scholarly journals English Café: An Initiative to Encourage Undergraduate Learners of Al-Asyah Province to Showcase Their Spoken Proficiency in English

2021 ◽  
Vol 8 (3) ◽  
pp. 113
Author(s):  
Syed Farhat Jahara ◽  
Abbas Hussein Abdelrady
Keyword(s):  
Learning Style ◽  
Research Study ◽  
Communicative Competence ◽  
First Year ◽  
Willingness To Participate ◽  
Efl Learners ◽  
Self Interest ◽  
Level 1 ◽  
Level 2 ◽  
Constant Practice

This article advocates that spoken language is learned only when genuine communication and exposure occur, not when it is practiced simply as a set of structures or only when its grammar is learned. This research study demonstrates the possibility of exploring novel approaches to inspire non-native EFL learners in the Al-Qassim region of Saudi Arabia to master communication skills by establishing a linguistic club named English Café to showcase their spoken proficiency. The study sample consisted of undergraduates from level 1 and level 2 from the first year of the B.A. program. The methodology adopted was a descriptive-analytical method using a questionnaire and spoken activities to achieve the desired objectives. One major finding was that participants improved their communicative competence by participating in pronunciation and speaking activities through constant motivation, preferred learning style, self-interest, and willingness to participate naturally with expert guidance initially and constant practice after that.

scholarly journals Autism Spectrum Disorder Screening Instruments for Very Young Children: A Systematic Review

2016 ◽  
Vol 2016 ◽  
pp. 1-29 ◽  
Author(s):  
Patricia O. Towle ◽  
Patricia A. Patrick
Keyword(s):  
Autism Spectrum ◽  
Screening Tools ◽  
First Year ◽  
Screening Instruments ◽  
Level 1 ◽  
New Research ◽  
First Year Of Life ◽  
Further Development ◽  
Level 2 ◽  
High Risk Children

Research on ASD in infancy has provided a rationale for developing screening instruments for children from the first year of life to age of 18 months. A comprehensive literature search identified candidate screening tools. Using methodological probe questions adapted from the Quality Assessment of Diagnostic Accuracy Studies (QUADAS), two Level 1 and three Level 2 screening instruments were reviewed in detail. Research evidence conclusions were that instrument development was in beginning phases, is not yet strong, and requires further development. Clinical recommendations were to continue vigilant developmental and autism surveillance from the first year on but to use the screening instrumentsper seonly for high-risk children rather than for population screening, with considerations regarding feasibility for individual settings, informing caregivers about strengths and weaknesses of the tool, and monitoring new research.

scholarly journals KOMUNIKASI MATEMATIKA BERDASARKAN TEORI VAN HIELE PADA MATA KULIAH GEOMETRI DITINJAU DARI GAYA BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA

2015 ◽  
Vol 9 (2) ◽  
pp. 159
Author(s):  
Fajar Hendro Utomo ◽  
Indah Setyo Wardhani ◽  
Muhammad Abdul Roziq Asrori
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Auditory Learning ◽  
Van Hiele ◽  
Construct Definition ◽  
Kinesthetic Learning ◽  
Van Hiele Theory ◽  
Level 3 ◽  
Level 1 ◽  
Level 2

This objective of this study is to describe competency of mathematic communication based on Van Hiele theory on geometry course viewed from visual and kinesthetic learning styles.  The study was conducted in STKIP PGRI Tulungagung in November 2013 to August 2014, assigning 45 students as sample.  The study revealed that: First,  auditory learning style was achieved by: Level 1 = 0, Level 2 = 2, Level 3 = 9, Level 4 = 4, and Level 5 = 0, averaging at Level 3.  This means that students do not understand when they construct  definition, argument, role, formal deduction they worked;  Second, kinesthetic learning style was achieved by: Level 1 = 0, Level 2 = 6, Level 3 = 10, Level 4 = 2, and Level 5 = 0, averaging at Level 3.  This means that students do not understand on the work as done through auditory learning style.

Literacy Level of Students in Chemistry Education Department on Thermochemistry

2021 ◽  
pp. 87-95
Author(s):  
Ika Farida Yuliana ◽  
Rendy Priyasmika ◽  
Fatayah Fatayah
Keyword(s):  
Physical Chemistry ◽  
Chemistry Education ◽  
Literacy Skills ◽  
First Year ◽  
First Year Students ◽  
Measurement Results ◽  
Level 3 ◽  
Literacy Level ◽  
Level 1 ◽  
Level 2

This study aims to identify the chemical literacy level of students on Physical Chemistry course, especially in Thermochemisty. Chemical literacy is a major goal in chemistry education recently. The measuring of chemical literacy level in this study used a chemical literacy instrument developed based on Shwartz, et.al framework. The instrument measure students' chemical literacy skills at each level. There are 4 levels of literacy that are measured, namely nominal literacy (level 1), functional literacy (level 2), structural literacy (level 3) and multi-dimensional literacy (level 4). The objects in this study were 14 first year students of Billfath University who took Physical Chemistry course. The data were collected after student got the Thermochemistry subject. The measurement results show that 14.29% of students reach level 3, 71.42% of students reach level 2 and 14.29% of students reach level 1. These results indicate that there is no student that able to reach the highest level 4. Overall, the chemical literacy level of first year students in the Physical Chemistry course is classified as low level. These results allow further development in learning to increase students' chemical literacy level.

scholarly journals KEMAMPUAN LITERASI MATEMATIKA MAHASISWA DENGAN GAYA BELAJAR SEKUENSIAL DALAM MENYELESAIKAN MASALAH STATISTIKA

2020 ◽  
Vol 3 (2) ◽  
pp. 79-84
Author(s):  
Khusnul Khotimah ◽  
M Farid Nasrulloh
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Literacy Skills ◽  
Sequential Learning ◽  
Literacy Skill ◽  
General Context ◽  
Level 3 ◽  
Level 1 ◽  
Level 2

Abstrak Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan literasi matematika pada mahasiswa dengan gaya belajar sekuensial dalam menyelesaikan masalah statistika. Penelitian ini merupakan penelitian kualitatif. Proses pengumpulan data dalam penelitian ini dilakukan dengan memberikan angket gaya belajar, memberikan tugas pemecahan masalah, kemudian memilih salah satu hasil tes untuk di deskripsikan. Analisis data dilakukan dengan cara, mengumpulkan data, mereduksi data, dan memverifikasi data. Hasil yang diperoleh dalam penelitian ini adalah subjek sekuensial memiliki kemampuan literasi pada level 1 yaitu Menggunakan pengetahuan untuk menyelesaikan soal rutin dan namun masih blom dapat menyelesaikan masalah yang konteksnya umum . Subjek sekuensial memiliki kemampuan literasi pada level 2 yaitu dapat menyelesaikan masalah dengan rumus. subyek sekuensial belum bisa Melaksanakan prosedur dengan baik dalam menyelesaikan soal serta belum bisa memilih strategi pemecahan masalah, sesuai dengan level 3. Subjek sekuensial cukup bekerja secara efektif dengan model dan dapat memilih serta mengintegrasikan representasi yang berbeda, kemudian menghubungkannya dengan dunia nyata sesuai dengan level 4.Subjek sekuensial memiliki kemampuan literasi pada level 5 yaitu Bekerja dengan model untuk situasi yang kompleks. Subyek telah dapat menunjukkan variasi ketahanan yang lebih baik dengan koefisien variasi, namun belum mampu menggunakan penalaran dalam menyelesaikan masalah matematis dan dapat membuat generalisasisesuai level 6. Kata Kunci : kemampuan literasi matematika, gaya belajar sekuensial dan statistika Abstract The purpose of this study is to describe the mathematical literacy skill in students with sequential learning styles in solving statistical problems. This research is a qualitative research. The process of collecting data in this study is done by giving a questionnaire learning style, providing problem-solving tasks, then choose one of the test results to be described. Data analysis is done by collecting data, reducing data, and verifying data. The results obtained in this study are sequential subjects have literacy skills at level 1 that is Using knowledge to solve routine problems and yet still blom can solve the problem of the general context. The sequential subject has a literacy skill at level 2 that can solve problems with formulas. sequential subjects have not been able to carry out the procedures well in solving the problem and have not been able to choose a problem-solving strategy, according to level 3. Sequential subjects simply work effectively with the model and can choose and integrate different representations, then connect it with the real world according to level 4 . Sequential subjects have literacy skills at level 5 ie Working with models for complex situations. The subject has been able to show better variation of endurance with the coefficient of variation, but has not been able to use reasoning in solving mathematical problems and can make generalizations according to level 6. Keyword : mathematics literacy skills, sequential learning styles and statistics

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS DALAM MENYELESAIKAN MASALAH STATISTIKA

2018 ◽  
Vol 5 (2) ◽  
pp. 7 ◽  
Author(s):  
Ahmad Aunur Rohman
Keyword(s):  
Level 1 ◽  
Level 2

Penelitian ini dimaksudkan untuk mengetahui bagaimana kemampuan komunikasi matematis mahasiswa terhadap pemahaman statistika. Data dalam penelitian ini berupa hasil pekerjaan tes tertulis tentang kemampuan komunikasi matematis dan wawancara terhadap subjek penelitian. Pengumpulan data diperoleh dengan tes dan wawancara. Uji keabsahan data yang digunakan adalah triangulasi. Data penelitan yang terkumpul dianalisis dengan analisis data non statistik yang terdiri dari tiga alur, yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi data. Hasil penelitian menunjukkan bahwa 1) Terdapat 5 mahasiswa yang berada pada level 0 (sangat kurang baik); 2) 24 mahasiswa berada pada level 1 (kurang baik); 3) 6 mahasiswa berada pada level 2 (cukup baik); Penelitian ini diharapkan dapat memacu individu lain untuk melakukan penelitian yang lebih baik dan mendalam tentang kemampuan komunikasi matematis.

EVALUASI PELATIHAN DI PT. PUPUK KUJANG CIKAMPEK

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Lania Muharsih ◽  
Ratih Saraswati
Keyword(s):  
Training Evaluation ◽  
Work Productivity ◽  
Learning Behavior ◽  
Level 3 ◽  
Level 1 ◽  
Four Levels ◽  
A Company ◽  
Level 2 ◽  
Evaluation Sheet ◽  
Assessment Factor

This study aims to determine the training evaluation at PT. Kujang Fertilizer. PT. Pupuk Kujang is a company engaged in the field of petrochemicals. Evaluation sheet of PT. Fertilizer Kujang is made based on Kirkpatrick's theory which consists of four levels of evaluation, namely reaction, learning, behavior, and results. At level 1, namely reaction, in the evaluation sheet is in accordance with the theory of Kirkpatrick, at level 2 that is learning should be held pretest and posttest but only made scale. At level 3, behavior, according to theory, but on assessment factor number 3, quantity and work productivity should not need to be included because they are included in level 4. At level 4, that is the result, here is still lacking to get a picture of the results of the training that has been carried out because only based on answers from superiors without evidence of any documents.   Keywords: Training Evaluation, Kirkpatrick Theory.    Penelitian ini bertujuan mengetahui evaluasi training di PT. Pupuk Kujang. PT. Pupuk Kujang merupakan perusahaan yang bergerak di bidang petrokimia. Lembar evaluasi PT. Pupuk Kujang dibuat berdasarkan teori Kirkpatrick yang terdiri dari empat level evaluasi, yaitu reaksi, learning, behavior, dan hasil. Pada level 1 yaitu reaksi, di lembar evaluasi tersebut sudah sesuai dengan teori dari Kirkpatrick, pada level 2 yaitu learning seharusnya diadakan pretest dan posttest namun hanya dibuatkan skala. Pada level 3 yaitu behavior, sudah sesuai teori namun pada faktor penilaian nomor 3 kuantitas dan produktivitas kerja semestinya tidak perlu dimasukkan karena sudah termasuk ke dalam level 4. Pada level 4 yaitu hasil, disini masih sangat kurang untuk mendapatkan gambaran hasil dari pelatihan yang sudah dilaksanakan karena hanya berdasarkan dari jawaban atasan tanpa bukti dokumen apapun.   Kata kunci: Evaluasi Pelatihan, Teori Kirkpatrick.

scholarly journals Celebrate Diversity?

2021 ◽  
Author(s):  
Christian Huber ◽  
Philipp Nicolay ◽  
Simone Weber
Keyword(s):  
Eine Hohe ◽  
Soziale Integration ◽  
Level 1 ◽  
Soziale Ausgrenzung ◽  
Level 2

ZusammenfassungSchulleistungen und soziale Integration sind im deutschen Schulsystem eng miteinander verbunden. Unklar ist, welche Rolle die Leistungs- und Verhaltensheterogenität für diesen Zusammenhang spielt. Vertreter*innen eines klassischen sozialpsychologischen Zugangs sagen für eine hohe Leistungs- und Verhaltensheterogenität eine Erhöhung des Risikos auf soziale Ausgrenzung (Risikohypothese) voraus, Vertreter*innen eines inklusionspädagogischen Zugangs eine Schutzfunktion (Schutzhypothese). Die vorliegende Studie untersucht, inwieweit die Leistungs- und Verhaltensheterogenität den Zusammenhang zwischen einem Förderbedarf in den Bereichen Lernen/Verhalten und sozialer Integration moderiert und ob die Richtung dieses Modertoreffekt im Sinne der Schutz- oder der Risikohypothese gedeutet werden kann. Hierzu wurden N = 1352 Grundschüler*innen in drei unterschiedlich heterogenen Schulsystemen (jahrgangsgetrennt, 1/2/3/4; teilweise jahrgangsübergreifend, 1–2/3–4; jahrgangsübergreifend, 1–4) in einer Querschnittstudie untersucht. Erhoben wurden, neben der sozialen Integration, Informationen über einen besonderen Förderbedarf in den Bereichen Lernen und Verhalten und Schulleistung. Das Schulsystem ging als unabhängige Variable auf Level 2, der Förderbedarf als unabhängige Variable auf Level 1 und die soziale Integration als abhängige Variable in die mehrebenenanalytische Auswertung ein. Analog zu bisher vorliegenden Befunden wurde ein signifikanter Haupteffekt beider Förderbedarfe auf die soziale Integration gefunden. Ferner zeigten vier von sechs Cross-Level-Effekten für den Förderbedarf Lernen Hinweise auf eine Gültigkeit der Schutzhypothese, kein Cross-Level-Effekt war im Sinne der Risikohypothese interpretierbar. Dieser Befund war nicht auf den Förderbedarf Verhalten übertragbar. Die Ergebnisse legen nahe, dass sich der Zusammenhang zwischen sozialer Integration und Förderbedarf Lernen mit zunehmender Leistungs- und Verhaltensheterogenität abschwächt. Gleichzeitig zeigte sich in den stark heterogenen Lerngruppen ein insgesamt erhöhtes Ausgrenzungsrisiko aller Schüler*innen unabhängig ihres Förderbedarfs. Die Ergebnisse lassen den Schluss zu, dass sich für Schüler*innen mit erhöhtem Förderbedarf Lernen im jahrgangsübergreifenden Lernen eine höhere Chance für eine gute soziale Integration einstellen könnte.

scholarly journals Explanatory Styles of Counsellors in Training

2021 ◽  
Author(s):  
Wanda Boyer ◽  
Paul Jerry ◽  
Gwen R. Rempel ◽  
James Sanders
Keyword(s):  
Positive Relationship ◽  
Research Study ◽  
Explanatory Style ◽  
Three Dimensions ◽  
First Year ◽  
Client Outcomes ◽  
Counsellor Training ◽  
Training Time ◽  
Positive Expectancy ◽  
Explanatory Styles

AbstractExplanatory style is based on how one explains good and bad events according to three dimensions: personalization, permanence, and pervasiveness. With an optimistic explanatory style, good events are explained as personal, permanent, and pervasive, whereas bad events are explained as external, temporary, and specific. For counsellors, an optimistic explanatory style creates positive expectancy judgments about the possibilities and opportunities for successful client outcomes. In this research study, we explored the explanatory styles expressed in 400 events (200 good events and 200 bad events) extracted from 38,013 writing samples of first year and final year graduate level counsellors in training. Across the three optimism dimensions and within good and bad events, there was one occurrence of a positive relationship between counsellor training time and the amount of expressed optimism. The implications of this study include the need to cultivate optimistic explanatory styles of counsellors in training and practicing counsellors.

scholarly journals An Atmospheric Visibility Grading Method Based on Ensemble Learning and Stochastic Weight Average

Atmosphere ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 869
Author(s):  
Xiuguo Zou ◽  
Jiahong Wu ◽  
Zhibin Cao ◽  
Yan Qian ◽  
Shixiu Zhang ◽  
...  
Keyword(s):  
Ensemble Learning ◽  
Traffic Accidents ◽  
Feature Sets ◽  
Atmospheric Visibility ◽  
Average Accuracy ◽  
Level 3 ◽  
Visual Characteristics ◽  
Level 1 ◽  
Grading Model ◽  
Level 2

In order to adequately characterize the visual characteristics of atmospheric visibility and overcome the disadvantages of the traditional atmospheric visibility measurement method with significant dependence on preset reference objects, high cost, and complicated steps, this paper proposed an ensemble learning method for atmospheric visibility grading based on deep neural network and stochastic weight averaging. An experiment was conducted using the scene of an expressway, and three visibility levels were set, i.e., Level 1, Level 2, and Level 3. Firstly, the EfficientNet was transferred to extract the abstract features of the images. Then, training and grading were performed on the feature sets through the SoftMax regression model. Subsequently, the feature sets were ensembled using the method of stochastic weight averaging to obtain the atmospheric visibility grading model. The obtained datasets were input into the grading model and tested. The grading model classified the results into three categories, with the grading accuracy being 95.00%, 89.45%, and 90.91%, respectively, and the average accuracy of 91.79%. The results obtained by the proposed method were compared with those obtained by the existing methods, and the proposed method showed better performance than those of other methods. This method can be used to classify the atmospheric visibility of traffic and reduce the incidence of traffic accidents caused by atmospheric visibility.

scholarly journals Identifying trauma patients with benefit from direct transportation to Level-1 trauma centers

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Charlie A. Sewalt ◽  
Benjamin Y. Gravesteijn ◽  
Daan Nieboer ◽  
Ewout W. Steyerberg ◽  
Dennis Den Hartog ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Trauma Center ◽  
Trauma Patients ◽  
Trauma Centers ◽  
Absolute Benefit ◽  
Predicted Probability ◽  
Prehospital Triage ◽  
Level 1 ◽  
Level 1 Trauma Center ◽  
Level 2

Abstract Background Prehospital triage protocols typically try to select patients with Injury Severity Score (ISS) above 15 for direct transportation to a Level-1 trauma center. However, ISS does not necessarily discriminate between patients who benefit from immediate care at Level-1 trauma centers. The aim of this study was to assess which patients benefit from direct transportation to Level-1 trauma centers. Methods We used the American National Trauma Data Bank (NTDB), a retrospective observational cohort. All adult patients (ISS > 3) between 2015 and 2016 were included. Patients who were self-presenting or had isolated limb injury were excluded. We used logistic regression to assess the association of direct transportation to Level-1 trauma centers with in-hospital mortality adjusted for clinically relevant confounders. We used this model to define benefit as predicted probability of mortality associated with transportation to a non-Level-1 trauma center minus predicted probability associated with transportation to a Level-1 trauma center. We used a threshold of 1% as absolute benefit. Potential interaction terms with transportation to Level-1 trauma centers were included in a penalized logistic regression model to study which patients benefit. Results We included 388,845 trauma patients from 232 Level-1 centers and 429 Level-2/3 centers. A small beneficial effect was found for direct transportation to Level-1 trauma centers (adjusted Odds Ratio: 0.96, 95% Confidence Interval: 0.92–0.99) which disappeared when comparing Level-1 and 2 versus Level-3 trauma centers. In the risk approach, predicted benefit ranged between 0 and 1%. When allowing for interactions, 7% of the patients (n = 27,753) had more than 1% absolute benefit from direct transportation to Level-1 trauma centers. These patients had higher AIS Head and Thorax scores, lower GCS and lower SBP. A quarter of the patients with ISS > 15 were predicted to benefit from transportation to Level-1 centers (n = 26,522, 22%). Conclusions Benefit of transportation to a Level-1 trauma centers is quite heterogeneous across patients and the difference between Level-1 and Level-2 trauma centers is small. In particular, patients with head injury and signs of shock may benefit from care in a Level-1 trauma center. Future prehospital triage models should incorporate more complete risk profiles.

Sign in / Sign up

Export Citation Format

Share Document