Group Ability Composition on World Knowledge Problems

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Group Size ◽  
Group Performance ◽  
Cooperative Groups ◽  
High Ability ◽  
World Knowledge ◽  
Unique Information ◽  
Intermediate Pattern ◽  
Social Combination ◽  
Low Ability

This chapter examines group ability composition and social combination processes on world knowledge tasks. On difficult world knowledge tasks, high-ability persons performed better in cooperative groups with other high-ability members than they did alone, and this difference increased with group size. In contrast, low-ability persons did not perform better in cooperative groups with other low-ability members than they did alone, and there was little improvement as group size increased. Low-ability members contributed very little unique information to one another and virtually none to high-ability members. Medium-ability members displayed an intermediate pattern that was more like low-ability than high-ability members. Consequently, the performance of groups of mixed high-ability, medium-ability, and low-ability members was basically proportional to the number of high-ability members: the greater the proportion of high-ability members, the better the group performance.

scholarly journals Do Managerial Ability Impact Indonesian Firm Risk-Taking Behavior?

2020 ◽  
Vol 12 (1) ◽  
pp. 18
Author(s):  
Emiliya Rahma Wati ◽  
Heru Tjaraka ◽  
Erina Sudaryati
Keyword(s):  
Risk Taking ◽  
Firm Value ◽  
Structural Equation ◽  
High Ability ◽  
Manufacturing Companies ◽  
Firm Risk ◽  
Managerial Ability ◽  
Risk Taking Behavior ◽  
Corporate Investors ◽  
Low Ability

This study aims to examine the role of managerial in firm decisions. This study recognizes that managerial plays an important role in corporate decision making. Decisions carried out by the company are not only influenced by the manager's explicit mandate to maximize firm value, but also by the manager's ability to manage the company. In previous research it was found that high-ability and low-ability managers have opposite effects on firm behavior and firm value. High-ability managers accept risk-taking whereas low-ability managers refrain from taking risks. Managerial Ability in this study was measured using DEA (Data Envelopment Analysis) while for firm risk-taking behavior using the return on assets (ROA), return on equity (ROE), and research and development costs to total assets (R&D). The model used in this study is a causality model or the relationship of influence between research variables. The proposed model is analyzed using the Structural Equation Model (SEM) causality technique. This research was conducted on manufacturing companies listed on IDX (Indonesian Stock Exchange) in 2013-2017. However, unlike previous studies, the results of this study indicate that highly capable managers play a role in minimizing corporate risk taking. This research contributes as a reference for Indonesian corporate investors and also regulators as a reflection of the effectiveness of regulations made in Indonesia.

scholarly journals How Indonesian Students Use the Polya’s General Problem Solving Steps

2018 ◽  
Vol 8 (1) ◽  
pp. 39-48
Author(s):  
Hari Pratikno ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Secondary School ◽  
General Problem ◽  
High Ability ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Mathematical Problems ◽  
Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

scholarly journals ANALISIS KEMAMPUAN MENELAAH DAN MEREVISI TEKS DESKRIPSI

2019 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Sri Maryani ◽  
Bq Desi Milandari ◽  
Murti Sari Dewi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
High Ability ◽  
Observation Methods ◽  
Quantitative Descriptive ◽  
High Ability Students ◽  
Descriptive Method ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan menelaah dan merevisi teks deskripsi pada siswa kelas VII SMP. Objek dalam penelitian ini berjumlah 29 siswa. Metode pengumpulan data dalam peneltian ini terdiri dari metode observasi, metode tugas, dan metode dokumentasi. Analisis data menggunakan metode deskriptif kuantitatif dan hasil analisisnya disajikan dalam bentuk angka dan dijelaskan dalam suatu uraian dengan rumus Penilaian Acuan Patokan (PAP). Berdasarkan hasil penelitian maka diperoleh kesimpulan bahwa kemampuan menelaah dan merevisi teks deskripsi pada siswa tergolong normal, dengan rincian 41% siswa berkemampuan tinggi, 59% siswa berkemampuan sedang, 0% berkemampuan rendah, dan diperoleh IPK 65 yang berkisar antara 55 sampai dengan 65.Abstract: This study aims to describe the ability to review and revise the description text in class VII SMP students. The objects in this study were 29 students. The method of data collection in this study consisted of observation methods, task methods, and documentation methods. Data analysis uses quantitative descriptive method and the results of the analysis are presented in numerical form and explained in a description using the Standard Reference Assessment (PAP) formula. Based on the results of the study, it can be concluded that the ability to review and revise the description text in students is classified as normal, with the details 41% of high-ability students, 59% of students with moderate ability, 0% of low ability, and 65 GPA which ranges from 55 to 65.

scholarly journals Effect of blended learning on students’ ability level and achievement in senior secondary geography in three education zones in niger state, Nigeria

2020 ◽  
Vol 1 (1) ◽  
pp. 21-26
Author(s):  
Abubakar Yahya Ibrahim
Keyword(s):  
Achievement Scores ◽  
High Ability ◽  
Ability Level ◽  
Significant Interaction Effect ◽  
North East ◽  
The North ◽  
Achievement Score ◽  
Significant Difference ◽  
The Mean ◽  
Low Ability

Purpose of the study: The purpose of this study was to determine the effect of student ability levels on the average value (x̄) of academic achievement of students in geography and the influence of method interactions and abilities on the average achievement score (x̄) of students in geography Methodology: The research design for the study was Quasi-experimental. Niger is one of the 36 States in Nigeria, the state is bordered by Zamfara State in the North, Kebbi State and Benin Republic in North West, Kaduna State in           the North East, In the South it is bordered by Kogi State, South West by Kwara State and South East by Federal Capital Territory (FCT) Abuja (Source: Geography Department FUT, Minna and Ministry of Land and Survey-Niger State, Minna). Main Findings: High ability level students had higher mean (x̄) achievement score that the low ability level students Also there is a significant difference between the mean (x̄) the achievement scores of low and high ability level students. Low ability level students who were taught geography using BLM had higher mean gain achievement score than the low ability level students taught using lecture methods while the high level ability students who were taught using BLM had higher mean gain achievement score than the high ability students taught using lecture method. It was further revealed that there is no significant interaction effect of method and ability level on the mean achievement scores in Geography.

From integrative to game-based integrative peer response: high ability versus low ability

2015 ◽  
Vol 32 (2) ◽  
pp. 170-185 ◽  
Author(s):  
J.H. Wang ◽  
S.Y. Chen ◽  
B. Chang ◽  
T.W. Chan
Keyword(s):  
Peer Response ◽  
High Ability ◽  
Low Ability

Selective Education in Guyana: Comparing the Psychosocial Well-Being of Students Across Schools

2020 ◽  
Vol 42 (1&2) ◽  
pp. 110-138
Author(s):  
Charlotte Shaw ◽  
Janelle Levesque ◽  
Katrina McKie
Keyword(s):  
Education Research ◽  
Ability Grouping ◽  
School Attendance ◽  
Well Being ◽  
The Other ◽  
Future Research ◽  
High Ability ◽  
Student Attendance ◽  
Lower Ability ◽  
Low Ability

Selective education research has demonstrated that students are aware of the low status of being allocated to a low-ability school. Recent data in Guyana has shown that low-ability school attendance is associated with low rates of student attendance, retention, and graduation. This study aims to understand the effects of ability grouping on students by comparing the psychosocial well-being of students from different ability schools. Data was collected from a sample of 193 adolescents (70 males and 123 females) aged 13-18 from four secondary schools; representing the four school ability rankings. It was hypothesised that student psychosocial well-being would be significantly lower in low-ability schools compared to high-ability schools. Unexpectedly, the results indicated that the highest ability school had significantly lower psychosocial well-being than the other lower ability schools. The results may be potentially explained by the theory of Big-Fish-Little-Pond Effect, however confirmation in future research is warranted.

Social Combination Models

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Group Process ◽  
Group Performance ◽  
Social Decision ◽  
Decision Scheme ◽  
Group Response ◽  
The Social ◽  
Combination Approach ◽  
Social Decision Schemes ◽  
Model Formation ◽  
Social Combination

This chapter studies the historical development of social combination models. The social combination approach assumes that groups combine the group member preferences by some process to formulate a single collective group response. A social decision scheme formalizes any assumption about the group process that assigns probabilities of each group response given each distribution of member preferences. The assumptions may come from the constitutions or bylaws of a group, from previous research, or any other hypothesized group process. Different social decision schemes or social combination models may then be tested competitively against actual group performance as a test of the assumptions formalized by the social decision schemes. Stasser gives an excellent overall presentation of social decision scheme theory, including model formation, model testing, and using the equations for prospective modeling.

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