scholarly journals Hubungan Keyakinan dan Noticing dari Calon Guru Sekolah Dasar Mengenai Asesmen Matematika

2021 ◽  
Vol 10 (3) ◽  
pp. 461-470
Author(s):  
Kimura Patar Tamba
Keyword(s):  
Elementary Teachers ◽  
Task Analysis ◽  
Analysis Data ◽  
Mathematics Assessment ◽  
Correlational Study ◽  
Assessment Data ◽  
Assessment Practice ◽  
Inferential Statistics ◽  
Assessment Beliefs ◽  
The Relationship

AbstrakPenelitian ini dilatarbelakangi oleh pandangan bahwa keyakinan mengenai asesmen mempengaruhi praktek asesmen di dalam kelas. Sementara itu, noticing adalah komponen penting dalam pengembangan kemampuan calon guru untuk memahami praktek asesmen. Tujuan penelitian ini adalah  menyelidiki dan mendeskripsikan hubungan antara keyakinan dengan kemampuan noticing dari calon guru sekolah dasar mengenai asesmen matematika. Penelitian ini adalah penelitian kuantitatif korelasional terhadap 68 calon guru sekolah dasar. Data keyakinan mengenai asesmen matematika dikumpulkan dengan menggunakan kuisioner. Sementara data noticing asesmen dikumpulkan dengan video task analysis. Data dianalisis dengan menggunakan statistik deskriptif dan inferensial.. Hasil penelitian menunjukkan tidak terdapat korelasi signifikan antara keyakinan mengenai asesmen dan noticing asesmen. Hasil penelitian juga menunjukkan karateristik noticing cenderung fokus pada aspek “mengajukan pertanyaan” dan tidak komprehensif. Selain itu, calon guru juga cenderung memegang keyakinan produktif namun tidak konsisten. Relationship between Beliefs and Noticing of Pre-service Elementary Teachers Regarding Mathematics AssessmentAbstractThis research is motivated by the view that assessment beliefs affect assessment practice in a classroom. Meanwhile, noticing is an important component in the development of assessment practice. The purpose of this study was to investigate and describe the relationship between mathematics assessment beliefs and noticing mathematics assessment. This research is quantitative with a correlational study involving 68 pre-service elementary teachers. Mathematics assessment belief data were collected using a questionnaire. Meanwhile, noticing mathematics assessment data was collected using video task analysis. Data were analyzed using descriptive and inferential statistics The results showed that there was no significant correlation between mathematics assessment belief and noticing mathematics assessment. The results also showed that noticing characteristics tended to focus on the "questioning" aspect and were not comprehensive. Pre-service elementary teachers also tend to hold productive but inconsistent beliefs.

scholarly journals The Relationship between Collaboration in Learning, Quantity and Timing of Feedback, And Self-Efficacy of Students in Higher Education

2016 ◽  
Vol 13 (1) ◽  
pp. 59
Author(s):  
Yuen Fook Chan ◽  
Gurnam Kaur A/P Gurdial Singh ◽  
Suthagar Narasuman ◽  
Lai Fong Lee ◽  
Bee Wah Yap
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Effect Size ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Analysis Data ◽  
Public University ◽  
Survey Questionnaire ◽  
Inferential Statistics ◽  
The Relationship

The purpose of this study was to identify the effect of collaboration in learning, and the quantity and timing of feedback towards the enhancement of self-efficacy among students in a public university in Malaysia. Data was collected using a survey questionnaire. The questionnaire was distributed to a total of 500 randomly selected tertiary students. A total of 475 questionnaires were returned and used for analysis. Data was analysed with both descriptive and inferential statistics. The findings revealed that most of the students collaborate with peers in their learning. Feedback that was identified has a positive and significant relationship with student self-efficacy. A moderate, positive and significant correlation has been identified between collaboration in learning, quantity and timing of feedback and self-efficacy among the students in a public university. However, collaboration in learning and quantity and timing of feedback only induced a low effect size on self-efficacy. Keywords: collaborative learning, feedback, self-efficacy, higher education

scholarly journals Assessment Beliefs and Practices of Libyan Secondary School English Language Teachers

2020 ◽  
Vol 9 (6) ◽  
pp. 99
Author(s):  
Vahid Nimehchisalem ◽  
Marwa M. Abdalla
Keyword(s):  
Secondary School ◽  
English Language ◽  
Language Teachers ◽  
Assessment Practice ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Learning Conditions ◽  
English Language Teachers ◽  
Assessment Beliefs ◽  
The Relationship

Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom-based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning, implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions.

Poverty and Threat Reactivity

2021 ◽  
Author(s):  
Lou Safra ◽  
Coralie Chevallier ◽  
Amine Sijilmassi
Keyword(s):  
Economic Status ◽  
Correlational Study ◽  
Socio Economic Status ◽  
The Relationship

A correlational study to test the relationship between socio-economic status and reactivity to threats.

scholarly journals Relationship between gratitude and psychological well-being around Lapindo Mudflow resident

2020 ◽  
Vol 153 ◽  
pp. 03005
Author(s):  
Dian Anggraini ◽  
Listyati Palupi
Keyword(s):  
Natural Disaster ◽  
Quantitative Method ◽  
Well Being ◽  
Correlational Study ◽  
Psychological Well Being ◽  
The People ◽  
Disaster Situation ◽  
Quantitative Correlational ◽  
Quantitative Correlational Study ◽  
The Relationship

The Lapindo Mud is a natural disaster occurred 13 years ago and still erupts today. Of course this disaster affects the people who live around it. The people who are the victims of the mud disaster is still survive. Therefore, it is important to understand how this people could survive in this disaster situation. Thus, the purpose of this quantitative, correlational study is to investigate the relationship between gratitude and psychological well-being for the resident around Lapindo mudflow. This research used quantitative method with survey. The scale used was The Gratitude Questionnaire-Six Item Form (GQ-6) developed by McCullough to measured the level of gratitude and Javanese Psychological Well-being Scale developed by Palupi to measured psychological well-being. The result showed that there is relationship between gratitude and psychological well-being in the population/resident around Lapindo mudflow.

scholarly journals A Correlational Study on Project Management Methodology and Project Success

2019 ◽  
Vol 9 (2) ◽  
pp. 56-65
Author(s):  
Michael Pace
Keyword(s):  
Project Management ◽  
Project Success ◽  
Project Managers ◽  
Project Manager ◽  
Correlational Study ◽  
Demographic Information ◽  
Moderating Variables ◽  
Multiple Project Management ◽  
The Impact ◽  
The Relationship

Abstract This non-experimental correlational study extends previous research investigating the relationship between project management methodology and reported project success, as well as the moderating variables of industry and project manager experience. The sample included North American project managers with five years’ experience, 25 years of age or older, and experience with multiple project management methodologies. The survey instrument consisted of 58 questions, utilizing a 5-point Likert scale to record responses. The survey contained three sections, including demographic information, questions related to a successful project, and questions related to a less-than successful (failed / challenged) project. 367 usable responses were received. The examination of the constructs included Pearson’s correlation coefficient as well as linear regression to determine the impact of moderating variables. Results indicated that project management methodology has a weak correlation with reported project success, and this correlation is not moderated by industry nor project manager experience. The results did not align with previously conducted studies, illustrating a need to continue the study of methods impacting success including investigating additional moderating variables.

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