The purpose of this study is to describe the actions taken by college students to face their future retirement. For this, the test designed by the National Commission for the Protection and Defense of Financial Services Users (CONDUSEF) in Mexico was used, which has items related to financial knowledge, specifically topics about savings, emergency funds and life insurance, among others. The instrument was applied to 60 UPAV college students of different levels, during the school cycle of February-August 2018, in the city of Xalapa, Veracruz; it should be noted that the range of age was older than 21 but younger than 23 years old. The descriptive analysis showed results that lead us to believe that students have emergency funds (53%) but these are used to face unexpected situations (59%); also, students do not have life insurance, which could be concerning in their personal and family life if/when they have to face a present or future illness. Regarding car insurance, most of the respondents stated that they do not own one, besides considering it an unnecessary expense. One of the study limitations was the surveyed population; hence the need to widen this research to encompass more students from such geographical area in order to obtain a wider outlook of said behavior.

This study considers the interaction between an e-learning system, the Blackboard system, and the students who use it in Saudi Arabia. While previous work exists, there is limited consideration of the assessment of the preferences of e-learning system usability variables based on students’ perspectives, especially in developing countries such as Saudi Arabia. This paper attempts to fill the gap by investigating the relative importance of the design criteria developed for e-learning system usability evaluation from the students’ perspective in Saudi tertiary education. Based on reviewed literature, a set of usability principles was developed that have had an influence in the students’ learning process and use of the e-learning system. The list includes system navigation, system learnability, visual design, information quality, instructional assessment and system interactivity. An exploratory study was carried out to identify the most important usability design characteristics from a student’s perspective and then evaluate the overall usability of the current e-learning system, based on this subset. A quantitative approach was adopted to weigh usability design characteristics, based on 181 learners’ perceptions. The sample consists of undergraduates who are users of a web-based e-learning system in a university in Saudi Arabia. The research instrument was tested for construct validity and reliability. The analysed results have shown that information quality is the most important dimension followed by the navigation of the e-learning system. The study has also revealed that the system learnability and visual design came third and fourth in order of importance of e-learning system usability assessment. Finally, the least important design categories that influenced the e-learning system usability assessment were instructional assessment and system interactivity. The empirical results of this study may help to provide insights for designers and evaluators leading to a more effective approach to improve the usability and uptake of the e-learning system.

This study has experimentally tested how the introduction of simulations, adapting the experience of higher educational institutions of the United States, including the elements of gamification, in the training course Professional Foreign Language stimulates the educational activity of students at higher educational institutions of Ukraine students’ educational activity  through the involvement and creation of activity for constructive competition and cooperation, stimulation of interests and motives, maintaining cognitive attention of students and encouraging feedback. To carry out this research, a script, a methodology for arranging the simulation Coffee Import-Export Procedure was developed. To process the collected statistical information, Covariance-based Structural Equation Modeling (SEM) software, including two-way ANOVA for Mixed Measures, was used, and the Textalyzer software was used to process the answers of the experimental group’s students to the open-type questions. It was found out, that the simulation model Coffee Import-Export Procedure with elements of gamification develops value-motivational, cognitive and activity-reflective components of educational activity of students, develops self-education skills, which are included in the list of key life and career Skills of the 21st Century, moving the formation of competences of self-education from minor to dominant positions, forms the model of future professional activity of students. The scientific and practical results of this research can be used in the practice of corporate training of company’s personnel, professional training of future specialists in management, international business, organizational psychology, law, etc., as well as for the organization of professional training for people with limited access to higher professional education or for those who needs retraining.

In almost all European countries, many schools offer a form of bilingual education provision according to which content subjects are taught either through two different languages or through one foreign language. This approach is known as Content and Language Integrated Learning (CLIL). The main problem addressed in this research article is the need to examine and describe the contribution of CLIL methodology to the development of bilingual language competence of students of a secondary vocational school. In addition, the study looks at the teaching and learning within a bilingual Slovak-English study program of the school, specifically at the implementation of CLIL methodology in content subjects taught within the program. Specifically, the extent, approaches, materials used in the study program to enhance bilingualism at school in general and the bilingual language competence of the students through CLIL methodology in particular, as well as opinions and perceptions of teachers and students were investigated. Three data collection tools were used – interviews with teachers and students, classroom observations and document review. The results of the study indicate that various factors inside and outside the classroom and school enhance students’ bilingual language competence with CLIL methodology playing an important but not a decisive role.

This paper presents how the process of flipped teaching with Computer Assisted Language Learning (CALL) works in teaching English as a Foreign Language (EFL) writing in the Indonesian context. As well, it also elaborates how the teaching model affects learner autonomy. This flipped teaching with CALL was experienced by some lecturers of private universities in East Java, Indonesia. This study used a multi-site case study research design. The data were yielded from in-class observation, lesson plan analysis, focus group interviews, and questionnaires. The total of 5 EFL writing teachers and 150 students from 5 private universities in East Java, Indonesia had participated in this study. Experimenting with flipped teaching with CALL in teaching EFL writing enabled the teachers, as course developers, to get an idea of their students’ response to the challenges of new ways, methods, and techniques of their study. The flip-class environment fostered better communication amongst learners and learner autonomy as well. The flip-class atmosphere also had a beneficial impact on the motivation of learners. The qualitative results from interviews of the learners showed that the learners had inspired themselves to engage in in-class learning activities and self-regulated teaching environments. The findings gave reflection to the teachers on several vitally necessary conditions enabling a course in a flipped teaching with CALL format to contribute to developing students’ professional competencies.

It is aimed, in this study, to compare the achievement level of the students taught with the fifth grade intensive English language curriculum (IELC) and the ones taught with the fifth grade English language curriculum (ELC) in terms of their speaking skills. With this aim, it is also intended to find out the failure behind the students’ speaking skills. Sequential explanatory strategy, which is one of the mixed-methods research designs, was used for this study as the aim was to further explain the quantitative findings. There were two groups of participants in this study. The first group included 64 fifth grade students selected from two different schools though simple random sampling, while the second group consisted of the five teachers teaching the fifth grade IELC. Two instruments developed by the researcher were utilized to collect data. The first instrument was an achievement test developed to measure students’ success in speaking skills, while the second instrument was a semi-structured interview schedule developed to collect data from the teachers implementing the fifth grade IELC. The quantitative data collected through the achievement test were analyzed with descriptive statistics including means and standard deviations and inferential statistics through independent samples t-test which was used to compare the two groups of students’ achievement levels, while the qualitative data gathered through the semi-structured interviews were analyzed with content analysis. The findings indicated that only one objective was attained by the students, the results of independent samples t-test indicated that there was not a significant difference in the achievement levels of the students taught with the fifth grade IELC and the ones taught with the fifth grade ELC. The reasons behind this failure was found to be resulting from teacher-related, student-related, and Ministry of National Education (MoNE)-related factors referring to implementation problems rather than curriculum design.

Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

Domestic violence, separation and divorce are becoming increasingly common and leaving psychological traumas that are not easily healed for family members, especially for children in Vietnamese incomplete family. In this article, we identify the factors affecting the psychological trauma of children in the incomplete families by using Achenbach T. M’s Children Behavior Checklist (CBCL). We design 2 experiments and 3 steps to filter the main factor affected the psychological trauma of children living in incomplete families. In results, we found out that up to 46.42% of children had psychological traumas when living in incomplete family with an extremely high level of 8.16% and an average of 57.14%. The results showed not only by living in incomplete family but also other factors such as the pressure from public opinion and community affected the children psychological trauma. It is necessary to minimize the effect of psychological trauma of children in Vietnamese families.

In recent years, cyberbullying, which can be considered as a new form of bullying, has emerged as a result of developments in the field of technology and communication. Cyberbullying has become a social problem which has affected individuals’ lives negatively. The key to success in the elimination of cyberbullying and its negative effects lies in cyberbullying sensitivity. The present study aims to analyze teachers’ cyberbullying and cyber victimization experiences and levels of cyberbullying sensitivity based on some variables which are supposed to develop awareness regarding cyberbullying. Using survey as a research model, the present study focused on 346 teachers working at schools affiliated with Ministry of National Education in Tasova District located in Amasya (Turkey). “Personal Information Form”, “The Revised Cyberbullying Inventory for University Students” and “Cyberbullying Sensitivity Scale” were used as data collection tools. SPSS package program was used for data analysis and frequency and percentage values of demographic variables. Independent T test was used for gender and marital status variables, and One-Way ANOVA test was used for age and level of education variables. The findings of the present study revealed that most of the participants used social media websites actively and spent at least 2 or 3 hours on these websites on a daily basis. Teachers usually have a Facebook and/or Instagram account, and benefit from social media for research purposes and playing games. It can be stated that teachers have a significantly high level of cyberbullying sensitivity. However, it was also indicated that even though participants worked as a teacher, they still did cyberbully and suffered from cyber victimization in the past. While a significant difference was observed only in the dimension of cyber sensitivity in terms of marital status, age and level of education, a significant difference wasn’t observed in the dimensions of cyberbullying, cyber victimization and cyber sensitivity in terms of gender.

The following analysis provides evidence from the comparative levels of anxiety towards mathematics of the variables from the categories presented by the AMARS and sociodemographic variables as well. A sample of 381 economics students in Mexico answered the survey. For data analysis, descriptive statistics (x̄, Sd.) was carried out and to identify if there are significant differences of means in the sociodemographic variables, the ANOVA analysis was carried out.  Although in general the anxiety towards mathematics presented in Mexican economics students is “very little”, in the dimension of mathematical evaluation the results of the descriptive analysis show that economics students from the south of Mexico have more anxiety than students from other regions. Regarding gender, women feel more anxiety than men towards mathematics evaluation. Likewise, students from public institutions show greater anxiety towards mathematics in the evaluation processes than those belonging to private. Finally, ANOVA test showed that the variable Region showed values less than 0.05 in two of three dimensions (ANXTASK and ANXCOUR). The ANXEVAL dimension showed values < 0.05 in the variable Gender as the ANXEVAL and ANXCOUR showed values < 0.05 in the variable University, this because there is a difference in means.

The purposes of this research are: 1) to compare two equalizing tests conducted with Hebara and Stocking Lord method; 2) to describe the characteristics of each equalizing test method using windows’ IRTEQ program. This research employs a participatory approach as the data are collected through questionnaires based on the National Examination Administration of 2018. The samples are classified into group A and group B respectively by 449 and 502 respondents. This paper discusses how to equalize shared items using the anchor method with a set of instruments in the forms of 35 questionnaire items and 6 shared items. In addition, the researcher also uses PARSCALE to estimate each respondent’s skills and each item’s characteristics. The shared items are eventually equalized using IRTEQ program. The results show that there is a significant difference between those conducted using Haebara method (0.592) which produces bigger mean-sigma value and Stocking & Lord (0.00213). Thus, the results show that the shared testing items may improve respondents’ discrimination and increase the difficulty level (parameter b). Due to the availability of shared items, it is good and appropriate to equalize two different tests on different theta skills.

El Oro province undergoes a high rate of student’s withdrawal from distance courses offered by the local university. The distance education model gives for granted that the regular teachers are proficient for remote tutoring. This research attempts to reveal the state-of-art of this educative model in a provincial university. The study focused on a quantitative-qualitative explorative approach to determine, whether, if withdrawal is more frequent in introductory courses or not. Among the main causes for withdrawal were found: (1) the naive of learners in high education programs, (2) the inconsistency of the university proposals (academic and administrative) and; (3) the most important, the deficiencies in remote tutoring.

This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.

If the challenges of today's world are to be met, then there is a need to give more prominence to emotion in education, i.e.  indulging the personal, emotional and spiritual aspects of teaching, and promoting the teachers’ social-emotional competencies along with the schooling influence. In this respect, structuring the contents of in-service programs has gained vital importance in all fields of education including English Language Teaching (ELT). This action research study involved 17 EFL instructors to enhance their emotional literacy regarding learning in self and in others and consequently develop behaviors that would be caused by finding out about emotional intelligence. Relatedly, it was aimed to set up a framework of a teacher development program that the instructors at a foreign language school at a state university in Turkey improve their emotional literacy skills and create opportunities to impart these skills to their students as well as to people in their personal lives. The article reports on the participants’ and the researcher’s views regarding the maturation of an emotional literacy improvement program for in-service professional development purposes in ELT context.

This descriptive and correlational study investigated the effects of using PSPP in learning Statistics on students’ attitudes and performance. The respondents of the study were 200 Grade 11 Senior High School students who were enrolled in Probability and Statistics subject during the Second Semester of School Year 2018-2019. The respondents were randomly selected from those classes across the different academic strands that used PSPP in their Probability and Statistics subject through stratified random sampling. The results revealed that the students have favorable attitudes towards learning Statistics with the use of the PSPP software.  The students became more interested and engaged in their learning of statistics which resulted to an improved academic performance.

This study aims to produce e-modules based on valid and appropriate local wisdom in the Central Learning Model at kindergartens in Jambi. The product of this research is realized in the form of an electronic module using 3D Pageflip Professional software to determine the feasibility of e-modules as well as knowing the teacher's response to e-modules based on local wisdom in Central Learning Model at kindergartens in Jambi city. The type of this research is developing research that refers to the ADDIE model. After the e-learning module was created, the e-learning module was validated by the expert. Validation was carried out by two material experts and an e-learning module expert until the e-learning module is declared feasible. After the e-learning module has been validated and revised, a trial was then conducted by the respondent to see the perception results. The developed e-modules are stated in the valid category based on the results of the validation of the e-module material and the e-module design which obtains excellent criteria. The results of the questionnaire perception of 62 respondents (lecturers, teachers and students) on e-modules showed an average rate of 83% which is included in the excellent category. These results indicate that the e-module developed in this study is very feasible to use. E-Modules developed in this study are highly recommended for use by Lecturers, Students, and Teachers in the major of Early Childhood Education.

The physical factors, which were studied less often than the other factors affecting students' learning, were considered in this study. The present study investigated the effect of the flexibility and non-flexibity of the physical classroom setting on undergraduate students' learning. The study adopted a mixed-method research design. The quantitative phase of the study employed the quasi-experimental method of research utilizing the pretest-posttest non-equivalent groups design. T Test and the Repeated Measures ANOVA test was used to compare the group means. In the qualitative phase of the study, the students received a questionnaire with open-ended questions to gather their opinions, and the data were analysed in NVIVO 11. There was no significant difference between the experimental and control groups in terms of learning; however, the achievement scores of both groups were found to be high. Furthermore, the views received from both groups indicated that the physical environment influenced learning in terms of motivation and enthusiasm.

The current study aimed to adopt and assess the psychometric properties and measurement invariance of Grit-S among Omani and American students (N = 487) using Exploratory Factor Analysis (EFA) and Multi-Group Confirmatory Factor Analysis (CFA). The scale’s construct validity was estimated by investigating its associations with achievement goal orientations (AGOs). EFA results suggested that a two-factor solution (i.e., perseverance of effort [G_PE] and consistency of interest [G_CI]) was the best factorial structure, explaining 47.74% and 51.02% of the variance in the Omani and American samples, respectively. The factors had good reliability coefficients in the two samples. Related to the intercultural differences, G_PE explained more variance among Omanis (31.02%) relative to American sample, whereas G_CI explained a larger proportion of variance among Americans (36.86%) compared with Omani sample. The first level of measurement invariance, configural invariance, was not supported, necessitating the investigation of the other levels of measurement invariance using a new sample. Grit correlated positively with mastery and performance-approach goals (r = .29 and .12, respectively) and negatively with avoidance goals (r = -.25), supporting the scale’s construct validity. These findings showed that Grit-S scale can be used as valid and reliable assessment tool to assess student interest and perseverance in the academic context in Arabic/Omani and American cultures.

The purpose of this study is to investigate the level of anxiety in learning Chinese, discover the dominant factors of anxiety in learning Chinese language and analyze differences in Chinese language anxiety based on gender, year of study and HSK in foreign students in Wuhan, China. The research method used was quantitative using a survey approach. There are 250 foreign students as the samples, consisting of 108 male and 142 female students. The data collection technique used is questionnaire called CLAS (Chinese Learning Anxiety Survey) adapted from FLCAS (Foreign Language Classroom Anxiety Survey). The data were analyzed using SPSS with descriptive statistical techniques and Multivariate Analysis. The results showed that Chinese language anxiety among foreign students is on a moderate level, with communication anxiety as the most dominant aspect. The male and female students have the same anxiety level in learning Chinese. The foreign students who had longer duration of learning Chinese and had higher HSK tend to have lower level of anxiety in learning Chinese. This showed that years of study and HSK were two factors that determine the high or low level of anxiety in learning Chinese for foreign students.

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students’ problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students’ physics problem-solving skills, communication skills, the students’ confidence in learning, as well as improving students’ understanding of physics lessons conceptually.