scholarly journals CLOUD-BASED LEARNING SYSTEM FOR IMPROVING STUDENTS’ PROGRAMMING SKILLS AND SELF-EFFICACY

2018 ◽  
Author(s):  
Mohamud Sheikh Ibrahim Abdullahi ◽  
Norsaremah Salleh ◽  
Azlin Nordin ◽  
Ali Amer Alwan
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Traditional Method ◽  
Learning System ◽  
Single Subject ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Programming Skills ◽  
Design Skills ◽  
Learning Programming

Cloud-based Learning Systems (CBLS) refers to the systems that provide electronic or online content to enable the learning process by offering tools and functionalities through platform available in Cloud. This research seeks to examine the effectiveness of CBLS in improving programming skills among undergraduate students by measuring students’ performance in solving programming problems. This is because there is no empirical evidence on the effectiveness of CBLS when compared with the traditional method of learning programming among student beginners. Traditionally, teaching programming courses has been performed in a classroom setting and it can be very challenging for an instructor to go beyond covering the language’s syntax such as program design skills and problem-solving skills due to the wide variety of students’ background in such bounded class duration. In this study, three single-subject experiments were conducted using 40 undergraduate students enrolled in Web Programming course. The experiments compared the time students spent to solve programming tasks by using traditional learning method and CBLS. A survey to measure students’ self-efficacy was administered before and after the experiments. The findings of this study showed that there is a statistically significant difference in learning programming using CBLS when compared with traditional method. Our results showed that students solve programming problems in less time when using CBLS. The study also found out that CBLS is effective for improving students’ self-efficacy.   

scholarly journals CLOUD-BASED LEARNING SYSTEM FOR IMPROVING STUDENTS’ PROGRAMMING SKILLS AND SELF-EFFICACY

2018 ◽  
Vol 17 (4) ◽  
pp. 629-651
Author(s):  
Norsaremah Salleh ◽  
Mohamud Sheikh Ibrahim Abdullahi ◽  
Azlin Nordin ◽  
Ali Amer Alwan
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Traditional Method ◽  
Learning System ◽  
Single Subject ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Programming Skills ◽  
Design Skills ◽  
Learning Programming

Cloud-based Learning Systems (CBLS) refers to the systems that provide electronic or online content to enable the learning process by offering tools and functionalities through platform available in Cloud. This research seeks to examine the effectiveness of CBLS in improving programming skills among undergraduate students by measuring students’ performance in solving programming problems. This is because there is no empirical evidence on the effectiveness of CBLS when compared with the traditional method of learning programming among student beginners. Traditionally, teaching programming courses has been performed in a classroom setting and it can be very challenging for an instructor to go beyond covering the language’s syntax such as program design skills and problem-solving skills due to the wide variety of students’ background in such bounded class duration. In this study, three single-subject experiments were conducted using 40 undergraduate students enrolled in Web Programming course. The experiments compared the time students spent to solve programming tasks by using traditional learning method and CBLS. A survey to measure students’ self-efficacy was administered before and after the experiments. The findings of this study showed that there is a statistically significant difference in learning programming using CBLS when compared with traditional method. Our results showed that students solve programming problems in less time when using CBLS. The study also found out that CBLS is effective for improving students’ self-efficacy.   

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

scholarly journals Autoeficácia dos formandos de bacharelado de educação física em relação ao exercício profissional

2019 ◽  
Vol 17 (1) ◽  
pp. 35-44
Author(s):  
Ana Luiza Barbosa Anversa ◽  
Thais Da Fonseca Mesquita
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Professional Training ◽  
Demographic Variable ◽  
Private Higher Education ◽  
Quantitative Methodology ◽  
Significant Difference ◽  
General Self Efficacy

Objetivo: analisar as crenças de autoeficácia dos formandos de Educação Física Bacharelado em relação ao exercício profissional. Métodos: adotou-se a metodologia quantitativa do tipo descritiva e inferencial. Participaram da amostra 44 acadêmicos de Educação Física Bacharelado regulamente matriculados no último ano do curso de uma instituição de ensino superior privada de Maringá (PR). Para coleta de dados foi utilizado a Escala de Autoeficácia na Formação Superior e um questionário sociodemográfico. Para verificar o nível de associação entre autoeficácia geral e variável sociodemográfica utilizou-se o teste de qui-quadrado, sendo que, para os demais dados foi utilizado a estatística descritiva. Foi adotado o nível de significância de p≤0,05. Resultados: A maioria dos acadêmicos é do sexo masculino (52,3%), do período matutino (59,1%) e estão engajados no estágio remunerado (77,3%) em um período específico do dia (43,2%). Quanto a complementação da formação em ações de pesquisa e extensão nota-se pouca participação dos acadêmicos, apenas 34,1% apontam ter participado de projeto de extensão e 47,7% relatam buscar cursos de atualização frequentemente ou sempre. Sobre os níveis de autoeficácia, nota-se que o maior índice está na regulação de formação profissional (md= 8,43) e o menor índice (md= 7,21) nas ações proativas, demonstrando que os acadêmicos do último ano apresentam dificuldade em aproveitar ou promover oportunidades de formação. Por fim, ao analisar o nível de associação entre a autoeficácia geral dos acadêmicos e as variáveis sócio demográficas investigadas, foi encontrada diferença significativa apenas em relação ao sexo (p≤ 0,05), demonstrando que as mulheres têm maior autoeficácia que os homens. Conclusão: Os acadêmicos apresentaram bons índices de autoeficácia, no entanto carecem de ações que fortaleçam posturas proativas frente às demandas da formação e profissão.ABSTRACT. Self-efficacy of bachelor’s physical education trainers in relation to the professional exercise. Objective: to analyze the beliefs of self-efficacy in initial training and the expectations of graduates of Physical Education Bachelor in relation to the professional exercise. Methods: the quantitative methodology of the descriptive and inferential type was adopted. The sample was composed of 44 undergraduate students enrolled in the Bachelor of Physical Education course enrolled in the last year of a private higher education institution in Maringá (PR). Data were collected using the Self-efficacy Scale in Higher Education and a sociodemographic questionnaire. To verify the level of association between general self-efficacy and socio-demographic variables, the chi-square test was used, and descriptive statistics were used for the other data. The level of significance of p≤0.05 was adopted. Results: the majority of the students are males (52.3%), of the morning (59.1%) and are engaged in paid work (77.3%) in a specific period of the day (43.2% %). When completing training in research and extension actions, there is little academic participation in these actions, with only 34.1% reporting having participated in an extension project, and only 47.7% reported seeking refresher courses frequently or ever. Regarding the levels of self-efficacy, it is observed that the highest index is in the regulation of professional training (md=8.43) and the lowest index (md=7.21) in proactive actions, showing that last year’s academics have difficulty take advantage of or promote training opportunities. Finally, when analyzing the level of association between the general self-efficacy of the students and the socio-demographic variable, a significant difference was found only in the comparison by sex (p≤0.05), demonstrating that women are more self-efficacious than men. Conclusion:  In general, the students presented good self-efficacy indexes, however, they lack actions that strengthen proactive positions in relation to the demands of the training and profession.

scholarly journals Effects of Simulation-Based Learning on Nursing Students’ Learning Outcomes of a Gerontology Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 489-489
Author(s):  
Hsueh-Fen Kao ◽  
Minzhi Ye ◽  
Lin Chen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Perceived Competence ◽  
Learning Satisfaction ◽  
Multiple Exposures ◽  
Significant Difference ◽  
Simulation Based

Abstract Simulation-Based Learning (SBL) is beneficial to nursing education. Nevertheless, recent studies have shown a side effect of being overwhelmed by repeated exposures to simulation. Thus, how many times simulation scenarios should be provided to students remains a question. The objectives of this study were to (1) explore the changes in nursing students’ perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and (2) determine the acceptable frequency of SBL in the ‘Care of Older Adults’ course. A one-group repeated measurement experimental design with self-administered questionnaires in a convenient sample of 84 senior nursing undergraduate students was used at a university in southern Taiwan, and 79 students completed all measurements. After taking the baseline measurements (T0), students were exposed to 75-mininute simulation scenarios from Time 1 (T1) to Time 3 (T3) three weeks apart throughout the semester. Students’ perceived nursing competence, self-efficacy, and learning satisfaction were measured immediately after each exposure. There were statistically significant improvements from T0 to T3 (p < .001) in all three areas; however, no significant difference when comparing scores from T1 to T2 and from T2 to T3. To conclude, SBL is effective in improving nursing students’ perceived competence, self-efficacy, and learning satisfaction. While the primary changes occur at the first simulation effort, it is the accumulated multiple exposures collectively improve students’ learning outcomes. Multiple instructional strategies are recommended to maintain students’ learning interests to achieve optimal learning outcomes of the course across a semester.

scholarly journals Undergraduate information literacy self-efficacy: a cross-sectional study of Cambodian provincial universities

2021 ◽  
Vol 26 (3) ◽  
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Carlon ◽  
Jeffrey Cross ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Cross Sectional Study ◽  
T Test ◽  
Cross Sectional ◽  
Significant Difference ◽  
Information And Communication

Introduction. This paper examines the information literacy self-efficacy of undergraduate students at provincial universities in Cambodia, and to determine whether there are significant differences in information literacy self-efficacy in terms of sex, academic year, faculty and university. Method. We adapted the information literacy self-efficacy skills survey by Kurbanoglu and administered to 1,009 undergraduate students at three public provincial universities to measure their confidence on information literacy. Analysis. Descriptive and inferential statistics using independent sample t-test (t-test) and analysis of variance (ANOVA) were used to analyse the responses. Results. The results indicated that the information literacy self-efficacy of provincial universities in Cambodia was low as the mean scores were lower than the midpoint value of the original scale. Significant differences were also observed across the faculties and universities. This study revealed no significant difference of information literacy self-efficacy between male and female students. However, significant difference was observed between universities due to the performance of infrastructures and supporting funds. Conclusions. The findings indicated that undergraduate students at the provincial universities in Cambodia exhibited low confidence in information literacy. Policy making on information and communication technologies should be well implemented to provide practical skills to students from first to fourth year.

scholarly journals EXPLORING PRE-SERVICE CHEMISTRY TEACHERS’ PROBLEM SOLVING SKILLS ON VOCATIONAL CONTEXT-BASED LEARNING

2020 ◽  
Vol 4 (2) ◽  
pp. 185-199
Author(s):  
Antuni Wiyarsi ◽  
Muhd Ibrahim Damanhuri ◽  
Nur Fitriyana
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Descriptive Study ◽  
Learning System ◽  
Information Collection ◽  
Problem Solving Skills ◽  
Chemistry Teachers ◽  
Significant Difference ◽  
One Way Anova ◽  
Anova Technique

Problem-solving skill is an important component in achieving a successful 21st-century learning system. This research aimed to explore Pre-service Chemistry Teacher’ (PsCT’) problem-solving skill after CBL (Context-based learning) implementation with vocational case on petroleum and polymer topic of chemistry. A descriptive study on the CBL implementation was adopted in this research. The study focused on the exploration of PsCT’ problem-solving skill. Through convenient sampling technique, the sample covered a total of 34 PsCT (10 males and 24 females) who enrolled in vocational chemistry course were selected in this study. The data of PsCT’ problem-solving skill were collected through Rubric for Problem-solving skill (RPSS). There were four aspects of problem-solving skill used in this research, namely problems identification skills, information collection skills, skills to provide possible solution, and skills of communicating the possible solution. These data were analysed according to descriptive quantity and one-way ANOVA technique. Three open-ended questions were used to explore PsCT’s view about the relevance, usefulness, and effectiveness of the CBL implementation. There was a significant difference on PsCT’ problems solving skills among petroleum and polymer topic.  The result of this study indicated that PsCT’ problem-solving skill still in sufficient category. Hence, these skills should be improved especially on the skills to analyse the problem comprehensively and make an appropriate conclusion. The PsCT have positive view toward CBL implementation about the relevance, usefulness, and effectiveness. The implementation of CBL with vocational case is promising since it could improve PsCT’ problem-solving skills.

scholarly journals Self-efficacy and Its Relation to ESL Writing Proficiency and Academic Disciplines

2017 ◽  
Vol 6 (5) ◽  
pp. 127
Author(s):  
Saeid Raoofi ◽  
Jalal Gharibi ◽  
Hassan Gharibi
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Second Language Writing ◽  
Cross Sectional Study ◽  
Academic Disciplines ◽  
Writing Proficiency ◽  
Cross Sectional ◽  
Significant Difference ◽  
Language Writing

Writing is an essential skill for academic development within any disciplinary area. Despite the rapidly growing body of research on the various aspects of second language writing, research on writing self-efficacy remains scarce. This study investigated the relationship the between writing self-efficacy and writing proficiency in English as a second language. In this cross-sectional study, 304 Malaysian undergraduate students completed a writing self-efficacy questionnaire. The participants’ writing proficiency was assessed using two different writing tasks. The results showed that there was a significant difference in writing self-efficacy among the three writing proficiency groups. It was also found that science students had significantly higher writing self-efficacy than those in social sciences. Limitations of the study and Implications for second language writing instruction are also discussed. 

scholarly journals Methodological Process for the Teaching of Computer Programming based on Computational Thinking: Case Study

2018 ◽  
Vol 1 (2) ◽  
pp. 165
Author(s):  
Emmanuel Lopez-Neri ◽  
Estela Torres-Santoyo
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Traditional Method ◽  
Computer Programming ◽  
Computational Thinking ◽  
Analytical Thinking ◽  
Programming Skills ◽  
Thinking Process ◽  
Problem Solving Process

In academia, it is common to identify the problem solving process based on computational thinking, as the traditional method of programming teaching. However, students would first have to develop the four types of thinking involved in this process, in order to develop successfully the programming skills. Therefore is required from the beginning of the learning process a method that provides students with a contextualization, allowing the configuration of their own language, which propitiates the development of analytical thinking for the construction of solutions for increasingly complex problems. This paper describes a methodological process of computer programming teaching based on the computational thinking process, by integrating components that promote the development of analytical thinking. Finally, we present a case study with STEM undergraduate students as participants.

scholarly journals The Comparison of Self-Efficacy Belief Levels on Anatomy Education between the Undergraduate Students from Physical Therapy and Rehabilitation Department and the Associate Students from Vocational School of Health Services in Western Black Sea Region

2017 ◽  
Vol 6 (3) ◽  
pp. 151 ◽  
Author(s):  
Derya Acar ◽  
Tuncay Colak ◽  
Serap Colak ◽  
Tugba Gungor ◽  
Deniz M Yener ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Health Services ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Associate Degree ◽  
Vocational School ◽  
Anatomy Education ◽  
Black Sea Region ◽  
Efficacy Belief ◽  
Significant Difference

Physical Therapy and Rehabilitation (PTR) undergraduate degree departments and Vocational School of Health Services (VSHS) associate degree departments train healthcare professionals, which is important for both continuance of human health and treatment of various illnesses. Anatomic structures underlie the illnesses that these departments treat and care.Therefore, the graduates of these departments should have favorable knowledge of anatomy. The aim of this study is to evaluate and compare the self-efficacy belief levels about anatomy education of PTR students as undergraduate and VSHS students as associate degree.94 students from PTR department (age: 21.94±1.19) and 100 students from VSHS (age: 20.16±1.58) have participated in the study. Data collection questionnaire (gender, age, geographical region where he/she came from, residential place) and Anatomy Self-Efficacy Belief scale (ASEB) have been implemented on the participants.As a consequence, when the Anatomy Self-Efficacy Belief levels of undergraduate and associate degree students are compared, no significant difference has been found in total (p>0,05). However, when the answers given to the questions in self-efficacy belief level test are compared separately, a significant difference has been found in 4 questions (p<0,05). The reason for this is that the students of PTR department have more hours of anatomy lesson per week compared to the students of VSHS.As ASEB gets better, profession is done better in view of anatomy. This will help the graduates of both departments do their profession better and be more helpful to their patients.

Comparison of Hemodynamic Responses in the Prefrontal Cortex According to Differences in Self-Efficacy

2017 ◽  
Vol 19 (4) ◽  
pp. 450-455 ◽  
Author(s):  
Kazuki Hirao
Keyword(s):  
Prefrontal Cortex ◽  
Undergraduate Students ◽  
Effect Size ◽  
Self Efficacy ◽  
Near Infrared ◽  
Group Versus ◽  
Verbal Fluency Task ◽  
Fundamental Nature ◽  
Significant Difference ◽  
The Right

Although self-efficacy has been used extensively in the field of nursing (e.g., as an outcome measure of nursing interventions), its underlying nature is poorly understood. Investigation of the relationship between self-efficacy and brain activation will help explain the fundamental nature of self-efficacy. In this study, we compared prefrontal activation measured with near-infrared spectroscopy (NIRS) across 89 undergraduate students categorized into three groups based on their General Self-Efficacy Scale scores: low self-efficacy ( n = 59), moderate self-efficacy ( n = 17), and high self-efficacy ( n = 13). Changes in the hemoglobin levels of the prefrontal cortex (PFC) during a verbal fluency task were assessed using two-channel NIRS. Significant differences in the oxygenated hemoglobin (oxy-Hb) level of the left PFC (LPFC) were observed via analysis of variance. Post hoc Tukey’s test showed a significant difference only between low self-efficacy and moderate self-efficacy groups. We found a medium between-group effect size in the moderate self-efficacy group versus the low self-efficacy group for the changes in oxy-Hb levels of the LPFC ( d = .78; 95% confidence interval for effect size [0.22, 1.33]). No significant between-group differences were observed with respect to changes in the oxy-Hb in the right PFC. The results indicate less left prefrontal activation in the low self-efficacy group than in the moderate self-efficacy group. These findings provide evidence to support the fundamental nature of self-efficacy.

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