Exploring How Emotional Intelligence and Academic Achievement In?uences E-Learning Achievement: A Case Study in Malaysian Polytechnics

2018 ◽  
Vol 24 (1) ◽  
pp. 226-229
Author(s):  
Jeya Amantha Kumar ◽  
Balakrishnan Muniandy ◽  
Wan Ahmad Jaafar Wan Yahaya
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Learning Achievement ◽  
E Learning

scholarly journals Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 98
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4). 

scholarly journals Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 979
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).  

scholarly journals Hubungan Kecerdasan Emosional Dengan Prestasi Belajar Mahasiswa Semester Ii Bimbingan Konseling UIN Ar-Raniry

2015 ◽  
Vol 1 (1) ◽  
pp. 90
Author(s):  
Fauziah Fauziah
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Significant Relationship ◽  
Analytic Description ◽  
Learning Achievement ◽  
Relationship Of ◽  
The Relationship ◽  
Ap Value

Emotional Intelligence and Learning Achievement. The purpose of this study was to determine the relationship of emotional intelligence and academic achievement second semester students Guidance konselin UIN Ar-Raniry. This type of research is an analytic description with degrees kecepercayaan 95%. The population is all second level students Major of Counseling is 78 students. These results indicate a significant relationship between emotional intelligence and academic achievement were proved with ap value of 0.001

scholarly journals The Effect of Geographic Constraints on the Academic Achievement of Students at King Saud University Using GIS Techniques: A Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 5
Author(s):  
Mofareh Qoradi
Keyword(s):  
Academic Achievement ◽  
Extracurricular Activities ◽  
Online Survey ◽  
Working Hours ◽  
Learning Achievement ◽  
King Saud University ◽  
Delay Times ◽  
The University ◽  
Academic Year

This research studied the effect geographic constraints of students' daily journey to King Saud University (KSU) on their learning achievement, their participation in extracurricular activities, and their visit of the university library. The data was collected from a random sample of KSU students that consisted of 854 students via an online survey during the academic year 2016.  The technologies of geographic information systems have been employed to build a spatial model to measure the distance and taken time for the daily student drive from their houses to the university.  30% of the students’ houses are at a 20 km distance from KSU, 35% of the students need about 40 minutes to arrive at the university, and 8% who need about one hour to arrive. Since Riyadh is urbanized, high in population density, and has a lot of traffic, theses distances and time students spend in their daily drives to the university are causing stress and exhaustion and affect students' academic achievement. 68.42% of students indicated that the location of their homes affects their learning achievement and 63.95% answered that it affects their attendance of activities in the university. Regarding visiting the library, about 58.16 responded that location of their homes affects library visits. The study clarified that there is a negative correlation between the students’ delay times and their academic rate, in other words as the delay times increase, students GPAs decline and subsequently, their academic achievement is less. Finally, the study suggested to specifying and rescheduling the work times for employees and students in Riyadh to reduce the daily drive times, the environmental pollution, and economic depreciation and help increase students' academic achievement by delaying the official working hours for Higher Education institutions by an hour; to start at 9.00 a.m. instead 8.00 a.m. as is currently the case.

Exploring the effects of visual aesthetics in e-learning for engineering students

2018 ◽  
pp. 250-264
Keyword(s):  
Academic Achievement ◽  
Engineering Students ◽  
Cognitive Outcome ◽  
Learning Design ◽  
Learning Achievement ◽  
Visual Aesthetics ◽  
Electronic Engineering ◽  
E Learning ◽  
Multidisciplinary Perspective ◽  
The Way

e-Learning is changing the way students learn in the classroom. However, one of the least emphasised aspect in e-learning design concerns with aesthetics. Recent research in multimedia aesthetics highlighted the need to understand interaction from a multidisciplinary perspective. Aesthetics research in e-learning usually focuses on exploring the effects of positive aesthetics design towards neutral designs and a gap in exploring the effects of negative aesthetics. In this study, two different designs were developed to reflect positive and negative aesthetics designs. The cognitive outcome of these designs was compared and evaluated based on a learning achievement to measure comprehension. Gender and academic achievement were also explored to investigate if these factors had an effect on aesthetics perception and learning achievement. Based on the outcome of 95 electronic engineering students from two different polytechnics in Malaysia, it was found that engineering students performed better in the negative design in comparison to the positive design. In addition, genders or academic achievement differences were found not to influence the outcome.

An Adaptive E-Learning System based on Student's Learning Styles

2016 ◽  
Vol 14 (3) ◽  
pp. 34-51 ◽  
Author(s):  
Samia Drissi ◽  
Abdelkrim Amirat
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Educational Materials ◽  
Learning Achievement ◽  
Web Based ◽  
Research Areas ◽  
E Learning ◽  
The Impact

Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia. The main objective was to develop a new Adaptive Educational Hypermedia System based on Honey and Mumford learning style model (AEHS-H&M) and assess the effect of adapting educational materials individualized to the student's learning style. To achieve the main objectives, a case study was developed. An experiment between two groups of students was conducted to evaluate the impact on learning achievement. Inferential statistics were applied to make inferences from the sample data to more general conditions was designed to evaluate the new approach of matching learning materials with learning styles and their influence on student's learning achievement. The findings support the use of learning styles as guideline for adaptation into the adaptive e-learning hypermedia systems.

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