scholarly journals Analysis of Principal's Motivation and Leadership Technology Pathway through Mediator Learning Strategies with Gender Moderators in Maya Seesaw Classes

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
ST Nurjaningsih Ning
Keyword(s):  
Path Analysis ◽  
Learning Strategies ◽  
Learning Strategy ◽  
School Principals ◽  
Technology Leadership ◽  
Training Curriculum ◽  
Technological Leadership ◽  
Virtual Classes ◽  
The Relationship ◽  
Significant Mediator

<p>The purpose of this study is to explore motivations mediated by the integrated learning strategies of Communication Information Technology (ICT) for improving the technology leadership of school principals by moderating the gender variable in the virtual class seesaw during the training of strengthening the competency of the Principal of the Kendal Vocational School in 2019. This research was conducted using quantitative approach using cross-sectional design. Path analysis is used to determine the effect of motivation on the principal's leadership through learning strategies with gender moderator factors. Vocational school principals who participated in this study as many as 30 participants who participated in the training of strengthening the competency of vocational school principals. At the end of the training, the principals answered the motivation questionnaire, learning strategies and principals' leadership. The findings from the path analysis show that the learning strategy variable is a significant mediator in the relationship between the independent motivation variable and the dependent variable in the improvement of the principal's technological leadership where the sex factor as a moderator is equally strong. It can be concluded that motivation by the use of learning strategies in the principal's training curriculum that integrates ICT through seesaw virtual classes can improve the technology leadership of SMK headmasters for all genders indirectly. The findings from the path analysis show that the learning strategy variable is a significant mediator in the relationship between the independent motivation variable and the dependent variable in the improvement of the principal's technological leadership where the sex factor as a moderator is equally strong. It can be concluded that motivation by the use of learning strategies in the principal's training curriculum that integrates ICT through seesaw virtual classes can improve the technology leadership of SMK headmasters for all genders indirectly. The findings from the path analysis show that the learning strategy variable is a significant mediator in the relationship between the independent motivation variable and the dependent variable in the improvement of the principal's technological leadership where the sex factor as a moderator is equally strong. It can be concluded that motivation by the use of learning strategies in the principal's training curriculum that integrates ICT through seesaw virtual classes can improve the technology leadership of SMK headmasters for all genders indirectly.</p><p> </p><p>Keywords: Motivation, learning strategies, technology leadership, mediators,</p><p> moderator</p><p align="center"> </p>

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

scholarly journals The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Debra L Dawson ◽  
Ken N. Meadows ◽  
Tom Haffie
Keyword(s):  
Nous Avons ◽  
Learning Strategies ◽  
Performance Feedback ◽  
Help Seeking ◽  
Learning Strategy ◽  
Strategy Use ◽  
Course Performance ◽  
Learning Strategy Use ◽  
Seeking Behavior ◽  
The Relationship

Two studies were performed to investigate the impact of students’ clicker performance feedback on their help-seeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students’ clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning. Deux études ont évalué l’impact de la rétroaction sur la performance des étudiants indiquée par télévoteur sur leur comportement de recherche d’aide et sur les autres stratégies d’apprentissage utilisées. Dans la première étude, les chercheurs se sont penchés sur la relation entre la performance indiquée par télévoteur, le sentiment d’auto-efficacité, la recherche d’aide et la réussite scolaire. Nous avons trouvé une corrélation positive significative entre la performance indiquée par télévoteur et les notes de cours. De plus, nous avons également découvert un lien négatif significatif entre le comportement en matière de recherche d’aide, le télévoteur et la performance dans le cours, mais uniquement chez les participants ayant un sentiment d’auto-efficacité élevé. Dans la deuxième étude, nous avons élargi notre approche pour déterminer si les participants avaient modifié plusieurs stratégies d’apprentissage après avoir obtenu une rétroaction sur leur performance par télévoteur. Nous avons de plus tenté de répliquer la relation entre le télévoteur et la performance dans cours découverte lors de la première étude. Bien que les participants aient déclaré avoir utilisé davantage de stratégies d’apprentissage après avoir utilisé le télévoteur, nous n’avons pas trouvé de lien significatif entre les changements relatifs à ces stratégies et le télévoteur ou le test de performance de mi-semestre. Nous avons répliqué le lien entre le télévoteur et la performance dans le cours. Les résultats suggèrent que la rétroaction offerte par le télévoteur n’est pas suffisante en soi pour entraîner un changement fructueux en matière de stratégies d’apprentissage et que les étudiants ont besoin d’instructions plus spécifiques sur l’autorégulation et sur les stratégies d’apprentissage efficaces pour mieux apprendre.

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN UNTUK MENCIPTAKAN PEMBELAJARAN AKTIF DAN INOVATIF

Edupedia ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 67-74
Author(s):  
Achmad Yusuf ◽  
Mahmudi Mahmudi
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Principals ◽  
Effective Learning ◽  
Creative Learning ◽  
Different Characteristics ◽  
To Receive

the effective learning is the learning that can stimulate the enthusiasm and enjoyment of students follow the learning process. However, the obstacle of that, there are no many Islamic religious education teachers who are skilled in preparing and implementing lessons that are able to arouse the enthusiasm of their students and the lack of attention from school principals on the development of PAI learning in schools, including the availability of inadequate facilities and infrastructure. Therefore, teachers must be creative in designing learning activities, one of which is using appropriate learning strategies. The learning strategy that can create active and creative learning is the PAIKEM strategy. PAIKEM is a teaching and learning strategy that contains six important elements, that are learning, active, innovative, creative, effective and fun. The six elements have different characteristics and interpretations and must be integrated by the teacher who will apply them. The supporting factors of PAIKEM implementation include infrastructure, the ability of teachers to implement PAIKEM, and the readiness of students to receive the lessons. The inhibiting factors in implementing PAIKEM include the number of students, time allocation, and schedule changes.

scholarly journals Japanese language learners’ perceptions of strategies use and their effectiveness in kanji learning

2020 ◽  
Vol 9 (2) ◽  
pp. 65-74
Author(s):  
To Quoc Minh Huan
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Strategy Use ◽  
Japanese Language ◽  
Perceived Effectiveness ◽  
Learning Strategy Use ◽  
Language Context ◽  
The Relationship

Kanji learning is considered to be a hard job when it comes to learning Japanese. However, studies on kanji learning strategies are uncommon in Japanese language academia in Vietnam. In other countries, many research models on kanji learning strategy use and effectiveness were developed. With regard to language context in Vietnam, this paper reports an investigation on the relationship between strategy use and effectiveness, and learners’ perceived effectiveness of kanji learning strategy. Data collected from 122 learners has given some solid answers to the questions on strategy use – effectiveness relationship and perceived effectiveness of learners.

scholarly journals PENERAPAN STRATEGI BELAJAR MOOD, UNDERSTAND, RECALL, DIGEST, EXPAND, REVIEW (MURDER) DALAM MENINGKATKAN HASIL BELAJAR BIOLOGI KONSEP SISTEM EKSKRESI MANUSIA PADA KELAS XI IPA1 SMA NEGERI 1 KAIRATU

2016 ◽  
Vol 2 (2) ◽  
pp. 140-151
Author(s):  
Roger Lopulalan ◽  
M Nur Matdoan
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Statistic Analysis ◽  
Significant Relation ◽  
Inferential Statistic ◽  
The Relationship

Background: One of the interesting and applicable learning strategies in the learning process is the MURDER learning strategy. Where this learning strategy aims to train and facilitate students in receiving and understanding the material provided. With the strategy of learning murder is expected the students get involved further in the process of teaching and learning effectively so that students are encouraged to understand every material in teaching teachers. Methods: Instruments used in this study are non-test instruments in the form of affective ratings sheets and psychomotor sheets and test instruments in the form of items used for initial and final tests. Data collection is done by literature, student learning result test, interview and observation. The data have been obtained in the form of scores analyzed in the form of product moment statistics to see the relationship between the results of learning results by using learning strategies MURDER. Result: Inferential statistic analysis showed that in table "r" product moment db 27 was consulted at 5% significant level obtained r table = 0,381 while significant 1% at r table = 0,487 so there is significant relation between variable x and variable y. Conclusion: MURDER learning strategy can improve learning outcomes in SMA Negeri 1 Kairatu students and this strategy is very influential on cognitive, affective and psychomotor assessment on students.

scholarly journals THE RELATIONSHIP BETWEEN LEARNING STRATEGY USE IN ENGLISH AND MOTIVATION OF STUDENTS AT A COLLEAGUE IN CAN THO CITY, VIETNAM

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Thi Minh Uyen Phan ◽  
Thi Tra My Ly ◽  
Thi Thuy Hang Nguyen ◽  
Nguyen Minh Ly Nguyen
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Context ◽  
Language Learning Strategies ◽  
Medium Level ◽  
The Many ◽  
Can Tho City ◽  
The Relationship

Among the many factors that increase students’ achievement in the mastery of foreign languages, including English, are motivation and use of language learning strategies. Previous studies by a range of researchers have identified these two elements as the most important in obtaining success in language learning. This study carried out on 152 university students, roughly equal in gender, studying at a university in Can Tho, Vietnam, sought to discover the relationships between these two factors within the Vietnamese language learning context. In particular, the study sought to 1) discover which of two types of motivation, intrinsic and extrinsic, is most prevalent among the students studied; 2) their use of language learning strategies; 3) reveals the relationship between students' motivation and use of language learning strategies; and 4) describe the differences in their use of language learning strategies based on whether their motivation was high, medium or low. Research instruments included Schmidt et al.'s Questionnaire on Motivation in Learning English, and Oxford's Strategy Inventory for Language Learning (both modified for the Vietnamese language learning context and translated into Vietnamese), plus an interview with 18 of the students to gain greater insight into the answers they gave on the questionnaires. Results were obtained using standard deviations and t-tests. They showed that Vietnamese university students are mainly extrinsically motivated; that all strategies were used at least at a medium level, amidst other fluctuations; and that those metacognitive strategies are most prevalent among medium and high motivated students but affective strategies are most common among low motivation students. Recommendations flowing from these results are that teachers should prioritize the formal teaching of learning strategies and should attempt to increase intrinsic motivation by putting greater emphasis on making language learning fun and relevant to the students' interests and passions. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0721/a.php" alt="Hit counter" /></p>

scholarly journals PERILAKU RESOURCEFULLNESS DAN PRESTASI AKADEMIK MAHASISWA DITINJAU DARI STRATEGI EXPERIENTIAL LEARNING

2017 ◽  
Vol 11 (1) ◽  
pp. 133-148
Author(s):  
Eva Latipah
Keyword(s):  
Experiential Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
General Psychology ◽  
Research Subjects ◽  
Class B ◽  
Academic Information ◽  
Psychology Course ◽  
The Relationship ◽  
Academic Year

This study aimed to examine the effect on behavior resourcefullness learning strategies. The next test was conducted to determine the relationship between behavior and academic achievement resourcefullness general psychology.There are three instruments used in this study, namely modules experiential learning strategies, scale resourcefullness, and learning achievement of learning psychology. Module experiential learning strategy is a guideline to implement better teaching strategies EL in general psychology. Resourcefullness Scale is a tool to find out resourcefullness research subjects. To measure the achievement of general psychology using existing documents, ie the final value of a general psychology course, which is accessed from SIA Program (Academic Information System) UIN Sunan Kalijaga.Subjects in this study were all students of men and women who are taking courses in general psychology, class of 2011/2012 academic year (3rd semester of college is done). The number of subjects in this study were eighty-three (83) students, in which 42 people (class A) as the experimental group, and 41 people (class B) as a control group.Analysis of the data according to the hypothesis that will be formulated using different test techniques (t-test) and test product moment with the help of a computer program SPSS version 16. To examine why and how a change (as the effect of the treatment, will be done using interview techniques.

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