scholarly journals Application for Identifying Students Achievement Prediction Model in Tertiary Education: Learning Strategies for Lifelong Learning

2021 ◽  
Vol 15 (22) ◽  
pp. 22
Author(s):  
Pratya Nuankaew ◽  
Patchara Nasa-ngium ◽  
Wongpanya Sararat Nuankaew
Keyword(s):  
Prediction Model ◽  
Learning Strategies ◽  
Tertiary Education ◽  
Confusion Matrix ◽  
Dropping Out ◽  
Future Research ◽  
Application Development ◽  
Achievement Prediction ◽  
Academic Year ◽  
Very High

<span style="font-size: 10.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA;">The purpose of the research is to identify the risk of dropping out in tertiary students with an application. The components of the research goal aim (1) to develop the students’ achievement prediction model and (2) to construct a prototype application for the predictions of the tertiary students dropping out. <a name="_Hlk71439748"></a>The research tools consisted of three parts, (1) tool for developing predictive prototypes uses a tool called the CRISP-DM process with Decision Tree Classification, Feature Selection methods, Confusion Matrix performance, Cross-Validation methods, Accuracy, Precision and Recall measurements, (2) tool for application development used the SDLC with V-method, and (3) tool to assess application satisfaction used questionnaires and statistical analysis. Data sample were collected from 401 students enrolled in the Business Computer Program at the School of Information and Communication Technology, University of Phayao during the academic year 2012-2016. The results showed that the prediction model had a very high percentage of accuracy (82.29%). The prototype test results with the data gathered had a very high score level (84.04%; correct 337 out of 401 training examples). An overview of the underlying application with the utmost integrity by the researchers planned to put the application to the test in the first semester of the academic year 2021 at the School of Information Technology and Communication, University of Phayao. For future research, the researchers plan to create a mobile application for mentors in the University of Phayao to monitor learner on both Android and iOS systems.</span>

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

scholarly journals Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

2021 ◽  
pp. 1-12
Author(s):  
Emily Tarconish ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Ashley Taconet ◽  
Carl Coelho
Keyword(s):  
Postsecondary Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Brain Injuries ◽  
Disability Services ◽  
Future Research ◽  
Postsecondary Students ◽  
Education Professionals ◽  
Concussion Management ◽  
Rigorous Research

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

The Differential Risk Factors of Physically Forced and Alcohol- or Other Drug-Enabled Sexual Assault Among University Women

2009 ◽  
Vol 24 (3) ◽  
pp. 302-321 ◽  
Author(s):  
Christopher P. Krebs ◽  
Christine H. Lindquist ◽  
Tara D. Warner ◽  
Bonnie S. Fisher ◽  
Sandra L. Martin
Keyword(s):  
High Risk ◽  
Sexual Assault ◽  
Future Research ◽  
Web Based ◽  
Campus Sexual Assault ◽  
University Women ◽  
Undergraduate Women ◽  
Reported Data ◽  
Lifestyle Activities ◽  
Very High

The Campus Sexual Assault Study examined whether undergraduate women’s victimization experiences prior to college and lifestyle activities during college were differentially associated with the type of sexual assault they experienced: physically forced sexual assault and incapacitated sexual assault. Self-reported data collected using a Web-based survey administered to more than 5,000 undergraduate women at two large public universities indicated that victimization experiences before college were differentially associated with the risk of experiencing these two types of sexual assault during college. Women who experienced forced sexual assault before college were at very high risk of experiencing forced sexual assault during college (odds ratio [OR] = 6.6). Women who experienced incapacitated sexual assault before college were also at very high risk of experiencing incapacitated sexual assault during college (OR = 3.7). Moreover, women’s substance use behaviors during college, including getting drunk and using marijuana, were strongly associated with experiencing incapacitated sexual assault but were not associated with experiencing forced sexual assault. Implications for education and prevention programs, as well as future research directions, are discussed.

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

scholarly journals Interrelationship of linear dimensions as growth corollary of pama croaker Otolithoides pama in the Bay of Bengal

2021 ◽  
Vol 32 (2) ◽  
pp. 287-292
Author(s):  
ZOARDER FARUQUE AHMED ◽  
MST. KANIZ FATEMA ◽  
UMME HABIBA AZ ZOHORA ◽  
MANSURA AKTER JOBA ◽  
FERDOUS AHAMED
Keyword(s):  
Bay Of Bengal ◽  
Correlation Coefficients ◽  
Future Research ◽  
Strongly Correlated ◽  
Regression Analyses ◽  
Allometric Growth ◽  
Linear Dimensions ◽  
Length Relationship ◽  
Gender Categories ◽  
Very High

Growth pattern of pama croaker Otolithoides pama population in the Bay of Bengal was determinedas the corollary of relationships between standard length (SL) and total length (TL), the two most prevalentlyused linear dimensions of fin fish species. Monthly pama croaker samples were collected from the industrialfisheries in the Bay of Bengal. The length-length relationship was constructed algebraically in the form ofy=a+bx. Relationships between SL and TL for male, female and unsexed populations were separatelyestablished. Sex ratio between male and female did not deviate from the parity (?2 test; p>0.05). The SL andTL ranges of male were 7.2-22 cm and 9.5-28 cm respectively, and the SL and TL ranges of female were6.8-20 cm and 8.4-25.7 cm respectively. Intercept and slope varied monthly in all length-length relationshipsregardless of gender categories. The generalized SL-TL relationships of male, female and unsexedpopulations were TL=1.214SL+0.761(R=0.989), TL=1.212SL-0.770(R=0.990) and TL=1.203SL+0.904(R=0.987) respectively. The correlation coefficients of both monthly and generalized regression analyses ofall sex types were very high (R?0.852) which explained that the relationships between the two lengthdimensions were strongly correlated. The growth corollary appeared both as isometric and allometric formonthly populations. Allometric growth was apparent in July, August and September in all gender types,while isometric growth was deduced in other months. This study would be useful for future research in orderto make comparisons with the relevant aspects of O. pama population between years and locations in the Bayof Bengal.

scholarly journals A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education

2019 ◽  
Author(s):  
Naeem Afzal
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Learning Problems ◽  
Future Research ◽  
Level Of Education ◽  
New Words ◽  
English Majors ◽  
University Level ◽  
The University

Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students’ attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers’ perspectives on students’ vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.

scholarly journals Pengaruh Pengajaran dan Aktifitas dalam Organisasi terhadap Kreativitas Belajar dengan Variabel Mediasi Psikoedukasi Kreativitas

2020 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Ahmad Jalalluddin Al-Mahali
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Strategies ◽  
Likert Scale ◽  
Questionnaire Data ◽  
Analysis Method ◽  
Creative Learning ◽  
Census Techniques ◽  
Teaching Learning ◽  
Academic Year

Some learning strategies fail to arouse student creativity in learning. Concerns about accountability narrow flexibility and creativity in teaching. Learning has become the main focus, but does not neglect teaching. Creative children need creative teachers, many activities in campus-level organizations influence and even inhibit their creativity even if they get psychoeducation therapy for creativity. A dilemma is that the most creative child is often punished by parents and teachers who find the behavior difficult to control. Conversely children who fail to manifest curiosity and other creative learning behaviors are stimulated to display these behaviors and are rewarded. The objectives of this study are: 1) Analyzing the effect of teaching on creativity psychoeducation. 2) Analyzing the effect of Activity in organizations on creativity psychoeducation. 3) Analyze teaching on learning creativity. 4) Analyzing the effect of Activity in organizations on learning creativity. 5) Analyzing the effect of psychoeducation of creativity on learning creativity. 6) Analyzing the teaching of learning creativity with the psychoeducation variable of creativity. 7) Analyzing the effect of Activity in organizations on learning creativity with the mediating variable of creativity psychoeducation. This research is descriptive-exploratory-explanatory. The population is semester V students of the academic year 2018/2019 of 38 people. sampling using census techniques. Data collection uses a 5 point Likert Scale questionnaire. Data analysis method uses SmartPLS software v. 3.3.7. From the results of the study it can be concluded as follows: 1) Teaching has a significant effect on the Psychoeducation of creativity 2) Activity in the organization has no effect on the Psychoeducation of creativity 3) Teaching has no effect on learning creativity 4) Activity in the organization has a significant effect on learning Creativity 5) Psychoeducation of creativity has no effect on learning creativity 6) Teaching affects indirectly on learning creativity through creativity psychoeducation 7) Activity in organization indirectly influences learning creativity through creativity psychoeducation.

scholarly journals PENINGKATAN KEPERCAYAAN DIRI SISWA TERHADAP MATEMATIKA DENGAN MENGGUNAKAN PENDEKATAN CTL (REACT)

2018 ◽  
Vol 16 (1) ◽  
pp. 55-77
Author(s):  
Malik Ibrahim
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Descriptive Analysis ◽  
Confidence Score ◽  
High Category ◽  
Self Confidence ◽  
Data Analysis Technique ◽  
Analysis Technique ◽  
Academic Year ◽  
Very High

The current study aims to describe the effectiveness of CTL approach (REACT) to improve students' self confidence in mathematics. It is a classroom action research (PTK). The subjects of the study were students of grade VIII MTs Nurul Ihsan Sukarara in the academic year 2017/2018 consisting of 29 students. Data analysis technique used is descriptive analysis. The findings show that students' confidence in mathematics in the first cycle reached 10.3% for high category, 55.2% for moderate, and 34.5% for low category. Meanwhile, in the second cycle students' self-confidence score on mathematics reached 6.9% for very high category, 72.41% for high category, and 20.69% for moderate. This study indicates that there is an increase of students' self confidence in mathematics due to CTL approach (REACT).

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