'high performance' Search Results
Motivating Active Learning in Physical Education: Critical Thinking
elementary school hots motivation active learning physical education...
Motivation is essential in shaping how much a student is interested in learning and also affects how much students will learn from a learning activity or how much students' ability to capture the information presented by the teacher. Well-motivated students will produce a vibrant learning atmosphere and a better success rate. This research aims to determine whether the motivating active learning in physical education (MALP) model can help kids in elementary school develop their capacity for critical thinking. The design used is experimental. The research subjects were grade 6 elementary school students representing five sub-districts in the Tasikmalaya district. One elementary school was taken from each sub-district through a probability sampling technique using the cluster random sampling approach. The total sample taken was 137 people. The results of the study prove that applying the MALP model can greatly influence improving the critical thinking skills of elementary school students. The result of the study is proven by the significance test using the paired sample t-test; the results obtained from sig. (2-tailed) of .001< .05. So applying motivating active learning in the physical education model influences increasing elementary school students’ critical thinking skills.
Data Envelopment Analysis for the Efficiency of Higher Education Departments at Sepuluh Nopember Institute of Technology, Indonesia
data envelopment analysis efficiency measurement higher education...
The quality of higher education is vital for a country’s future, not only in terms of transferring knowledge to younger generation but also for supporting economic development. This paper applies data envelopment analysis (DEA) to evaluate the relative efficiency of 38 academic departments at Sepuluh Nopember Institute of Technology, Surabaya, Indonesia. The input factors are the number of lecturers, the number of staff and budget allocations, whereas the output is the performance achievement level. The empirical analysis incorporates two traditional DEA models: the Charnes, Cooper and Rhodes (CCR) and the Banker, Charnes and Cooper (BCC) models with input orientation. The results indicate that the CCR model considers five departments efficient while the BCC model considers ten departments efficient, five of which are those considered efficient by the CCR model. It may seem counterintuitive that a department with an output performance achievement below 100% is deemed efficient, and vice versa. However, the underlying principle of efficiency under input-oriented DEA model is resource utilization. Finally, we provide recommendations for the departments with low efficiency scores to improve their performance.
The Effect of Character Teaching on College Student Social-Emotional Character Development: A Case in Indonesia
character teaching college student socioemotional development...
This study aimed to investigate the effect of character teaching on college student socioemotional character development. The study was conducted at IAIN Pontianak, Universitas Tanjungpura and Universitas Muhammadiyah Pontianak. The sample was 1284 students, 388 male and 896 female. Partial least square-structural equation modeling (PLS-SEM) data analysis using SmartPLS was used. The findings reveal that character teaching has a significant and positive effect on college student honesty, prosociality, respect at home, respect at school, self-control, and self-development. This study suggests that colleges/universities ensure that lecturers supervise student assignments, seriousness and discipline, check students’ attendance strictly, give course assessment samples, and grade their assignments on schedule. At the end of the conclusion, implications and suggestions are given.
Project-Based Learning as a Strategy in Physical Education Teacher Training: Creating A Cultural Route Promoting Active Commuting
active learning higher education student project...
This study analyzes the narrated reflection of the students in relation to their learning, based on the perceptions that emerge from their experience in the development of the project. Participants were 53 fourth year Pedagogy in Physical Education students, with an average age of 24.3, who were divided into 13 groups. A qualitative study that used the narrated reflection of the students in relation to learning, based on a driving question. In order to help guide the students’ work, and to collect the perceptions they experienced during their participation, the following four components were integrated into the development of the project and included in the final product: a) historical and heritage sites, b) technology used to measure energy expenditure, c) type of active commuting, d) reflection on what was learned. The students designed 13 routes of active commuting through the city, which included different cultural, heritage and historical landmarks. The students analyzed the learning experience, highlighting the importance of knowing and caring for the heritage of the different cities around which they traveled. PBL can be a didactic alternative in initial Physical Education teacher training to achieve learning by linking subject content with the motivations and interests of the students.
Measurement of Students' Chemistry Practicum Skills Using Many Facets Rash Model
chemistry practicum mfrm performance assessment process assessment product assessment...
The accuracy of assessing the capabilities of the process and product in chemical practice activities requires appropriate measurement procedures to be followed. It is crucial to identify the components that can introduce bias while measuring student abilities during the measurement process. This study aims to identify the components or criteria used by teachers to assess student performance in practicum activities and analyze the quality of the rubrics developed. The study was conducted with the participation of three raters, 27 high school students, and nine assessment criteria. A quantitative descriptive approach was employed using the many-facet Rasch model (MFRM) analysis for measurement. The results of the MFRM analysis show no significant measurement bias, with data measurement facets fitting the MFRM model. The reliability of all the facets meets the criteria, and the scale predictor functions appropriately. While all students can easily pass four out of nine items, five items can only be partially passed by students. The assessment criteria that require special attention include communication skills, tools and assembly, interpretation, cleanliness, and accuracy when performing practicums. These criteria provide feedback for teachers and students to ensure successful practicum activities. The Discussion section of this study delves into the findings and their implications.
Student Employees’ Dropout Intentions: Work Excuse and University Social Capital as Source and Solution
dropout social capital working student work duration...
This study seeks to investigate the relationship between dropout intent, the weekly work duration of student employees, and university social capital by analysing empirical evidence from three European countries, including Estonia, Lithuania, and Poland. This exploratory study utilised Eurostudent-VII survey data and employed cross-tabulation and exhaustive Chi-square Automatic Interaction Detection (CHAID) to achieve its objectives. Findings indicate that student employees who believe they get along well with their teachers and have more connections with fellow students to discuss subject-related issues are less likely to intend to drop out of university. In addition, the results show that students’ likelihood of abandoning their higher education increases in the presence of difficulties caused by an inapt academic programme. Regarding employment duration, for the Estonian and Lithuanian markets, there is no difference between working more than 20 hours per week or less than that with the intention of dropping out of university. In Poland, however, the disparity in working hours interacts with other factors related to social capital to explain dropout intent. These findings provide novel insights into the dropout literature by refreshing thoughts on the role of teacher-student and peer relations in the dropout intentions of student employees. In addition to reviving the relevance of university social capital, which has received too little attention lately, they have also sparked a recent debate on whether or not combining work and university actually affects the intention to drop out.
Drivers of Primary School Students’ Achievement in Indonesia During Pandemic
community participation implementation of online learning political context principals’ support student achievement...
Political context, community participation, principals’ supports, and the implementation of e-learning, refer to the orientation of efforts in overcoming the pandemic pressures, where these factors must ensure that all school programs can run effectively and efficiently. This study aims to identify the relationship between political context, community participation, principals’ supports, implementation of online learning and student achievement. Respondent in this research was the principal and elementary school teacher in East Java, Indonesia, 300 teachers and principals were respondents in this research. The Structural Equation Modeling method with the help of AMOS 24.0, is used in this study, while, mediation hypothesis testing is done with the Sobel Test. Based on the results of political context can significantly improve the achievement of students through community participation, principals’ support and implementation of e-learning. Research contributions show that with an ideal political context, high community participation, adequate principal support, and implementation of quality e-learning can improve the achievement of students even in crisis conditions in this case under the pandemic pressures.
Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review
mathematics education peer-assisted learning peer tutoring prisma systematic literature review...
The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.
Evaluating the Results of PISA Assessment: Are There Gaps Between the Teaching of Mathematical Literacy at Schools and in PISA Assessment?
education gaps mathematical competence mathematical literacy pisa assessment...
The problems in education in the countries of the Organization for Economic Cooperation and Development (OECD) vary from country to country. The differences between "upper class" and "lower class" countries in PISA assessment results have led to a research gap. The purpose of this study was to (a) test students' mathematical literacy skills on the Program for International Student Assessment (PISA) test and compare the results using the sum of means across OECD countries; (b) examine the relationship between students' mathematical competence, precision, and self-perception of mathematical literacy skills in the PISA test; and (c) analyze the gaps that exist between the implementation of mathematics instruction in school and the mathematical literacy as measured on the PISA test. This study was designed as a mixed method with an explanatory sequential design. The data collection methods included test procedures, questionnaires, and interviews. The result of this study showed that the overall mean score obtained was below the OECD average. In general, the respondents achieved only level 2 mathematics proficiency. A significant relationship was found between mathematical competence, precision, and self-perception in mathematical skills. On the other hand, there was a gap, namely the difference at the implementation level, where mathematical literacy measured by PISA differed from the measurement of mathematical learning achievement by teachers in school. The results showed that teaching that emphasizes only problem-solving procedures affects low mathematical competence and is not useful enough for students to deal with the PISA mathematics test.
Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator
ict competence online learning psychological engagement psychosocial processes student performance...
Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.
Sohanjana Antibullying Intervention: Culturally and Socially Targeted Intervention for Teachers in Pakistan to Take Actions Against Bullying
aggression prevention antibullying intervention pakistan’s educational institutions social and cultural adaptation teachers’ professional development...
Several studies have demonstrated that bullying and cyberbullying are prevalent in Pakistani educational institutions, negatively affecting students' physical and mental health. Literature has revealed that it has not always been successful to prevent bullying in Pakistani educational institutions by adapting or adopting antibullying interventions from other countries. Sohanjana Antibullying Intervention is the first contextualized antibullying intervention designed specifically for Pakistani teachers. Assisting teachers in identifying bullying and victimization issues prevalent in educational institutions, intervening quickly to assist pupils, and creating a conducive school environment are the main goals of this program. A description of the Sohanjana intervention program, its modules, and its design is presented in the current study. After a comprehensive literature review on bullying in Pakistan, and conducting a baseline survey for need assessment, the program’s content and activities have been developed. In this 32-hour professional development program, teachers are trained on eight different themes over the course of eight modules. In the present paper, the design, the theoretical background, details of the different modules and preliminary evaluation data of the Sohanjana intervention program are presented. A pilot study of the intervention so far has produced successful results and gathered positive feedback from participants. As a result of the feedback, several recommendations and suggestions are discussed in the study.
The Moderating Role of Entrepreneurial Self-Efficacy and Locus of Control on the Effect of the University Environment and Program on Entrepreneurial Intention and Attitudes
entrepreneurial intention and attitudes entrepreneurial self-efficacy locus of control student entrepreneurship university environment...
This article examines the influence of the university environment and learning programs on students' entrepreneurial intentions and attitudes, considering the moderating roles of entrepreneurial self-efficacy and locus of control. The empirical analysis employs a multilevel (hierarchical) linear model, utilizing responses from 713 students across 30 universities in Kazakhstan who participated in the GUESSS 2021 project survey. Our findings reveal that students' entrepreneurial intentions are directly influenced by entrepreneurial self-efficacy and locus of control. However, the locus of control is also indirectly influenced by the university environment and learning program. The learning program's effect on both entrepreneurial aspirations and attitudes is mediated by self-efficacy. Locus of control, conversely, negatively affects both entrepreneurial attitudes and intentions in program learning. The study's results underscore that student entrepreneurship is shaped by personal factors such as self-efficacy and locus of control, alongside the university context. Interestingly, the findings also indicate interdependencies between these factors, further influencing students' entrepreneurial intentions and attitudes.
Mathematical Literacy Skills for Elementary School Students: A Comparative Study Between Interactive STEM Learning and Paper-and-Pencil STEM Learning
experimental research interactive stem mathematical literacy paper and pencil stem...
This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.
Effect of Computer Based Test on Motivation: A Meta-Analysis
computer-based test meta-analysis motivation r studio...
This meta-analysis study investigates the effect of computer-based tests on motivation. The random effect model is the basis for calculating the summary effect, and it is found that the 30 articles obtained through the PRISMA method, which consist of four parts, namely identification, screening, eligibility, and included, can be generalized. Data analysis was performed using R studio and OpenMEE. Based on the research results, the p-value <.05 was obtained, so it was concluded that using a computer-based test significantly affected motivation. In the moderator analysis, it was found that computer-based tests were most effective for intrinsic motivation for the motivation variable, university students for the participants variable, and the country of Iran for the region variable. Evaluation of publication bias using the funnel plot and regression method shows no publication bias, proving that the 30 articles analyzed represent all existing studies on computer-based tests.
Teachers’ Articulation in Implementing Biology Laboratory Courses in an Online Distance Learning Mode
biology laboratory courses online distance learning teachers’ articulation...
Biology laboratory courses (BLC) are designed to enhance and concretize students’ understanding of biology concepts. However, due to threats posed by the COVID-19 pandemic, education institutions were compelled to devise methods for teaching outside of laboratory structures and in a distant learning format. This phenomenological research explored the teachers’ articulation in the delivery of online distance learning (ODL) in BLC. Specifically, this study identified various methods and alternatives employed by biology teachers in conducting laboratory activities. Purposive sampling was used to select participants in survey, interview, and focus group discussion. The data were analyzed using thematic analysis. The study revealed that teachers articulate the delivery of online biology laboratory courses by employing different instructional practices in the three areas of learning experience: planning, implementing, and assessing stages. The results provide practical implications for the improvement of biology instruction and recommendations to support the delivery of flexible learning modalities during educational disruptions.
Optimizing the Creativity of Reflective and Impulsive Students through Writing Articles Based on Information Literacy
cognitive style creativity impulsive information literacy reflective...
Creativity and information literacy are skills necessary for students for task completion in the learning process. One of the tasks assigned to students in learning is to write drafts of scientific articles. Furthermore, teachers must pay attention to cognitive styles in the learning process. This study aimed to describe students' creativity in writing drafts of scientific papers based on information literacy concerning reflective and impulsive cognitive styles. This research was exploratory qualitative research to explain the creativity of reflective and impulsive students in writing scientific article drafts based on information literacy. The research subjects comprised two students for each reflective and impulsive cognitive style. The cognitive style was measured using the Matching Familiar Figure Test instrument. Students' creativity was measured using a test with fluency, flexibility, originality, and elaboration indicators. The results indicated that reflective students were highly creative in writing drafts of scientific articles. Meanwhile, impulsive students were relatively creative in the same activity. In conclusion, students possessing the reflective cognitive style are more creative than students following the impulsive cognitive style in writing drafts of scientific articles based on information literacy. We recommend that writing articles based on information literacy is required to increase HOTs (Higher Order Thinking Skills).
The Impact of Educational Robotics on Cognitive Outcomes in Primary Students: A Meta-Analysis of Recent Studies
cognitive outcomes educational robotics elementary education meta-analysis primary students...
In recent years, educational robotics has gained ground in educational policy around the world, and primary education is no exception. However, there has not yet been a thorough synthesis of methodologically appropriate empirical research on the effects of robotics upon cognitive performance among primary school students, which this paper attempted to do. Following literature screening, a total of eight studies published between 2018 and 2022 with a sample size of 567 children met inclusion criteria and were meta-analyzed. Resultantly, a medium aggregate effect size in favor of robotics experiments emerged (standardized mean difference of .641), which was significantly higher compared to non-robotics learning (p <.01). No between-study heterogeneity was detected. Subgroup analysis revealed a slightly larger overall effect for interventions on first- to third-graders rather than those in grades 4-6. Additionally, the analysis indicates that in order to enhance cognitive abilities in primary students, robotics interventions should be no longer than four weeks and involve robot construction. Based on the findings, implications, and suggestions are outlined for future research and practice.
Relationship between Mentors’ Roles and Mentees’ Leadership Development: The Mediating Role of Mentees’ Self-efficacy
mentees’ leadership development mentees’ self-efficacy mentors’ roles...
Limited latest studies circulated in the 21st century of world university ranking reveal that well-designed mentoring programs will not increase mentees’ leadership development if mentors have not implemented effective roles in the mentoring programs. Although many studies have been done, the mediating effect of mentors’ roles is little known in the tertiary education mentoring research literature. This study is done to examine the correlation between mentors’ roles, mentees’ self-efficacy, and mentees’ leadership development. This study employed a cross-sectional research design. A purposive sampling plan was employed to collect 761 survey questionnaires from undergraduate students at non-research-based public universities in Sarawak. The survey data were analyzed by the SmartPLS package to determine the validity and reliability of the study instrument, and thus test hypotheses for the direct effects model and mediating model. The outcomes of the SmartPLS path model analysis showed that the majority of participants felt that the levels of information exchange, help, self-efficacy, and leadership development are high. This situation explains that the ability of mentors to appropriately implement information exchange and help in mentoring programs has strongly evoked mentees’ self-efficacy. Consequently, this self-efficacy can lead to higher leadership development. This finding can help practitioners to understand the diverse paradigms of mentees’ self-efficacy concept and plan the integration of academic and social-based approaches in formulating mentoring programs to prepare successful graduates in a time of rapid global change.
Examining the Impact of Interactive Multimedia Instruction on the Performance of Secondary School Students in Biology in Dedza District, Malawi
interactive multimedia multimedia instructional packages multimedia learning teacher-centered approach...
This study examined the impact of teaching biology using interactive multimedia on the students’ academic performance in biology at Community Day Secondary Schools (CDSS). This study was conducted in three secondary schools in the Dedza district, in the central region of Malawi. A pretest-posttest quasi-experimental approach was used in this investigation. A total number of 189 Form Four students were selected from the three schools. The schools were categorized into three groups, namely: (a) urban, (b) rural, and (c) control. The control group received instruction using a teacher-centered approach, while the experimental groups received instruction using interactive multimedia resources. The pretest was conducted for three weeks, after which the posttest was administered. One-way ANOVA in IBM-SPSS software was used to analyse the data. Our findings showed that multimedia instruction packages had a significant impact on student performance (F (2, 188) = 126.557, p < .001). Furthermore, after the intervention, the scores of the rural group and the urban group significantly varied (p < .001). Gender had a significant influence on the performance of students in biology (F (1, 188) = 8.78, p = .003). Therefore, the study concludes that the use of multimedia instructional packages helps learners understand abstract concepts in biology, and the study further recommends that multimedia instructional packages be used to teach hard-to-grasp concepts in biology in CDSS.
Teachers´ Reflective Experience Through Classroom Video Observation
practical knowledge professional development reflective practice teacher video observation...
During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice.