scholarly journals Implementasi Pendidikan Berasaskan Hasil (PBH) melalui Pembelajaran Berasaskan Projek (PBPj) untuk Menilai Pencapaian Domain Kognitif Berdasarkan Topik Ekosistem Terancam

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Nitce Isa Medina Machmudi Isa ◽  
Mai Shihah Abdullah
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Evaluation Method ◽  
Assessment Tool ◽  
Project Based Learning ◽  
Cognitive Domain ◽  
Traditional Learning ◽  
Outcome Based Education ◽  
Significant Difference ◽  
The Impact

The education system in Malaysia is in the process creating a paradigm shift from implementing an external evaluation to School Based Assessment (SBA). The Malaysia Education Blueprint 2015-2025 (Higher Education) or the MEB (HE) (Ministry of Higher Education, 2015) is formulated based on the vision and aspiration of Malaysia Education Development Plan (2013-2015) and National Higher Education Strategic Plan (Pelan Strategik Pengajian Tinggi Negara (PSPTN)) in educating students who are knowledgeable, skilled and talented to face the challenges of the 21st century. Shift 1 of the blueprint aims to foster graduates who are holistic, balanced and entrepreneurial in line with the National Education Philosophy. This footstep is closely applied by the Ministry of Education to develop the holistic student profile in the schools. A new evaluation combines the three domains of cognitive, affective and psychomotor instead of focusing on the cognitive domain (DC) those are taken into account in determining student's achievement. This study was conducted to identify the impact on assessment using Outcome Based Education (OBE) through the application of project-based learning (PjBL) by comparing it with the current academic achievement ranking using DC only. All domains involved were represented by academic (cognitive domain), social skills (affective domain) and manipulative skills (psychomotor domain). This study also take into account to determine the impact of students’ assessment in the cognitive domain using Outcome-based Education (OBE) through the application of Project-based Learning (PjBL) compared to Traditional Learning (TL) in the topic of ‘Threatened Ecosystem.’ This study is a quantitative research using quasi-experimental design. A total of 30 Form 4 science stream students were selected using purposive sampling. This study demonstrated that there is no significant difference between the traditional learning (TL) and project-based learning (PJBL) to evaluate students’ cognitive domain. Assessment outlined in the Outcome-based Education is a good evaluation method to be applied to the secondary Based on these findings it is proposed evaluation in OBE through PjBL method is of a better assessment tool to be applied to secondary school, preferably the science stream students. This enables them to be evaluated in a more holistic manner which is in line with the full implementation of PBS in the near future. Subsequently, students’ achievement in affective and psychomotor domains should be carried out to oversee the effect onto the holistic evaluation as outlined in OBE.

scholarly journals Validating the technology-assisted supplemental work scale (TASW)

2015 ◽  
Vol 12 (2) ◽  
pp. 475-481
Author(s):  
Kajal Kotecha ◽  
Wilfred Isioma Ukpere ◽  
Madelyn Geldenhuys
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Online Survey ◽  
Negative Impact ◽  
Working Hours ◽  
Communication Technologies ◽  
Research Approach ◽  
Information Communication Technologies ◽  
Information Communication ◽  
The Impact

The traditional advantage of using Information Communication Technologies (ICTs) to enhance work flexibility also has a drawback of enabling academics to continue working even after regular working hours. This phenomenon has been referred to as technology-assisted supplemental work (TASW). Although TASW enhances academics’ work productively, they also have a negative impact on their family-life. The impact TASW has on academics and on higher education institutions can be understood by measuring the phenomenon properly by using a reliable and valid scale. The aim of this study is too validate a newly developed TASW scale by Fenner and Renn (2010). This study adopted a quantitative research approach and used an online survey to gather data. The sample included academic from a higher education in South Africa (n = 216). The results indicate that the TASW is a valid and reliable measure of technology among the sample of South African academics.

PROJECT BASED LEARNING IN HIGHER EDUCATION: STUDENT’S PERCEPTION OF TRANSFORMING TRADITIONAL LEARNING INTO AN ACTIVE AND CONSTRUCTIVIST EXPERIENCE

2018 ◽  
Author(s):  
María del Carmen Granado Alcón ◽  
Pilar Alonso Martín ◽  
Mercedes Vélez Toral ◽  
Diego Gómez Baya ◽  
Eva Herrera-Gutiérrez ◽  
...  
Keyword(s):  
Higher Education ◽  
Project Based Learning ◽  
Traditional Learning

Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy

2018 ◽  
pp. 393-408 ◽  
Author(s):  
Leah Katherine Saal
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Quantitative Research ◽  
Learning Experience ◽  
Future Research ◽  
Literacy Teachers ◽  
Significant Difference ◽  
Literacy Teacher Education ◽  
The Impact ◽  
Post Condition

Although (1) literacy teacher education research and professional practice standards highlight the significance of empathy as a central tenant of teachers' professional dispositions, and (2) developing deeper and more empathetic understanding of others is a frequently cited rationale for utilizing service-learning as a critical pedagogy for in-service and pre-service teacher preparation, little quantitative research exists measuring in-service teachers' empathy or empathy development. The purpose of this chapter is to explore how a course-embedded, self-selected, and community-based service-learning experience effected participating literacy teachers' self-reported empathy. While participants scores increased in the pre-post condition, results of a paired sample t-test indicated no significant difference in teachers' self-reported empathy across the pre-post condition. Implications for practice and program administration as well as suggestions for future research are discussed.

scholarly journals The Impact of Ghana's HE Governance and Regulatory Framework on Financial Sustainability

2020 ◽  
Vol 6 (1) ◽  
pp. 121-139
Author(s):  
Justice Ray Achoanya Ayam
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Research Work ◽  
Regulatory Framework ◽  
Higher Education Governance ◽  
Financial Sustainability ◽  
Education Governance ◽  
Higher Education Reforms ◽  
The Impact ◽  
The Relationship

Higher education governance, legal and regulatory regimes in Ghana remain an important factor in the ever-complex higher educational landscape and its attendant funding challenges. The increased global demand for higher education reforms further strengthens the importance of higher education governance, legal and regulatory framework role in assuring sustainable funding of higher education. The purpose of this study is to measure the relationship between the governance and regulatory variables influence on financial sustainability. The research work utilises quantitative research methodology with a well validated research instrument to undertake this correlational study. The study outcome revealed a statistically significant relationship between the combined effects of the variables whiles two out of the eight variables were found be significant in predicting best fit equation for financial sustainability. The research recommendations should afford higher education practitioners the opportunity to undertake relevant reforms of the current governance, legal and regulatory practices in the country.

Investigating the Impact of Gamification in Children Using GSR

2022 ◽  
pp. 23-57
Author(s):  
Sonali Rani Sahansra ◽  
Anshu Sharma
Keyword(s):  
Student Performance ◽  
Traditional Learning ◽  
Age Group ◽  
Game Based Learning ◽  
School Students ◽  
Learning Groups ◽  
Significant Difference ◽  
Game Intervention ◽  
Different Dimensions ◽  
The Impact

This study aimed to investigate the impact of game-based learning on student performance. For this reason, an empirical study was conducted which comprises the comparison of traditional learning and game-based learning. The participants were lower primary school students of age group 6-8 years. GSR NUL-217 logger sensor was used to record the physiological signals of each participant in real time. An Android-based game intervention named “KidsZoneApp” was developed which included mathematics and English lesson plans according to the student's curriculum. The collected log data was used to calculate the changes in different dimensions of completing the task. ANOVA yielded a very significant difference between game-based learning and traditional learning groups. Overall, the results showed that game-based learning contributed to increased students' performance levels. Significantly, students under game-based learning completed the task in lesser time as compared to traditional learning.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

WORKING CAPITAL AS AN ENTERPRISE VALUE ASSESSMENT TOOL

2019 ◽  
Vol 6 ◽  
pp. 603
Author(s):  
Inta Bruna ◽  
Inta Millere
Keyword(s):  
Stock Price ◽  
Evaluation Method ◽  
Research Study ◽  
Assessment Tool ◽  
Financial Analysis ◽  
Value Assessment ◽  
Working Capital ◽  
Financial Reports ◽  
Corporate Managers ◽  
The Impact

The valuation of an entity in off-exchange transactions involves the use of different techniques. Nevertheless, none of them guarantees the most accurate result. Therefore, it is very difficult to choose one evaluation method. Both investors, corporate managers, financial professionals, portfolio managers, and securities analysts should have a basic understanding of the process of evaluating companies. To that end, professionals recommend evaluating a company’s financial reports to detect its financial position and solvency. According to the methods of financial analysis, working capital is one of the solvency ratios, which describes the value of resources that remain after the company’s current liabilities have been bared. The research study is aimed at determining the impact of changes in working capital on the valuation of a company. In order to achieve the aim and confirm or deny the hypothesis, the methodological basis for the research study was developed, necessary information was collected, calculations were performed using data from companies listed on Nasdaq OMX Riga, and the obtained results were analysed. Literature review and economic and statistical analysis, including the SPSS method for assessing the effects of working capital and stock price, were used in the research.

Use of WhatsApp in Higher Education

2016 ◽  
Vol 55 (2) ◽  
pp. 272-289 ◽  
Author(s):  
Çetin Güler
Keyword(s):  
Higher Education ◽  
Mobile Phone ◽  
Classroom Environment ◽  
Assessment Tool ◽  
Peer Assessment ◽  
The Other ◽  
Mobile Phone Application ◽  
Significant Difference ◽  
Assessment In Higher Education

The aim of this study is to investigate the use of WhatsApp application in anonymous peer assessment in higher education. The mobile phone application WhatsApp was used as both an anonymous and nonanonymous peer assessment tool in a classroom environment. The participants of the study were the students of two classes (sophomores and juniors), half of which were assigned to the anonymous peer assessment group and the other half to the nonanonymous peer assessment group for each class. The members of the anonymous groups used the personal messaging function of WhatsApp for assessment, whereas the nonanonymous groups used the group chat function of the application. WhatsApp was confirmed to be a valid tool for peer assessment, and it was shown that the required anonymity of the method was appropriate for the task. The students' perceived attitudes toward the procedure were found to be rather high, with no significant difference identified between the sophomores and junior groups related to the procedure.

The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

2016 ◽  
Vol 55 (1) ◽  
pp. 95-122 ◽  
Author(s):  
Ramazan Yılmaz ◽  
Hafize Keser
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Academic Success ◽  
Quantitative Research ◽  
Achievement Test ◽  
Transactional Distance ◽  
Significant Difference ◽  
Interactive Environment ◽  
Conclusion Section ◽  
The Impact

The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.

scholarly journals The Impact of a Software Tool that Supports a Part-Complete Solution Method on the Learning Outcomes of Novice Programmers

10.28945/3223 ◽  
2008 ◽  
Author(s):  
Stuart Garner
Keyword(s):  
Learning Outcomes ◽  
Computer Literacy ◽  
Quantitative Research ◽  
Solution Method ◽  
Complete Solution ◽  
Software Tool ◽  
Control Group ◽  
Time Saving ◽  
Significant Difference ◽  
The Impact

This paper reports on the findings from a quantitative research study into the use of a software tool that was built to support a part-complete solution method (PCSM) for the learning of computer programming. The use of part-complete solutions to programming problems is one of the methods that can be used to reduce the cognitive load that students experience during their learning. The tool that was built is a code restructuring tool known as CORT. An inquiry into its effect on student learning outcomes took place over a period of 14 weeks at an Australian university. Two student groups participated in an introductory programming unit, one of which utilized the CORT system whilst the other acted as a control group. No significant difference were found in the relative achievement of students in the CORT and non-CORT groups in tests of programming achievement. However the results showed significant advantages for the CORT students in terms of time saving and levels of tutor help required. Differences also emerged in levels of achievement between certain sub-groups, these being age, computer literacy and previous programming experience.

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