The Influence of Learning Methods and Student Personality Types in Islamic Religion Lessons

The learning educates pupils that the key predictors of academic success are educational concepts and learning theories. Learning is a double process of communication: the teacher as an educator teaches while students teach. This is a qualitative type of research. Qualitative research is an investigation process which produces descriptive data of people and observed conduct in written or spoken terms. An interdisciplinary strategy is applied in this study, integrating management, pedagogy, sociology and psychology techniques. Two types of data sources are used in this study: Primary data. Primary information. Primary data are collected in field research from informants who, in this case, are professors of Islamic Religious Education directly. Research and analytical results show that: 1) there have been difference between students who follow the co-operative method of learning and students who follow the conventional method of learning; 2) there has been no difference between students with introverted personality type and students with extraverted personality.

Predictors of Academic Success in Baccalaureate Nursing Students: Is ATI TEAS Predictive

The population of the U.S. is aging, and the prevalence of chronic diseases is increasing. By 2030 the elderly population of the United States will be twice that of the current senior population, and the national demand for Registered Nurses (RNs) is expected to grow by approximately 21%. Nurses make up the single largest health profession in the United States. The nursing workforce is also aging. The average age of a registered nurse is 48.8 years old. Fifty percent of RNs are age 50 or older, and 12.4% are age 65 or older [1]. The problem is clear; unless more registered nurses enter the field, a critical nursing shortage will exist. The most distressing factor related to the predicted nursing shortage is the number of students who choose a career in nursing, enroll in a program, and fail to graduate, or graduate and fail to pass the NCLEX-RN on the first attempt. The purpose of this study was to determine whether there is a predictive relationship between academic success in baccalaureate nursing students and essential academic skills of reading, English, math, and science. Using a retrospective, correlational study design, the research revealed that there are indeed predictors of academic success.

ATTRIBUTIONS TO ACADEMIC SUCCESS AND FAILURE AND THE STRATEGIES FOR DEALING WITH THE EXAMINATION SITUATION AS PREDICTORS OF ACADEMIC SUCCESS

The study was aimed at investigating students’ attributions to academic success/failure and the strategies for dealing with the examination situation as predictors of academic success. Students’ attributions to academic success/failure by internal/external and stable/unstable causes were examined by the Scale of Attributions to Academic Success and Failure. The strategies for dealing with the examination situation (focusing on the problem, focusing on emotions, imagination/distraction, seeking help in the examination situation) were examined by the Scale of Dealing with Examination Situation. The results obtained on the sample of second grade grammar school students (N=204) show that students’ attributions to academic success/failure and the strategies of dealing with the examination situation explain a significant percent of variance in academic success (R²=.210, p=.000). The most important particular predictor is the strategy of dealing with the examination situation by focusing on the problem (β=.244, p=.005). Students’ attributions to failure are more important predictors of academic success than attributions of success. Differences between boys and girls in the patterns of particular predictors of academic success were found. The results point out that it is important to support constructive students’ styles of attributions to academic success/failure and the strategies for dealing with examination situations.