and using the evidence. Yet, it
defines the meta-cognitive aspects of learning. While effort management and organized studying
represents the strategic approach, surface learning is covered by surface approach. Participants choose
the answer they feel most represents to extent to which a statement is true of them (1=Not at all true
of me to 5= very true of me).
2.3. Analysis of data
Data acquired by means of the applications of Approach to Learning and Studying Inventory (ALSI)
was analysed using One-Way ANOVA and Independent t-test, and Pearson correlation analysis via SPSS
(Statistical Package for Social Sciences) 21.0 software program. One-Way ANOVA was used to define
whether there were any signifi a t diffe e es i stude ts’ lea i g a d stud i g app oa hes i te s
of their departments. Also, the analysis of independent samples t-test was used to define whether there
e e a ge de diffe e es i u i e sit stude ts’ lea i g a d stud i g app oaches. Moreover, the
4. Karatas, H., Alci, B., Balyer, A. & Bademcioglu, M. (2017). A e a i atio of u i e sit stude ts’ lea i g a d stud i g
approaches. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(1), pp 344-351. Available from:
www.prosoc.eu
347
analysis of Pearson correlation was used to define whether there was a significant relationship between
stude ts’ lea i g a d stud i g app oa hes a d thei U de g aduate Pla e e t E a UPE s o es.
3. Findings
In this section, the diffe e es i u i e sit stude ts’ lea i g a d stud i g app oa hes i te s of
thei depa t e ts a e e a i ed. A d, it i te ds to e plo e ge de diffe e es i u i e sit stude ts’
lea i g a d stud i g app oa hes. Also, the elatio ship et ee stude ts’ learning and studying
approaches and their Undergraduate Placement Exam (UPE) scores are analysed.
Ta le su a izes the follo i g fi di gs hi h i lude des ipti e statisti s o the esea h’s
independent variables.
Table 2. Means, standard deviations and maximum scores
Approach Sub-dimensions N Mean Min. Max. Std. D. Std.
Er.
Surface Surface Learning 178 14.53 4.00 20.00 3.12 .23
Deep Deep Learning 178 12.28 6.00 27.00 4.18 .31
Monitoring Studying 178 7.97 4.00 18.00 2.86 .21
Strategic Effort Management 178 5.14 2.00 10.00 1.91 .14
Organized Studying 178 6.12 2.00 10.00 2.43 .18
Table 3 focuses on the differences between male and female students in terms of learning and
studying approaches.
Table 3. Differences between male and female students in terms of learning and studying approaches
Approach Sub-dimensions Gender N Mean S. D. t p
Surface Surface Learning Female 56 14.37 3.30 .47 .24
Male 122 14.61 3.04
Deep Deep Learning Female 56 12.05 4.42 .49 .52
Male 122 12.38 4.08
Monitoring Studying Female 56 8.07 3.14 -.31 .26
Male 122 7.92 2.73
Strategic Effort Management Female 56 5.25 1.86 -.49 .66
Male 122 5.09 1.94
Organized Studying Female 56 6.25 2.29 -.46 .38
Male 122 6.06 2.50
* The mean difference is significant at the .05 level
In Table 3, differences between male and female students were shown in terms of learning and
studying approaches. According to analysed data, it can be seen that there is no significant difference
between female and male students regarding learning and studying approaches. In keeping with this
fi di g, it a e suggested that ge de is ot a sig ifi a t a ia le o stude ts’ lea i g a d stud i g
app oa hes.It is fo used o the stude ts’ depa t e ts a o di g to their gender in Table 4.
Table 4. Differences between male and female students in terms of their departments
Gender N Mean S. D. t p
Departments Female 56 2.80 1.57 .65 .04
Male 122 2.95 1.43
* The mean difference is significant at the .05 level
5. Karatas, H., Alci, B., Balyer, A. & Bademcioglu, M. (2017). A e a i atio of u i e sit stude ts’ lea i g a d stud i g
approaches. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(1), pp 344-351. Available from:
www.prosoc.eu
348
As it is observed in Table 4, there are statistically significant differences between male and female
students in terms of their departments (t=.65; p<0.05). Regarding this analysis, it can be said that gender
is a sig ifi a t a ia le o stude ts’ department choices.
One-Way ANOVA test was conducted to determine if there were any significant differences in
stude ts’ lea i g a d stud i g app oa hes i te s of thei depa t e ts. Ta le a d sho the
descriptive statistics and findings of One-Way ANOVA analysis.
Ta le 5. The des riptive statisti s of the stude ts’ lear i g a d stud i g approa hes a ordi g to their
departments
Dimensions Department N Mean Std. D. Std. E. Min. Max.
Surface Learning 1 42 14.83 2.89 44 8 20
2 38 14.23 3.38 54 8 20
3 30 13.96 2.35 43 10 18
4 30 14.46 3.21 58 4 18
5 38 15.02 3.56 57 6 20
Deep Learning 1 42 11.19 4.33 66 6 27
2 38 12.28 3.98 64 7 24
3 30 12.96 3.13 57 7 19
4 30 13.93 5.35 97 7 26
5 38 11.63 3.53 57 6 20
Monitoring
Studying
1 42 7.45 2.67 41 4 18
2 38 8.21 3.22 52 4 16
3 30 8.13 2.56 46 5 15
4 30 8.93 3.16 57 4 17
5 38 7.42 2.54 41 4 15
Effort Management 1 42 4.80 2.03 31 2 10
2 38 5.15 2.18 35 2 9
3 30 5.20 1.34 24 3 9
4 30 5.46 1.99 36 3 10
5 38 5.21 1.83 29 2 10
Organized Studying 1 42 6.35 2.41 37 2 10
2 38 6.02 2.72 44 2 10
3 30 5.70 2.27 41 2 10
4 30 6.36 2.37 43 2 10
5 38 6.10 2.41 39 2 10
Table 6. The findings of One-Wa ANOVA a al sis of the stude ts’ lear i g a d stud i g approa hes a ordi g
to their departments
Dimensions Groups Sum of Squares df Mean f p
Surface Learning Between Groups 26.11 4 6.52 .66 .61
Within Groups 1700.10 174 9.82
Total 1726.22 178
Deep Learning Between Groups 161.98 4 40.49 2.38 .06
Within Groups 2937.96 174 16.98
Total 3099.95 178
Monitoring Studying Between Groups 53.54 4 13.38 1.65 .16
Within Groups 1399.31 174 8.08
Total 1452.86 178
Effort Management Between Groups 8.09 4 2.02 .54 .70
Within Groups 640.11 174 3.70
Total 648.20 178
Organized Studying Between Groups 9.81 4 2.45 .40 .80
Within Groups 1043.46 174 6.03
Total 1053.28 178
* The mean difference is significant at the .05 level
6. Karatas, H., Alci, B., Balyer, A. & Bademcioglu, M. (2017). A e a i atio of u i e sit stude ts’ lea i g a d stud i g
approaches. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(1), pp 344-351. Available from:
www.prosoc.eu
349
As seen in Table 5 and 6, it was observed that there was no significant diffe e e i stude ts’ lea i g
and studying approaches in terms of their departments (p>.05). The result of the ANOVA test
demonstrated that departments did not affect learning and studying approaches. It was also confirmed
that there were not any differences between groups.
In Table 7, the findings regarding the correlation analysis on the relationship between relationship
et ee stude ts’ lea i g a d stud i g app oa hes a d thei U de g aduate Pla e ent Exam (UPE)
scores are shown.
Table 7. Correlatio A al sis a o g Stude ts’ Lear i g a d Stud i g Approa hes a d Their U dergraduate
Placement Exam (UPE) Scores
SL DL MS EM OS UPE
SL R 1 -.46** -.44** -.23** -.13 .06
Sig. (2-tailed) .00 .00 .00 .08 .39
N 178 178 178 178 178 178
DL R -.46** 1 .77** .48** .31*
*
-.10
Sig. (2-tailed) .00 .00 .00 .00 .17
N 178 178 178 178 178 178
MS R -.44** .77** 1 .49** .32*
*
-.07
Sig. (2-tailed) .00 .00 .00 .00 .34
N 178 178 178 178 178 178
EM R -.23** .48** .49** 1 .49*
*
-.01
Sig. (2-tailed) .00 .00 .00 .00 .81
N 178 178 178 178 178 178
OS R -.13 .31** .32** .49** 1 .03
Sig. (2-tailed) .08 .00 .00 .00 .64
N 178 178 178 178 178 178
UPE R .06 -.10 -.07 -.01 .03 1
Sig. (2-tailed) .39 .17 .34 .81 .64
N 178 178 178 178 178 178
** Correlation is significant at the .01 level (2-tailed).
SL (Surface Learning), DL (Deep Learning), ML (Monitoring Studying), EM (Effort Management), OS (Organized Studying), UPE (Undergraduate
Placement Exam Scores)
Based on the results of correlation analysis in Table 7, there was not significant correlation between
surface learning and UPE scores (p>.01), between deep learning and UPE scores (p>.01), between
monitoring studying and UPE scores (p>.01), between effort management and UPE scores (p>.01), and
between organized studying and UPE scores (p>.01).
4. Discussion
One of the findings of the study is that there is no significant difference between female and male
students regarding learning and studying approaches. And, this finding does not corroborate previous
7. Karatas, H., Alci, B., Balyer, A. & Bademcioglu, M. (2017). A e a i atio of u i e sit stude ts’ lea i g a d stud i g
approaches. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(1), pp 344-351. Available from:
www.prosoc.eu
350
studies. For example, Murphy (1982) and Speth and Brown (1990) found there is a significant
relationship between female and male students in terms of learning and studying approaches. But,
Richardson and King (1991) stated the findings concerning gender differences in learning and studying
approaches are far from conclusive.
A othe fi di g of the stud is that the e as o sig ifi a t diffe e e i stude ts’ lea i g a d
studying approaches in terms of their departments. And, in this study, there are statistically significant
differences between male and female students in terms of their departments. Moreover, in the present
study, there was not significant correlation between surface learning, deep learning, monitoring
studying, effort management, and organized studying and UPE scores. It can be said these findings are
new in the literature, since there cannot be found any researches about these subjects.
5. Recommendations
As the findings of the study take into consideration, it can be suggested some ideas for the
researchers for further research. For instance, this study investigated and evaluated the information of
the students by the questionnaires. For this reason, more qualitative data may be collected through
observation or interview techniques. Also, the current study conducted with the participation of 178
university students. Because of this, further studies may be carried out with a larger sample group.
References
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Biggs, J. B. & Tang, C. (2011). Teaching for quality learning at university what the student does. (4th Edition). New
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