scholarly journals Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia

2021 ◽  
Vol 6 (2) ◽  
pp. 168-189
Author(s):  
Noor Rachmawaty ◽  
Aridah Aridah ◽  
Weningtyas Parama Iswari ◽  
Syamdianita Syamdianita
Keyword(s):  
Communication Strategies ◽  
Oral Communication ◽  
English Teachers ◽  
Female Students ◽  
Communication Strategy ◽  
Male Students ◽  
Teaching Techniques ◽  
Significant Difference ◽  
Verbal Strategies ◽  
The Relationship

Background: Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. Methodology: This study involved 27 students who joined in Speaking 3 course.  The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems Findings: Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. Conclusion: The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.

scholarly journals The Relationship between Classroom type (Single-Sex or Mixed-Sex) and the Academic Achievements in Mathematics among Students belonging to the National-Religious Society in Israel

2021 ◽  
Vol 14 (22) ◽  
pp. 31-42
Author(s):  
Ezri Skital ◽  
Laurenţiu-Gabriel Ţîru
Keyword(s):  
Female Students ◽  
Male Students ◽  
Religious Schools ◽  
Self Confidence ◽  
Single Sex ◽  
Demographic Questionnaire ◽  
Significant Difference ◽  
Study Population ◽  
The Relationship ◽  
Achievements In Mathematics

Abstract Many studies have indicated that single-sex classrooms promote female students’ self-confidence and achievement in various professions, including professions where their rate of employment is low, such as mathematics and other exact sciences. The purpose of the present study is to examine the relationship between single-sex classrooms and math achievements among both female and male students. The study population included 608 students learning in the fifth-ninth grades, who attended state-religious schools in the southern region of Israel and came from families who had similar socioeconomic status. The students answered a short demographic questionnaire and their math teacher filled out each student’s score achieved in the regional math summative assessment. The findings showed no relationship between classroom type and boys’ achievement in mathematics, while a significant relationship was found between learning in single-sex classroom and higher math achievements among girls in elementary school. In middle school, however, no significant difference was found.

scholarly journals THE INFLUENCE OF TECHNOLOGY AS A MEDIATOR ON THE RELATIONSHIP BETWEEN STUDENTS ANXIETY AND ENGAGEMENT

2021 ◽  
Vol 9 (3) ◽  
pp. 893-901
Author(s):  
Tariq Mehmood Bhuttah ◽  
Naeem Ullah ◽  
Naseer Ahmad Shahid ◽  
Samina Sarwat
Keyword(s):  
Student Engagement ◽  
Academic Engagement ◽  
Technical Assistance ◽  
Female Students ◽  
School Level ◽  
Male Students ◽  
Integration Of Technology ◽  
Significant Difference ◽  
Negative Effect ◽  
The Relationship

The Purpose of the study: This study investigated the relationship between students' anxiety and students’ engagement towards science in the presence of technology as a mediator. Methodology: For this research, data were collected personally through three different questionnaires for Students’ Academic Engagement, Anxiety towards Science, and Technology Attitude for Learning from the science students of 9th and 10th class at the secondary level. A total of 420 boys and girls participated in the study. The mediating analysis was performed in the Spss21 extension of Preacher and Hayes is used to analyse the data. Main Findings: Findings showed that technology attitude for learning significantly mediates the relationship between anxiety towards science and students’ academic engagement. The levels of students’ academic engagement and technology attitude for learning are higher in male students as compared to female students, whereas anxiety towards science is higher in female students. Similarly, the level of anxiety towards science is significantly higher in 10th class students as compared to students of class 9th. There is no significant difference in academic engagement and technology attitude for learning between 9th and 10th class students. Application of the study: The previous literature has shown the significant negative effect of anxiety on student engagement. While the present research exposed that technology significantly mediates the relationship between anxiety and engagement. It is concluded that technical assistance for science subjects can reduce anxiety and enhance student engagement towards science. Novelty/originality of the study: The integration of technology in the educational settings at the school level is not only crucial for students’ better academic performance, but also it can assist the teacher by introducing new innovative ways of teaching.

scholarly journals Gendered perspective on online communication strategies: A case on English department students

2021 ◽  
Vol 10 (2) ◽  
pp. 172-184
Author(s):  
Maulida Nur Aziza
Keyword(s):  
Communication Strategies ◽  
Video Recording ◽  
Online Communication ◽  
Female Students ◽  
Communication Strategy ◽  
Male Students ◽  
English Department ◽  
Male And Female ◽  
Data Collection Technique ◽  
Great Willingness

This study aims to investigate whether gender influence on online communication strategies performed by the English Department. This study provides types of communication strategies, the frequency of communication strategies used, and the factors that influence students in differentiating communication strategies used by both male and female students. The researcher used qualitative approach. Online face-to-face conversation and interview were chosen as the data collection technique. For the research instruments that the researcher used were communication strategies sheet, interview, and audio and video recording. The participants of this study were the eight semester students of English Department. The data collected were analyzed used communication strategies taxonomies proposed by Celce-Murcia et al. (1995). The results of this study show that used variety of communication strategies. The most frequent communication strategy used both male and female students is fillers, hesitation devices, and gambits. It was proven by the percentage that was 50%. The least used communication strategy by the students is circumlocution (0,07%). Related to gender, female students almost show higher number of occurrences for all of the communication strategies than male students. This phenomenon happened due to some factors such as the female characteristics that is socially oriented, expressive and avoid making mistakes. Meanwhile, male students showed characteristics such as talk simpler, have a great willingness to manage anxiety and they seem to conceal their inability to others.

scholarly journals The Relationship Between Interpersonal Approaches of Thesis Supervisors and Graduate Student Satisfaction

2019 ◽  
Vol 12 (10) ◽  
pp. 96
Author(s):  
Dalal M. Aldosari ◽  
Ali S. Ibrahim
Keyword(s):  
Graduate Students ◽  
Student Satisfaction ◽  
United Arab Emirates ◽  
Mixed Method ◽  
Female Students ◽  
Male Students ◽  
Mixed Method Study ◽  
Collaborative Approach ◽  
Significant Difference ◽  
The Relationship

The purpose of this explanatory mixed method study is to describe students’ perceptions of the thesis supervision approaches used, their satisfaction with these approaches, and whether their satisfaction differed based on students’ gender, degree sought, and concentration. The study comprised two parts. First, a questionnaire was distributed to all graduate students who had written a thesis/dissertation during 2015-2017 (N=213) at one of the universities in the United Arab Emirates. Second, a group of students from among those mentioned above (N=16) were interviewed. The study revealed that the most commonly used approach by the supervisors was the collaborative interpersonal approach and the least used one was the directive informational approach. There was no significant difference according to the degree sought and concentration. However, when it came to gender, female students believed that the supervisors had used the collaborative approach more than the male students. Overall, graduate students were satisfied with their supervisors’ approaches, while some were highly satisfied. The findings indicated a pattern where the more collaborative the supervisor was, the more satisfied the student became and the more the supervisor used the non-directive interpersonal approach, the less satisfied the students became. The study recommends that faculty supervisors attend to the various needs and preferences of their students and be ready to shift away from their preferred approach to suit the diverse needs and abilities of their students.

scholarly journals An Examination of the Relationship between Self-Compassion and Positive Mental Health of Undergraduate Students of Royal University of Bhutan

2021 ◽  
pp. 22-35
Author(s):  
Kalpak Chaudhuri ◽  
. Dawala ◽  
Sonam Dema ◽  
Sonam Wangmo ◽  
Khem Prasad Gautam
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Short Form ◽  
Female Students ◽  
Positive Mental Health ◽  
Male Students ◽  
Common Humanity ◽  
Self Compassion ◽  
Significant Difference ◽  
The Relationship

Aims: The study examined the relationship between self-compassion and positive mental health of undergraduate students of the Royal University of Bhutan. Study Design:  It was a correlational study. Place and Duration of Study: The sample consisted of students of Gedu College of Business Studies, College of Science and Technology, Samtse College, Norbuling Rigter College, Royal Thimphu College, Paro College of Education, College of Language and Cultural Studies, Sherubtse College, in Bhutan, between July 2020 and June 2021. Methodology: Participants were 321 undergraduate students (184 female, 137 male), between 17 and 40 years of age. To assess self-compassion and positive mental health they completed a questionnaire that consisted of the Self-Compassion Scale–Short Form (SCS-SF) and the Mental Health Continuum–Short Form (MHC-SF). Results: There was not a significant difference in overall mental health scores between the male students (M = 2.560, SD = 1.325) and the female students (M = 2.339, SD = 1.254); t(319) = -1.525, p = .128. Among the students surveyed, 24.6 percent were flourishing, 42.1 percent were moderately mentally healthy, and 33.3 percent were languishing. The percentage of female students (35.3) languishing was higher compared to male students (30.7). The participants had a moderate level of self-compassion (M = 3.034, SD = 0.403). The male students (M = 3.092, SD = 0.415) were significantly more self-compassionate than the females (M = 2.991, SD = 0.389); t(319) = -2.230, p = .026. Self-compassion was significantly positively correlated with the positive mental health of the students (r = .337, p < .001). Self-kindness (r = .298, p < .001), mindfulness (r = .278, p < .001), common humanity (r = .240, p < .001), self-judgment (r = .126, p = .024), and isolation (r = .119, p = .033) components of self-compassion were found to be significantly positively correlated to positive mental health. Over-identification had a non-significant weak correlation with positive mental health (r = 0.09). According to regression results, mindfulness (β = .18, p = .017), self-kindness (β = .17, p = .023), and self-judgment (β = .15, p = .006) significantly positively predicted positive mental health. The regressor, mindfulness, had the highest correlation with positive mental health. Self-compassion has explained 11.1 percent of the variance in positive mental health, F (3, 317) = 14.385, p < .001. Conclusion: Enhancing mindfulness is a promising positive intervention to improve positive mental health and reduce the risk of mental illness of the students in the future.

scholarly journals Tingkat Kecemasan Matematika Siswa SMA Negeri 2 Kerinci Kelas X MIA Sebelum Menghadapi Tes Matematika Berdasarkan Gender dan Hubungannya dengan Hasil Belajar

2018 ◽  
Vol 1 (2) ◽  
pp. 11
Author(s):  
Irel Nofrialdi ◽  
Maison Maison ◽  
Muslim Muslim
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Female Students ◽  
Anxiety Level ◽  
Male Students ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Math Test ◽  
The Relationship ◽  
Gender Achievement

Abstract: This research aims to determine differences in student anxiety levels based on gender and the relationship between students' anxiety levels before facing a mathematical test with achievement and then dig deeper information about the causes of anxiety in students. This research uses a mixed method with a sequential explanatory approach. The subjects of this study were students of class X MIA Kerinci Senior High School 2 totaling 100 students. The results of the research showed that students experiencing anxiety before taking a math test as the cause of anxiety is experience, intelligence, preparation, and family. Differences in levels of anxiety based on gender indicate that there is no significant difference between the level of anxiety experienced by male and female students but male students are more anxious than female students the cause is that there have been similar thoughts and goals in terms of achievement so as to make male students neither men nor women experience significant differences in anxiety levels. There is a relationship between the level of anxiety with learning outcomes of 0.43 which is in the category enough and has a positive relationship, namely the higher the level of anxiety, the higher the student learning outcomes. Descriptions of quantitative data indicate that there is no certainty for someone who has an anxiety level will get a definite value. Keywords: Mathematical Anxiety Level, Gender, Achievement

scholarly journals Locus of Control and Machiavellianism: A Study on College Undergraduates

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Swati Singh ◽  
Rita ◽  
Kanika Suri
Keyword(s):  
Locus Of Control ◽  
Undergraduate Students ◽  
Psychological Research ◽  
Female Students ◽  
Dark Triad ◽  
Male Students ◽  
Self Identity ◽  
Internal Locus Of Control ◽  
Significant Difference ◽  
The Relationship

In recent decades, the relationship between Machiavellianism and Locus of Control has received increasing attention in psychological research. Machiavellianism, which is one of the key traits of the dark triad, offers a keen interest in the study of self-identity traits of a person. The objective of the present study is to examine the Locus of Control and the Machiavellianism trait among 100 undergraduate students (18-21 yrs). Subjects consisted of 50 male and 50 female students of HNB Garhwal University, Srinagar (Uttarakhand). Locus of Control was assessed using Rotter’s Locus of Control Scale (Dr. N. Hasain & Dr. D. D. Joshi, 1992), and Machiavellianism was assessed using A Scale of Machiavellianism (Mach IV) by Dr. S. N. Rai & Dr. Manjula Gupta. Pearsonian correlation analysis of the variables (Locus of Control and Machiavellianism) on subjects’ scores revealed a negative correlation. No significant difference was found across the genders. Mean scores indicated the male students to be slightly higher on the Machiavellianism trait, and female students showed a higher mean score on Locus of Control indicating an internal Locus of Control.

scholarly journals A Study of Academic Oral Presentation Anxiety and Strategy Employment of EFL Graduate Students

2018 ◽  
Vol 3 (2) ◽  
pp. 149
Author(s):  
Shiauping Tian ◽  
Masykur Mahmud
Keyword(s):  
Oral Presentation ◽  
Oral Communication ◽  
Communication Strategy ◽  
High Anxiety ◽  
Speaking Anxiety ◽  
Significant Difference ◽  
English Majors ◽  
Oral Presentations ◽  
The Relationship

This study investigates the factors contributing to academic oral presentation anxiety, explore the differences between English majors and non-English majors in their strategy employment for academic oral presentations, examine the relationship between academic oral presentation anxiety and strategy employment, and compare the differences in oral communication strategy employment between high-anxiety and low-anxiety students. A total of sixty-one participants participated in this study by answering two questionnaires: Personal Report of Public Speaking Anxiety (PRPSA) (McCroskey, 1970) and Oral Communication Strategy Inventory (OCSI) (Nakatani, 2006), and a follow-up interview was conducted focusing on high and low-anxiety students as defined by the result on PRPSA. Results showed that the three major sources of anxiety related to content of presentation, oral proficiency, and delivery skill. Moreover, a significant difference was found in the use of Social Affective strategies between English majors and non-English majors. Besides, negative significant correlations were found in the use of Message Abandonment strategies and Attempt to Think in English strategies. Furthermore, a statistically significant difference was found in the use of Message Abandonment strategies between high-anxiety and low anxiety-students. Pedagogical implications for reducing anxiety in academic oral communication were discussed.

Analisis Perbedaan Prestasi Belajar Mahasiswa Fakultas Tarbiyah Dan Ilmu Keguruan (Ftik) Iain Palu Pada Mata Kuliah Evaluasi Pembelajaran Berdasarkan Gender

2019 ◽  
Vol 9 (1) ◽  
pp. 152-190
Author(s):  
Wiwin Mistiani
Keyword(s):  
Student Achievement ◽  
Sampling Technique ◽  
Female Students ◽  
Male Students ◽  
Error Level ◽  
Learning Achievement ◽  
Learning Evaluation ◽  
Significant Difference ◽  
The Subject ◽  
Evaluation Of Learning

This study aims to determine the student achievement of male and female students on the subyek Evaluation of learning and to determine of Differences in student achievement FTIK IAIN Palu on the subject evaluastion learning by gender. The approach used is descriptive quantitative. While the population in this study are all students. The sampling technique is done by using proportional random sampling technique. With the number of students 60 people then the sample = 37 students of FTIK IAIN Palu. Technique of collecting data by using test and observation while data analysis using T test.From the research, 1) the average of learning achievement in the subject of male students' learning appraisal from 19 male students who are the sample in this research is 79,42 means good category. Meanwhile, from 18 female students who became the sample of the study, the average of learning achievement in the subject of female students' learning evaluation is 77 means either. 2) There is no significant difference Student Learning Achievement FTIK) IAIN Palu On the subject Evaluation Learning Based on Gender with t value equal to = 0,0267 with t table with dk 35 with error level 5% is 0,062.

scholarly journals Impact of Violent Experiences and Social Support on R-NSSI Behavior among Middle School Students in China

2021 ◽  
Vol 18 (7) ◽  
pp. 3347
Author(s):  
Kun Liu ◽  
Xueyan Yang ◽  
Moye Xin
Keyword(s):  
Social Support ◽  
Influencing Factors ◽  
Empirical Support ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Self Injury ◽  
Significant Difference ◽  
Main Effect ◽  
Nonsuicidal Self Injury

Repetitive nonsuicidal self-injury (R-NSSI) is an extreme manifestation of nonsuicidal self-injury (NSSI) behavior that causes bodily harm and emotional and personality disorders. It is a growing concern, especially among adolescents; therefore, this study aims to provide empirical support for effective interventions on R-NSSI behavior among adolescents in China. We used data of about 1180 students from a survey conducted in seven middle schools in Xi’an, China, and applied multiple logistic regression to analyze NSSI and R-NSSI among male and female students, including their influencing factors. We found no significant difference between male and female students’ R-NSSI; however, regarding influencing factors, male students had more violent experiences and less social support than female students. Parental and familial factors played the most prominent role in social support. Social support was found to be a main-effect mechanism in the effect of violent experiences on R-NSSI among male students, whereas the mechanism had both a main effect and a certain buffer effect among female students. R-NSSI was found to be more prevalent among younger children, children with siblings, and those with romantic relationship experiences. We also found that healthy adolescent development involves the participation of families and schools. Health education should be conducted according to the students’ sex and characteristics.

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