Factors Affecting the Achievement of Students in Economic Subject

2021 ◽  
Vol 12 (3) ◽  
pp. 1330-1336
Author(s):  
Siti Hadijah Che Mat Et.al
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Mean Value ◽  
General Interest ◽  
Factors Affecting ◽  
Teaching And Learning Environment ◽  
Learning Techniques ◽  
Economic Program ◽  
The Subject ◽  
High Level

There are various factors influencing a student’s academic achievement at any level, either primary, secondary or tertiary. These factors include attitudes, learning techniques, general interest in the subject matter, factors related to teacher, family or friends, previous achievements, teaching and learning environment and facilities, infrastructure, and teaching methods. This article explores factors affecting the achievement of student of a course offered in the economic program of universitiutaramalaysia. For this article, a total of 220 students who registered for macroeconomics course at universitiutaramalaysia were randomly selected to be the study sample. of the 220 responses, only 211 were analysed because some questionnaire forms was returned with incomplete information. these students consist of second, third and fourth year students. The study found that among the items in the lecturer preparation factor which came with high mean scores is the item "lecturer shows dedication in teaching". There is no denying that teaching and learning methods incorporating the latest technology and trends are desirable but the study shows that teaching using longstanding approach like using whiteboards is still preferable among students and gives the highest mean value of 7.44, which is a high level score. In terms of learning techniques, the study found that students are not consistent between the goals to achieve excellence with the appropriate effort taken by them. although they want to achieve high excellence in this subject but their efforts and actions are not inclined to that desire

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

scholarly journals [Factors Affecting Motivation on Learning Arabic] Faktor-Faktor yang Mempengaruhi Motivasi terhadap Pembelajaran Bahasa Arab

2015 ◽  
Vol 10 ◽  
pp. 82-97 ◽  
Author(s):  
Abdul Hakim Bin Abdullah ◽  
Ab. Aziz Bin Sulaiman ◽  
Wan Ismail Bin Wan Abdullah
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Secondary Level ◽  
Good Interest ◽  
Self Awareness ◽  
Validity And Reliability ◽  
Factors Affecting ◽  
And Performance ◽  
High Level

The purpose of this study is identify factors that affect students motivation in  learning Arabic among lower secondary level students at Naim Lilbanat National Religious Secondary School (SMKA), Kota Bharu, Kelantan. To achieve this purpose, four objectives have been outlined; to identify the level of students performance in Arabic, to identify the level of students interest towards Arabic, to identify factors that affect students motivation towards Arabic and to evaluate the relationship between motivation and students performance in Arabic. This quantitative research used questionnaires for collecting data. 93 students at lower secondary level at SMKA Naim Lilbanat were selected by simple random technique as the sample that represent 40% of the research population. A pilot study was conducted to ensure the quality of feasibility, validity and reliability of the instrument. The validity of items was obtained by referring to 10 experts of the subject matter. Coefficient of reliability value was obtained at a high level that is 0.86 through Cronbach Alpha test using SPSS version 19. The study found that 88 (94.6%) respondents have a good performance in Arabic and 78 (83.9%) respondents have a good interest towards Arabic. According to this study, five factors that affect students motivation in descending order are: attitude toward Arabic as they consider it as important, Arabic environment, attitude toward Arabic as they consider it as easy to learn and understand, self-awareness and the effectiveness of teaching and learning in the classroom. The Pearson correlation test showed that there is a positive significant relationship at a moderate level between level of interest and performance of Arabic among lower secondary level students at SMKA Naim Lilbanat.   Kajian ini bertujuan untuk mengenal pasti faktor-faktor yang membentuk motivasi terhadap pembelajaran bahasa Arab dalam kalangan pelajar peringkat menengah rendah di Sekolah Menengah Kebangsaan Agama (SMKA) Naim Lilbanat, Kota Bharu, Kelantan. Bagi mencapai tujuan tersebut, empat objektif telah digariskan iaitu mengenal pasti tahap pencapaian pelajar bagi mata pelajaran Bahasa Arab, mengenal pasti tahap minat pelajar terhadap mata pelajaran Bahasa Arab, mengenal pasti faktor-faktor yang mempengaruhi motivasi pelajar terhadap mata pelajaran Bahasa Arab dan menguji hubungan tahap motivasi pelajar dengan pencapaian Bahasa Arab. Kajian ini berbentuk kuantitatif dan menggunakan soal selidik sebagai alat pengumpulan data. Seramai 93 orang pelajar peringkat menengah rendah di SMKA Naim Lilbanat telah dipilih secara rawak mudah sebagai sampel yang merupakan 40% daripada jumlah populasi kajian. Satu kajian rintis telah dijalankan bagi menjamin kualiti kebolehlaksanaan, kesahan dan kebolehpercayaan instrumen. Kesahan instrumen diperoleh secara merujuk kepada 10 orang pakar bidang. Nilai keefisienan kebolehpercayaan item diperoleh pada tahap tinggi iaitu 0.86 daripada ujian Alpha Cronbach menggunakan perisian SPSS versi 19. Kajian ini mendapati 88 orang (94.6%) responden mempunyai pencapaian yang baik dalam mata pelajaran Bahasa Arab. Kajian ini juga mendapati 78 orang (83.9%) responden mempunyai tahap minat yang baik terhadap mata pelajaran Bahasa Arab. Lima faktor yang paling mempengaruhi motivasi pelajar secara turutan menurun ialah: sikap terhadap mata pelajaran Bahasa Arab yang dianggap penting, persekitaran bahasa Arab, sikap terhadap mata pelajaran Bahasa Arab yang dianggap mudah dipelajari dan difahami, kesedaran diri dan keberkesanan pengajaran dan pembelajaran dalam bilik darjah. Ujian korelasi Pearson memperlihatkan wujud hubungan positif yang signifikan pada kadar sederhana antara tahap motivasi dan pencapaian Bahasa Arab dalam kalangan pelajar peringkat menengah rendah di SMKA Naim Lilbanat.

scholarly journals Supporting factors in the aqidah-akhlaq teaching and learning process (study at islamic senior high schools in West-South Aceh regions)

2019 ◽  
Vol 4 (2) ◽  
pp. 229-249
Author(s):  
Fedry Saputra
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Descriptive Research ◽  
Assessment Of Learning ◽  
The Subject

The subject of aqidah-akhlaq has a contribution in providing motivation to students to practice the values of religious belief (monotheism) and moral behavior in daily life. In this study, supporting factors in the implementation of the learning process of this subject at Islamic senior high schools (MAs) were the factors of the teachers and the environment. The research is concerned with, firstly the delivery of the teaching and learning process on the aqidah-akhlaq subject at MAs, and secondly the supporting factors of teachers in the learning process of the aqidah-akhlaq subject in MA students. This research used a qualitative approach with descriptive research method. Meanwhile, the data was collected through observation, interviews, and documentation. Research subjects were MA teachers who were in the West-South Aceh covering 5 regions: Aceh Jaya, West Aceh, Nagan Raya, Southwest Aceh, and South Aceh. The results showed that (1) there were several steps in the learning process carried out by the teachers, i.e. preparing lesson plans, delivering subject consisting of two aspects: firstly varied teaching methods and secondly varied learning media, conducting an assessment of learning outcomes, and performing follow-up efforts through individual approaches to deal with problematic students, and (2) in terms of supporting factors from both parents and society, it showed that some were supportive and some others did not care of their children.

scholarly journals Implementasi Model Pembelajaran Ekonomi Berbasis Kompetensi Dengan Pendekatan Kontekstual

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Tejo Nurseto
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Economic Science ◽  
State University ◽  
Participatory Action ◽  
Study Program ◽  
Frequent Use ◽  
The Subject ◽  
High Level

This research was intended to know the extent of contextual approaches (Contextual Teaching and Learning) able to overcome practical problems in compliance with the students’ ability to construct a concept/meaning from what they learned. The scope of this inquiry included the implementation of contextual approaches to the subject of Introduction to Economic Science in Economic Cooperative Education Study Program of Business Education Department of Faculty of Social Science of Yogyakarta State University. This was a participatory action research. The action research was implemented in the academic years of 2003/2004 for the subject of Introduction to Economic Science. This research was conducted in several steps as follows: Planning, Action Implementation, Control and Evaluation, and Analysis and Reflection. The results show that: (1) in the first cycles, the ways of answering questions, answers the students present are not qualified, the frequency of expressing opinions tends to be minimum, and the interaction among students are low. Due to lack of time in accordance with the grouping and student classification spending too much time, 2 CTL methods can be used to improve: the students’ participation in discussing the results of the discussion conducted, the students’ way in revealing describing oral description review, the students’ capability in constructing concept/meaning. In applying CTL, it is found some weaknesses as follows: the frequent use of CTL method makes the students saturated, the use of CTL method requires more cost, it is good for creating media or doing observation, for the students with high level of learning motivation it is exciting for they regard that they have chance to deliver more opinions, and those with low level of learning motivation it makes them passive and talking to themselves (not interested).

The study of personal factors defining the emergence of victim behavior among teenagers with intellectual incapacity

2020 ◽  
pp. 63-74
Author(s):  
Tatiana Ivanovna Kulikova ◽  
Nataliya Anatol'evna Stepanova
Keyword(s):  
Self Esteem ◽  
Self Control ◽  
Personal Factors ◽  
Behavioral Factors ◽  
Personal Traits ◽  
Behavioral Type ◽  
Factors Affecting ◽  
The Subject ◽  
Intellectual Incapacity ◽  
High Level

The subject of this research is the personal factors defining the emergence of victim behavior among teenagers with intellectual incapacity. The object is the victim behavior of teenagers with intellectual incapacity. The goal consists in examination of personal factors defining the emergence of victim behavior among teenagers with intellectual incapacity, and possibilities of forecasting the behavioral type of a victim – active or passive. The authors analyze such aspects as behavioral disorders of teenagers with intellectual incapacity, heightened victimization as predisposition of teenagers with intellectual incapacity to becoming a victim of crime, or personal traits of teenagers of this category determining victim behavior. The novelty of the conducted research consists in identification of personal factors of victim behavior of teenagers with intellectual incapacity, expressed by combination of personal traits determining the behavioral type of a victim. The dominant personal factors include emotional, volitional, and behavioral. As a result of regression and correlation analysis, the author determines the direct close interrelation between the emotional and behavioral factors; direct moderate connection between volitional and behavioral factors; and reversed moderate connection between emotional and volitional factors. The acquired data allowed determining personal traits of the active and passive victims. An active victim is characterized with high level of frustration, impulsiveness and low level of self-control. A passive victim is characterized with high level of anxiety, insecurity and helplessness that form low self-esteem. Among the teenagers with intellectual incapacity such traits exceed the boundaries more often than among neurotypical age mates, which substantiates the presence of risk factors affecting their psychological security and lead to disorientation in social environment.

An Evaluation of Technology Integration in Teaching Statistics

2012 ◽  
Vol 7 (2) ◽  
pp. 16-27
Author(s):  
Abdellatif Tchantchane ◽  
Pauline Fortes ◽  
Swapna Koshy
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Positive Perception ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Traditional Teaching Methods ◽  
Technology Intervention ◽  
The Subject ◽  
Overall Performance

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. A technology intervention was used to teach Foundation Statistics. This paper reports students’ performance relative to those taught statistics using traditional teaching methods. Failure rate was reduced from 34% with traditional teaching to only 14% with the inclusion of technology, and in order to measure students’ perception towards the integration of technology in the subject, a total of 144 students of 30 different nationalities were surveyed at the end of the semester before the final examination. The analysis of the survey highlighted the students’ positive perception independent of their overall performance. Overall, the survey expressed a significant result showing that the use of technology helped students to perform better.

METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VB SDN 007 PANIPAHAN

2017 ◽  
Vol 6 (2) ◽  
pp. 597
Author(s):  
Sudarmiati Sudarmiati
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Mean Value ◽  
Class V ◽  
The Subject ◽  
The Mean ◽  
Improve Student Learning

The background of this research is teaching and learning process in class V SDN 007 Panipahan in IPS subjects which is still dominated by teachers so that students become passive receive just the material given by the teacher and the learning result which not yet satisfy with the mean value under KKM. This study aims to determine whether there is influence of discussion methods, both individually and classically to the results of class V B on the subject of social studies in SDN 007 Panipahan. The study was conducted on 32 students consisting of 20 men and 12 women. Data were collected through observation by observer using observation sheet for discussion method data, and through postes unutuk data learning result. The results showed that the method of discussion can improve student learning outcomes, this is evidenced by: Student learning outcomes have increased, in the cycle I average learning outcomes obtained by students is 70.78. In the second cycle has increased with average learning outcome of 75.31. In addition, the classical completeness also increased on the percentage prasiklus student klasiskal completeness of 56.25%, in the first cycle reached 68.75%, in cycle II classical completeness reached 87.53%.

scholarly journals Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review

2021 ◽  
Vol 18 (11) ◽  
pp. 6056
Author(s):  
Assunta Patano ◽  
Nunzio Cirulli ◽  
Matteo Beretta ◽  
Paola Plantamura ◽  
Alessio Danilo Inchingolo ◽  
...  
Keyword(s):  
Systematic Review ◽  
Teaching Methods ◽  
Paediatric Dentistry ◽  
Traditional Teaching ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
E Learning ◽  
Method Of Instruction ◽  
High Level ◽  
Present Systematic Review

Over the last decade, medical education changed from traditional teaching methods to telematic and networking scholar and e-learning approach. The objective of the present systematic review was to evaluate the effectiveness and teachers/student’s acceptability of e-learning applied to the field of orthodontics and paediatric dentistry. A database search of the literature was conducted on PubMed and Embase databases from January 2005 to May 2021. A total of 172 articles were identified by the electronic search, while a total of 32 papers were selected for qualitative analysis. Overall, 19 articles investigated the effectiveness of e-learning, and no difference of acceptability was reported between e-learning and traditional methods for a wide part of the articles selected. A total of 25 papers provided a satisfaction questionnaire for learners and all were positive in their attitude towards e-learning. The results showed that e-learning is an effective method of instruction, complementing the traditional teaching methods, and learners had a positive attitude and perception. The evidence of the present study reported a high level of acceptability and knowledge level of e-learning techniques, compared to frontal lecture methods, in the fields of orthodontics and paediatric dentistry.

scholarly journals Using Graphical organizers in the teaching process of ICT

2019 ◽  
Vol 4 (2) ◽  
pp. 31-40
Author(s):  
Asiya Ibragimovna Tureniyazova
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Graphic Organizers ◽  
Communication Technologies ◽  
Interactive Methods ◽  
Information And Communication ◽  
The Subject ◽  
Advanced Teaching

To date, hundreds of advanced teaching methods have been developed, such as game methods, problem-based learning methods, and information and communication technologies are widely used in education. Most of these technologies are based on the principles of student-centred and participatory learning. These interactive methods allow the learner to master the necessary professional knowledge, skills and competencies under the managerial guidance of a teacher. In this article, the author would like to share her experience of using one of such techniques - graphic organizers - in teaching the subject of computer science and information technologies. The graphic organizers as supportive tools for teaching and learning, their use and types are described. Examples of graphic organizers for learning IT and Information security, drawn using IT, are given.

scholarly journals TAHAP PENGETAHUAN, SIKAP DAN MASALAH GURU BAHASA MELAYU TERHADAP PENERAPAN KEMAHIRAN BERFIKIR ARAS TINGGI DALAM PENGAJARAN DAN PEMBELAJARAN KOMSAS

2021 ◽  
Vol 4 (1) ◽  
pp. 93-107
Author(s):  
Nur Shahirah Mat Isa ◽  
Zamri Mahamod
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Mean Value ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Average Value ◽  
The Mean ◽  
High Level

This study aimed to learn the knowledge, attitude and problems of Malay Language teachers on the implementation of higher-order thinking skills (HOTS) in teaching and learning (T&L) literature component (KOMSAS) in secondary schools.The study was conducted because there are Malay Language teachers who have a low mastery of the syllabus and content of KOMSAS. Respondents of this study consisted of 108 Malay Language teachers in secondary schools that teach in Timur Laut district, Penang. The design of this study is a study that uses descriptive analysis. This study uses questionnaires as instruments. Data were analyzed using Social Package for Social Sciences (SPSS) version 25.0 for descriptive data description. The findings showed the mean average value of teacher knowledge level before T&L (min 3.917) and current T&L (min 3.970), teacher attitude level before T&L (mean 3.894) and current T&L (min3.875) against HOTS in T&L KOMSAS showed the average mean value was at a high level, while the average mean value of problems on teachers (mean 3.116) and problems on students (mean 2.578) to implement KBAT in T&L KOMSAS are at a moderate level. This indicates that the knowledge, attitudes and problems affecting the implementation of HOTS among Malay language teachers in the T&L of KOMSAS. Keywords: Knowledge, attitude, problems, HOTS, KOMSAS   Abstrak: Kajian ini bertujuan untuk mengkaji tahap pengetahuan, sikap dan masalah guru bahasa Melayu terhadap penerapan kemahiran berfikir aras tinggi (KBAT) dalam pengajaran dan pembelajaran (PdP) komponen sastera (KOMSAS) di sekolah menengah. Kajian ini dijalankan kerana terdapat guru bahasa Melayu yang mempunyai penguasaan yang rendah tentang sukatan pelajaran dan kandungan KOMSAS. Responden kajian ini terdiri daripada 108 orang guru Bahasa Melayu sekolah menengah yang mengajar di Daerah Timur Laut, Pulau Pinang. Reka bentuk kajian ini adalah kajian tinjauan menggunakan analisis deskriptif. Kajian ini menggunakan soal selidik sebagai instrumen. Data dianalisis dengan menggunakan Social Package for Science Social (SPSS) versi 25.0 untuk pemerihalan data secara deskriptif. Dapatan kajian menunjukkan nilai purata min bagi tahap pengetahuan guru sebelum PdP (min 3.917) dan semasa PdP (min 3.970), tahap sikap guru sebelum PdP (min 3.894) dan semasa PdP (min3.875) terhadap KBAT dalam PdP KOMSAS menunjukkan nilai purata min berada pada tahap tinggi, manakala nilai purata min bagi masalah terhadap guru (min 3.116) dan masalah terhadap pelajar (min 2.578) untuk menerapkan KBAT dalam PdP KOMSAS berada pada tahap sederhana. Hal ini menunjukan bahawa tahap pengetahuan, sikap dan masalah guru bahasa Melayu mempengaruhi penerapan KBAT dalam KOMSAS dalam kalangan pelajar ketika proses PdP dijalankan. Kata kunci: Pengetahuan, sikap, masalah, KBAT, KOMSAS

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