scholarly journals EXPLORING STUDENTS’ METACOGNITIVE REGULATION SKILLS AND MATHEMATICS ACHIEVEMENT IN IMPLEMENTATION OF 21ST CENTURY LEARNING IN MALAYSIA

2020 ◽  
Vol 78 (3) ◽  
pp. 314-327
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
21St Century ◽  
Mathematics Learning ◽  
21St Century Learning ◽  
Metacognitive Regulation ◽  
Curriculum Transformation ◽  
And Mathematics ◽  
The Impact ◽  
School Standard

21st-century learning is integral to the transformation of the curriculum in Malaysia with the transition from School Integrated Curriculum (SIC) to School Standard Curriculum (SSC) introduced around 2014. During this time, the implementation of 21st-century learning was acceptable and very rewarding. However, the impact of implementation on students' skills, abilities, potentials and achievements should be looked at to ensure that the new curriculum is stable and practical to continue. There is a need to discuss the level of metacognitive regulation skills and students’ achievement in line with the introduction and implementation of 21st-century learning in the context of the Malaysian curriculum. Therefore, this research was conducted to examine whether the implementation of 21st-century learning has an impact on metacognitive regulation skills and student achievement. This quantitative survey was conducted by 201 Form 2 students from four secondary schools in Pasir Gudang District, Johor, Malaysia. The results show that the level of students' metacognitive regulation skills and the level of achievement in mathematics is moderate. Correlation analysis also showed there was a significant correlation between metacognitive regulation skills and student achievement. The implications from this research suggest that stakeholders including ministries, curriculum developers, education departments and teachers need to take initiatives to strengthen and improve the reputation of curriculum transformation in line with the 21st-century learning era in producing quality education. Keywords: curriculum transformation, mathematics learning, metacognitive regulation skills, students’ achievement, 21st-century learning.

scholarly journals TECHNOLOGY INTEGRATED WITH METACOGNITIVE REGULATION APPROACH TO ENHANCE STUDENTS’ MASTERY AND CREATING EFFECTIVE LEARNING IN MATHEMATICS

2020 ◽  
Vol 6 (2) ◽  
pp. 125-128
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Experimental Design ◽  
Mathematics Learning ◽  
Quantitative Approach ◽  
Mathematical Learning ◽  
Effective Learning ◽  
Metacognitive Regulation ◽  
Regulation Strategies ◽  
And Mathematics ◽  
Regulation Approach ◽  
The Impact

This study aims to look at the effectiveness of mathematical learning through a metacognitive regulation approach with the technology integrated through modules, kits and interactive activities. The objective of this study was to look at the impact of using the Meta-Seller Tutoring module and mathematics learning kit on the metacognitive regulation skills and mastery of student mathematics concepts. Based on a quantitative approach using experimental design, the present study involved 159 students from three secondary schools in Pasir Gudang, Malaysia. The results show that the use of modules combined with technology and metacognitive regulation strategies has the greatest impact on the metacognitive regulation skills and students’ mastery of mathematics concepts and significantly in shaping effective learning. The implications indicate that teachers can use the module as an intervention in mathematics learning

The Impact of New Technologies on Professional Development

2013 ◽  
pp. 40-52
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

Nanotechnology Applications in Biomedical Engineering

2015 ◽  
pp. 50-63
Author(s):  
Cajetan M. Akujuobi
Keyword(s):  
Dental Implants ◽  
21St Century ◽  
Biomedical Engineering ◽  
Well Being ◽  
Orthopedic Implants ◽  
Vascular Stents ◽  
Safety Aspects ◽  
Drug Eluting ◽  
And Mathematics ◽  
The Impact

The 21st century has seen a massive explosion in the applications of nanotechnology. These applications cover all areas of Science, Technology, Engineering, and Mathematics (STEM). The advantage of nanotechnology comes from the fact that it has revolutionized the miniaturizations of many products that are useful to the well-being of society. A typical nanotechnology application example in biomedical engineering is its usage as drug eluting interfaces for implantable devices, such as vascular stents, orthopedic implants, and dental implants. The purpose of this chapter is to discuss the various applications of nanotechnology to biomedical engineering. Some of the future nanotechnology applications in biomedical engineering include healthcare/medical, consumer medical goods, environmental, and electronics. The impact of nanotechnology applications to biomedical engineering is in many ways enabling humans to survive different ailments that otherwise could have been very difficult to manage. The safety aspects in the applications of nanotechnology to biomedical engineering are also examined.

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

Nanotechnology Applications in Biomedical Engineering

Oncology ◽  
2017 ◽  
pp. 352-365 ◽  
Author(s):  
Cajetan M. Akujuobi
Keyword(s):  
Dental Implants ◽  
21St Century ◽  
Biomedical Engineering ◽  
Well Being ◽  
Orthopedic Implants ◽  
Vascular Stents ◽  
Safety Aspects ◽  
Drug Eluting ◽  
And Mathematics ◽  
The Impact

The 21st century has seen a massive explosion in the applications of nanotechnology. These applications cover all areas of Science, Technology, Engineering, and Mathematics (STEM). The advantage of nanotechnology comes from the fact that it has revolutionized the miniaturizations of many products that are useful to the well-being of society. A typical nanotechnology application example in biomedical engineering is its usage as drug eluting interfaces for implantable devices, such as vascular stents, orthopedic implants, and dental implants. The purpose of this chapter is to discuss the various applications of nanotechnology to biomedical engineering. Some of the future nanotechnology applications in biomedical engineering include healthcare/medical, consumer medical goods, environmental, and electronics. The impact of nanotechnology applications to biomedical engineering is in many ways enabling humans to survive different ailments that otherwise could have been very difficult to manage. The safety aspects in the applications of nanotechnology to biomedical engineering are also examined.

How Do Technology Application and Equity Impact Student Achievement?

2011 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Tak Cheung Chan
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Standardized Test ◽  
School Level ◽  
Technology Application ◽  
Student Socioeconomic Status ◽  
And Mathematics ◽  
Impact Of Technology ◽  
The Impact

This study examines the impact of technology application on student achievement in the state of Georgia. Technology application includes elements such as technology access, technology integration, and teacher technology proficiency. Student achievement refers to students’ standardized test scores in language, social studies, sciences, and mathematics in elementary, middle, and high schools. Results of Multiple Regression analysis yielded significant percentages of variance in student achievement that was attributable to Internet connected computer access. Another purpose of the study was to investigate the equity issues of school technology. School levels and student socioeconomic status were used as independent variables to determine if significant differences in technology application existed among the school levels and the socioeconomic status categories. Results of Analysis of Variance indicated that students of low socioeconomic status had far less opportunities to access Internet connected computers than students of high socioeconomic status. The level of technology application increased as students moved up the school level.

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

2007 ◽  
Vol 37 (3) ◽  
pp. 267-288 ◽  
Author(s):  
Dianna J. Spence ◽  
Ellen L. Usher
Keyword(s):  
Mathematics Achievement ◽  
Learning Environments ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Online Environment ◽  
And Mathematics ◽  
Computer Self Efficacy ◽  
Mathematics Self Efficacy

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade self-efficacy and age jointly predicted achievement. These findings support the views that mathematics self-efficacy is among the most significant predictors of mathematics achievement; computer self-efficacy and computer playfulness are associated with courseware engagement; and self-regulation is an important component of e-learning. Implications for researchers and educators are discussed.

scholarly journals Motivation Theory TEORI MOTIVASI ABRAHAM H. MASLOW DAN IMPLIKASINYA DALAM KEGIATAN BELAJAR MATEMATIKA

2021 ◽  
Vol 3 (1) ◽  
pp. 68-76
Author(s):  
Try Gunawan Zebua
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Motivation Theory ◽  
Literature Study ◽  
Learning Achievement ◽  
Teachers And Students ◽  
Food And Drink ◽  
And Mathematics ◽  
The Impact

ABSTRACT One of the famous Motivation Theory is Abraham H. Maslow's Motivation Theory which is also referred to as Abraham H. Maslow's Motivation Theory or Maslow's Hierarchy of Needs Theory. Students' Mathematics Learning Achievement and Mathematics Learning Outcomes can be categorized as low, so a solution needs to be given by implying Abraham H. Maslow's Motivation Theory. The research method used in this research is Literature Study, where the researcher analyzes Abraham H. Maslow's Motivation Theory directly from Abraham H. Maslow's book entitled Motivation and Personality (translation of Achmad Fawaid and Maufur, the publisher of Cantrik Pustaka), then the researcher analyzes the impact of the theory. if it is implied in mathematics learning activities. Abraham H. Maslow's Motivation Theory in the first stage can be applied in mathematics learning activities by providing food and drink to students, the second stage can be applied by making students safe in mathematics learning activities, the third stage can be applied by establishing communication between teachers and students, The fourth stage can be applied in a way that there is mutual respect between teachers and students and fellow students, and the fifth stage can be applied by providing opportunities for students to express opinions in discussion activities. By implying Abraham H. Maslow's Motivation Theory can influence or improve students' Mathematics Learning Achievement and Mathematics Learning Outcomes. Keywords:  Abraham H's Motivation Theory, Maslow, Dream, Learning Mathematics.

The Impact of New Technologies on Professional Development

2014 ◽  
pp. 1984-1996
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students' needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

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