Realistic Mathematics Education's Effect on Students' Performance and Attitudes: A Case of Ellipse Topics Learning

<p style="text-align: justify;">Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pre-test, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.</p>

Arab and Malay Students’ Attitudes toward Statistics and Their Learning Styles: A Rasch Measurement Approach

Students’ learning of statistics has been studied from a variety of angles, and this study is no different. The main purpose is to compare the Malay and Arab students’ attitudes toward learning statistics and their learning styles in understanding statistics. A survey questionnaire and face-to-face interview techniques were used to elicit information from 150 students based on the cohort. They were asked about how they learn to solve statistical problems based on Kolb’s four learning cycles: feeling, reflective observation, thinking, and doing. Attitude responses were numerically recorded based on a five-point Likert scale, while preference for learning styles was recorded as 1 (Do and Feel) or 0 (Watch and Think). Both attitude and learning style data were combined and subjected to Rasch analysis. Results show that a majority of the Arab and Malay students have moderate to high positive attitude toward learning statistics. Generally, students from both cultures are classified as the “Accommodating” type with a preference for doing and feeling from the experience of doing statistical problems. Arab students are classified as the “Assimilating” type with a preference for thinking, reflecting, and learning from observation, while Malay students are classified as the “Converging” type with a preference for thinking and doing statistical exercises.

Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st- century skills

In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.

The influence of past situations on present behaviors: how school life predicts managerial learning

Purpose The purpose of this paper is to examine the influence of supervisors’ past experiences in school on their present learning behaviors. Design/methodology/approach Data were gathered in a time-lagged study. Supervisors populated a previously validated survey about their quality of school life. One week later, a direct measure of learning behaviors was used to determine the extent to which they were motivated to learn in general, and their motivation to exert time and effort in a learning task. Findings Supervisors who found more satisfaction in school were more motivated to learn in general. Those who were more committed to the work of school spent more time on learning and exerted more effort when practicing a new skill. Research limitations/implications Results are valid for supervisors engaging in a learning task relevant to their role. However, because the results are based on direct observation of their learning behavior years later, the findings suggest that school experiences influence workplace learning for employees at all levels. Practical implications Typically, organizations consider the degree employees attain and the content of their learning. This study suggests that organizations should also be considering the habits and attitudes toward learning that employees developed while at school. Originality/value This study bridges educational and workplace learning by examining how the habits and attitudes developed in school settings impact managerial learning, even years later.

The Internet Use for Autonomous Learning During COVID-19 Pandemic and its Hindrances

<p class="0abstract">The outbreak of COVID-19 pandemic has brought the dependence on the online activities as new behaviors in various aspects of society including education. It defines the reliance upon internet access for learning practices and the tendency toward learning autonomy. Yet, the sudden emergence of the pandemic causes problematic circumstances for learners. Not all learners are ready to be autonomous and to have internet infrastructure. Within this context, the current study addresses learners’ attitudes toward learning autonomy and examines what hinder them to be autonomous. As a descriptive research, this study involves 101 respondents living in Bitung city, a fast growing and harbor city in North Sulawesi, Eastern Indonesia. They are asked to fill the kind of Likert questionnaire which constitutes the source of data which are statistically analyzed. The results indicates that learners dominantly show positive attitude toward the idea of being autonomous in this pandemic era. In addition, several factors such as bad signal, distraction, self-discipline and lack of motivation occupy the dominant factors hinder learners to establish learning autonomy. <strong></strong></p>

Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru

The current study has as its objective to analyze the relationship between students’ attitude towards learning English and the procrastinating behavior at the academic level. Attitudes strengthen people’s motivation to learn a foreign language (Delfín, 2007), and procrastination, which involves unjustified delaying of activities, causes negative consequences in completing academic tasks postponement of responsibilities (Rodríguez & Clariana, 2017). The design was correlational, and the sample consisted of 55 students learning English. The instruments were the Attitudes towards English language learning questionnaire and the academic procrastination questionnaire. According to the results, evidence shows that there is a positive median relationship between the variables, leading us to conclude that despite having positive attitudes towards learning English, procrastinating behavior does not diminish. The results of this study could be utilized in bilingual programs, or those could also be utilized to implement curricula in language programs at schools or universities. The idea is that higher education institutions include, as mandatory, the instruction of English as a global language. How to cite this article: Marquina Luján, R. J., Huaire Inacio, E. J., Horna Calderón, V. E., Villamar Romero, R. M., & Kishnani García, A. (2021). Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru. Revista Colombiana de Psicología, 30(2), 27-39. https://doi.org/10.15446/rcp.v30n2.83678

The Relationship of Emotion Intelligence, Knowledge-Sharing and Group Work Results of Vietnam Students

Teamwork is arguably a major aspect of university teaching as it gives students opportunities to apply their expertise to problem-solving skills, and to sharpen their skills for future jobs; to improve study outcomes, motivation, and attitudes toward learning. In addition, Emotion Intelligence (EI) and knowledge-sharing are said to have an impact on group work results. The goal of this study is to investigate the relationship between EI, knowledge-sharing, and group work results of university students. The research team conducted a survey that involved 372 students from universities majoring in economics in Hanoi, Vietnam. Research results confirm that EI has a positive effect on students' knowledge-sharing skills and group work results, and knowledge-sharing is the mediator in the relationship between EI and the performance of the group.

Power, Privilege, and Entitlement

Chapter 1, Power, Privilege, and Entitlement, situates entitlement among related terms that help explain inequality, such as power and privilege. This chapter defines entitlement and details the way entitlement is measured. Experiments that assess entitlement find reliable differences in women’s and men’s sense of entitlement. Men tend to have an inflated sense of entitlement relative to women. White individuals tend to have a higher sense of entitlement compared to people of color. In addition to entitlement to pay, research on academic entitlement is examined as well. Academically entitled students hold attitudes toward learning and teachers that they should receive more from their academic experience than they put in; that professors should bend rules for them; that they should not have to work as hard as others. Academic entitlement is correlated with academic disengagement, cheating, and classroom incivility.