scholarly journals Attitudes of University Students towards the "New History of Bahrain and Citizenship" Course in view of Some Variables

2018 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Sharaf Mohammed Al-Mezaal
Keyword(s):  
Literature Review ◽  
University Students ◽  
Grade Point Average ◽  
Real Life ◽  
Validity And Reliability ◽  
Grade Point ◽  
Item Questionnaire ◽  
History Of ◽  
Students Attitudes ◽  
Academic Year

The aim of this study is to measure the attitudes of Bahrain University (BU) students towards the "New History of Bahrain and Citizenship" Course and to show differences in students' attitudes based on certain variables developed specifically for this study. To achieve this, the author developed a 50-item questionnaire on a 5-point Likert scale, based on literature review available on this field, with half of the questionnaire items worded negatively. Adequate methods were used to assess the validity and reliability of the questionnaire. The developed tool was then administered to 220 students enrolled in the above-mentioned course in the summer semester of the academic year 2015/2016. Overall, the findings of the study show that BU students demonstrated positively-oriented neutral attitudes towards the said course. Moreover, the findings show statistically significant differences in students' attitudes towards the "New History of Bahrain and Citizenship" Course.  This can be attributed to the average time students spend at home to study the course and to the section which the students register in. No statistically significant differences, however, were observed between students' attitudes that could be attributed to gender, college, year of study and grade point average (GPA). In view of this, it is recommended that the course specifications are to be reconsidered, and the methods of teaching and assessment be improved. Students should also be encouraged to connect the course to their real life. 

scholarly journals Trends of University Students Towards the Use of YouTube and the Benefits Achieved - Field study on a sample of Al Ain University students

2021 ◽  
pp. 1-27
Author(s):  
Rahima Aissani ◽  
◽  
Ghaleb Awad ElRefae ◽  
Keyword(s):  
University Students ◽  
Field Study ◽  
Grade Point Average ◽  
Survey Method ◽  
Grade Point ◽  
Al Ain ◽  
Students Attitudes ◽  
Sample Method ◽  
Descriptive Survey ◽  
Usage Rates

The study focuses on revealing Al Ain University students ’attitudes toward using YouTube and the achieved gratifications. To achieve this goal, three main questions have been asked: To what extent do Al Ain University students use YouTube? What are the motivations for Al Ain University students to use YouTube? And what are Al Ain University students ’attitudes toward using YouTube? The study adopted the available sample method, and the descriptive survey method for You-Tube users. The most important results of the study were as follows: - YouTube ranked fourth in the order of usage rates for the sampled students. - YouTube usage time varied with age. - There is no variation in the duration of use of the YouTube site, according to gender, degree and grade point average (GPA) of the student. -The students’ answers to the total 23 phrases used by the researcher in measuring their attitudes towards using YouTube and the verifications obtained from him determined four factors that affect the continued adoption of YouTube use. The four factors are namely: study and learning, Communication with others, escape from problems, and Leisure and entertainment.

scholarly journals United States and European Students' Social-Networking Site Activities and Academic Performance

2016 ◽  
Vol 6 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Aryn C. Karpinski ◽  
Paul A. Kirschner ◽  
Anthony V. Shreffler ◽  
Patricia A. Albert ◽  
Carrie A. Tomko
Keyword(s):  
United States ◽  
Academic Performance ◽  
University Students ◽  
Social Networking ◽  
Grade Point Average ◽  
Social Networking Site ◽  
Grade Point ◽  
European Students ◽  
Different Cultures ◽  
Negative Relationships

Different cultures communicate differently. Research is beginning to examine the differences in culture related to social-networking site (SNS) use. Differences in specific SNS activities related to academic performance among United States (US; n = 446) and European (n = 394) university students were examined. Moderated Multiple Regressions indicated that using SNSs for “career” and “school” were positively predictive of Grade Point Average (GPA) for both US and European students. For US students, “staying in touch with online friends” was negatively predictive. Results highlight the positive and negative relationships between various SNS activities and GPA, but specifically the use of SNSs for academic versus socialization purposes cross-culturally.

Study Skills, Self-Concept, and Academic Achievement

1984 ◽  
Vol 54 (3) ◽  
pp. 923-929 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
James David Williamson
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Grade Point Average ◽  
Study Skills ◽  
Interpersonal Relations ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Grade Point ◽  
Two Measures

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals Implementation of Human Rights Principles in School Administration: Perceptions of Principals and Teachers of Arab Schools at Jerusalem Governorate

2012 ◽  
Vol 6 (1) ◽  
pp. 37
Author(s):  
Mohammad A. Abdeen ◽  
Eman Reyad Mustafa
Keyword(s):  
Human Rights ◽  
Random Sample ◽  
School Administration ◽  
Validity And Reliability ◽  
Human Right ◽  
Teachers Perceptions ◽  
Item Questionnaire ◽  
Job Title ◽  
Arab Schools ◽  
Academic Year

This study was undertaken during the 2009 /2010 academic year to explore the Arab schools principals' and teachers' perceptions of the degree to which human rights principles were implemented in school administration in Jerusalem Governorate. A stratified random sample of (36) principals, and (475) teachers was chosen; and a 54-item questionnaire covering five fields of human right was developed to solicit data. Both the validity and reliability of the questionnaire were examined. Results showed that the application of human rights principles in school administration -as perceived by principals and teachers- was “moderate”. Results also showed that there were no statistical significant differences (α ≤ 0.05) between the means due to gender, educational qualification, years of experience, and supervising body; while significant differences were found between means due to job title and school stage. 

scholarly journals Testing the Effect of a Cohort Grouping Model as a Form of Instructional Grouping in Teacher Education

2002 ◽  
Vol 32 (2) ◽  
pp. 27-46
Author(s):  
Lily Dyson ◽  
Betty Hanley
Keyword(s):  
Teacher Education ◽  
Grade Point Average ◽  
Social Adjustment ◽  
Group Differences ◽  
Teacher Education Programs ◽  
Grade Point ◽  
Cohort Group ◽  
University Adjustment ◽  
Faculty Of Education ◽  
Academic Year

The study examined the effect of cohort grouping as a form of delivering teacher education programs on student social adjustment and acadmic performance. A sample of 94 students entering a Canadian Faculty of Education was divided into two groups: the cohort (n = 46) and the non-cohort group (n = 48). The former shared five courses and learned together from the same instructors for the academic year, and the latter took courses individually. The results showed that while there were no group differences on the measures of social support, self-efficacy, and university adjustment, the non-cohort group made greater gains than the cohort group in the academic performance as measured by the grade point average (GPA) over the academic year.

scholarly journals Adversity Quotient Mahasiswa Pendidikan Matematika dan Keterkaitannya dengan Indeks Prestasi Kumulatif

2019 ◽  
Vol 8 (1) ◽  
pp. 119-130
Author(s):  
Eva Mulyani ◽  
Setya Wahyuningsih ◽  
Ike Natalliasari
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Grade Point Average ◽  
Significant Relationship ◽  
Research Data ◽  
The Other ◽  
Education Students ◽  
Grade Point ◽  
Correlational Method ◽  
Academic Year

AbstrakTujuan penelitian ini adalah untuk mengetahui Adversity quotient mahasiswa pendidikan matematika angkatan 2015 dan mengetahui ada atau tidak adanya keterkaitan antara Adversity quotient dengan Indeks Prestasi Kumulatif (IPK) mahasiswa pendidikan matematika angkatan 2015. Penelitian ini merupakan penelitian deskriftif korelatif. Menggunakan metode korelasional yang tujuannya untuk menyelidiki sejauh mana variasi pada satu variabel berkaitan dengan variabel yang lainnya. Berdasarkan hasil analsis data penelitian, bahwa tingkat Adversity quotient (AQ) mahasiswa jurusan pendidikan matematika FKIP Universitas Siliwangi angkatan 2015 secara umum berada pada kategori AQ sedang (camper). Sebesar 66% mahasiswa memiliki AQ sedang, dan umumnya memiliki IPK dengan predikat sangat memuaskan. 1 orang mahasiswa memiliki IPK dengan predikat pujian dan memiliki AQ tinggi (climber), 1 orang mahasiswa memiliki IPK dengan predikat pujian namun AQ nya berada pada kategori peralihan dari quitter ke camper, 14 orang mahasiswa memiliki IPK dengan tidak memiliki predikat namun AQ nya sedang (camper), dan 2 orang mahasiswa memiliki IPK dengan tidak memiliki predikat namun AQ nya berada pada kategori peralihan dari camper ke climber. Serta terdapat keterkaitan yang signifikan antara Adversity quotient dengan Indeks Prestasi Kumulatif. Adversity Quotient of Mathematics Education Students and Its Correlation with Their Grade Point AverageAbstractThe purpose of this research was to find out the 2015 adversity quotient of mathematics education students in academic year 2015 and find out whether there was link between Adversity quotient and the 2015 Grade Point Average (GPA) of this students or not. This research was descriptive correlative research. Using a correlational method which aims to investigate to what extent variations on one variable are related to the other variables. Based on the results of research data analysis, the level of Adversity quotient students majoring in mathematics education FKIP Siliwangi University class of 2015 in general is in the category of moderate AQ (camper). More precisely 66% of students have moderate AQ, and generally have a very satisfying GPA. One student has a GPA with a predicate of praise and has a high AQ (climber), one student has IPK with the title of praise but the AQ is in the transition category from quitter to camper, 14 students have GPA with no predicate but the AQ is camper, and two students have IPK with no predicate but the AQ is in the transition category from camper to climber. There is a significant relationship between Adversity quotient and Grade Point Average.

Using demographic variables to predict graduating university students' critical thinking disposition

2020 ◽  
Vol 48 (10) ◽  
pp. 1-13
Author(s):  
Ahmet Karahan ◽  
Gökhan İskifoğlu
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Grade Point Average ◽  
Education Level ◽  
Entrance Examination ◽  
Reading Habits ◽  
Grade Point ◽  
Critical Thinking Disposition ◽  
Cumulative Grade Point Average ◽  
Thinking Disposition

We explored the extent to which 7 dimensions (truth-seeking, openmindedness, analyticity, systematicity, inquisitiveness, criticalthinking, self-confidence, and maturity of judgment) of the critical thinking disposition of graduating university students can be explained by their reading habits, age, university entrance examination grade, cumulative grade point average, family socioeconomic level, mother's education level, and father's education level. Participants comprised 1,164 students who were graduating from various universities in Turkey. We used descriptive and inferential approaches to data analysis. Results indicate that reading habits was the most significant first-order factor predicting a strong critical thinking disposition, followed by mother's education level, cumulative grade point average, and university entrance examination grade. Age and father's education level explained the smallest amount of variance in critical thinking disposition. Implications of the results are discussed.

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