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performance</title> <meta name="description" content="Search results for: skill performance"> <meta name="keywords" content="skill performance"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="skill performance"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13361</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: skill performance</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13361</span> The Development of Speaking Using Folk Tales Based on Performance Activities for Early-Childhood Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ms%20Yaowaluck%20Ruampol">Ms Yaowaluck Ruampol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research on the development of using folk tales based on performance activities aimed to (1) study the development of speaking skill for early-childhood students, (2) evaluate the development of speaking skill before and after speaking activities. Ten students of Kindergarten level 2, who have enrolled in the subject of the research for speaking development of semester 2 in 2013, were purposively selected as the research cohort. The research tools were lesson plans for speaking activities and pre-posttest for speaking development that were approved for content validity and reliability (IOC=.66-1.00,0.967). The research found that the development of speaking skill of the research samples before using performance activities on folk tales in developing speaking skill was in the normal high level. Additionally, the results revealed that the preschoolers after applying speaking skill on performance activities also imaginatively created their speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speaking%20development" title="speaking development">speaking development</a>, <a href="https://publications.waset.org/abstracts/search?q=folk%20tales" title=" folk tales"> folk tales</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20activities" title=" performance activities"> performance activities</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20engineering" title=" communication engineering"> communication engineering</a> </p> <a href="https://publications.waset.org/abstracts/11027/the-development-of-speaking-using-folk-tales-based-on-performance-activities-for-early-childhood-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13360</span> The Development of Speaking Using Folk Tales Based on Performance Activities for Early Childhood Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaowaluck%20Ruampol">Yaowaluck Ruampol</a>, <a href="https://publications.waset.org/abstracts/search?q=Suthakorn%20Wasupokin"> Suthakorn Wasupokin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research on the development of speaking using folk tales based on performance activities aimed to (1) study the development of speaking skill for early- childhood students, and (2) evaluate the development of speaking skill before and after speaking activities. Ten students of Kindergarten level 2, who have enrolled in the subject of the research for speaking development of semester 2 in 2013 were purposively selected as the research cohort. The research tools were lesson plans for speaking activities and pre-post test for speaking development that were approved as content validity and reliability (IOC=.66-1.00,α=0.967). The research found that the development of speaking skill of the research samples before using performance activities on folk tales in developing speaking skill was in the normal high level. Additionally, the results appeared that the preschoolers after applying speaking skill on performance activities also imaginatively created their speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speaking%20development" title="speaking development">speaking development</a>, <a href="https://publications.waset.org/abstracts/search?q=folk%20tales" title=" folk tales"> folk tales</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20activities" title=" performance activities"> performance activities</a>, <a href="https://publications.waset.org/abstracts/search?q=early-childhood%20students" title=" early-childhood students"> early-childhood students</a> </p> <a href="https://publications.waset.org/abstracts/11065/the-development-of-speaking-using-folk-tales-based-on-performance-activities-for-early-childhood-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13359</span> The Differences in Skill Performance Between Online and Conventional Learning Among Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Nadrah">Nurul Nadrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of the COVID-19 pandemic, a movement control order was implemented, leading to the adoption of online learning as a substitute for conventional classroom instruction. Thus, this study aims to determine the differences in skill performance between online learning and conventional methods among nursing students. We employed a quasi-experimental design with purposive sampling, involving a total of 59 nursing students, and used online learning as the intervention. As a result, the study found there was a significant difference in student skill performance between online learning and conventional methods. As a conclusion, in times of hardship, it is necessary to implement alternative pedagogical approaches, especially in critical fields like nursing, to ensure the uninterrupted progression of educational programs. This study suggests that online learning can be effectively employed as a means of imparting knowledge to nursing students during their training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title="nursing education">nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20performance" title=" skill performance"> skill performance</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20learning%20method" title=" conventional learning method"> conventional learning method</a> </p> <a href="https://publications.waset.org/abstracts/187830/the-differences-in-skill-performance-between-online-and-conventional-learning-among-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13358</span> Effects of Knowledge of Results on Specified Skill Acquisition among Fresh Cricket Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasheed%20O.%20Oloyede">Rasheed O. Oloyede</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20O.%20Adelusi"> Joseph O. Adelusi</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20O.%20Akinbile"> Peter O. Akinbile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to investigate the extent with which knowledge of results influences the performance of cricket players. A sample of 160 fresh students in the Department of Physical and Health Education who are novice in the game were randomly assigned into two groups. The first group of eighty (80) subjects was classified as experimental group while the second group of eighty (80) subjects was the control group. Subjects in both groups were asked to bowl and bat ten times each for a period of six weeks. After the first round, the subjects in the experimental group were allowed feedback on their performance in the first trial while those in the control group were denied feedback. Two null hypotheses generated for the study were tested using percentages and chi-square statistical analysis at 0.05 level of significance. Analysis of data showed that knowledge of results influenced the performance of cricket players. It was concluded that knowledge of results is pertinent for effective skill acquisition and could enhance better performance among unskilled cricket players. Hence, it is suggested that immediate feedback on the level of skill acquisition by the prospective and unskilled cricket players would inspire them for better performance in cricket tournaments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=batting" title="batting">batting</a>, <a href="https://publications.waset.org/abstracts/search?q=bowling" title=" bowling"> bowling</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20results" title=" knowledge of results"> knowledge of results</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a> </p> <a href="https://publications.waset.org/abstracts/27930/effects-of-knowledge-of-results-on-specified-skill-acquisition-among-fresh-cricket-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13357</span> Effects of Synchronous Music in Gymnastics' Motor Skill Performance among Undergraduate Female Students in Physical Education College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanaa%20Ali%20Ahmed%20Alrashid">Sanaa Ali Ahmed Alrashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to investigate the effect of synchronous music in gymnastics' motor skill performance among undergraduate female students in physical education college at Basra University. The researcher used an experimental design. 20 female students of physical education divided equally into two groups, (10)experimental group with music, (10) control group without music. All participants complete 8 weeks in testing. Data analysis based on T-test shows a significant difference at (α = 0.05) in all skills level between experimental and control groups in favor of the experimental group. Results of this study contribute to developing the role of synchronous music in improving gymnastic skills performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=performance" title="performance">performance</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skill" title=" motor skill"> motor skill</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous" title=" synchronous "> synchronous </a> </p> <a href="https://publications.waset.org/abstracts/35494/effects-of-synchronous-music-in-gymnastics-motor-skill-performance-among-undergraduate-female-students-in-physical-education-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">483</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13356</span> Inferring Cognitive Skill in Concept Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rania%20A.%20Aboalela">Rania A. Aboalela</a>, <a href="https://publications.waset.org/abstracts/search?q=Javed%20I.%20Khan"> Javed I. Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents a learning assessment theory of Cognitive Skill in Concept Space (CS2) to measure the assessed knowledge in terms of cognitive skill levels of the concepts. The cognitive skill levels refer to levels such as if a student has acquired the state at the level of understanding, or applying, or analyzing, etc. The theory is comprised of three constructions: Graph paradigm of a semantic/ ontological scheme, the concept states of the theory and the assessment analytics which is the process to estimate the sets of concept state at a certain skill level. Concept state means if a student has already learned, or is ready to learn, or is not ready to learn a certain skill level. The experiment is conducted to prove the validation of the theory CS2. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skill%20levels" title="cognitive skill levels">cognitive skill levels</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20states" title=" concept states"> concept states</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20space" title=" concept space"> concept space</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20assessment%20theory" title=" knowledge assessment theory"> knowledge assessment theory</a> </p> <a href="https://publications.waset.org/abstracts/48845/inferring-cognitive-skill-in-concept-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13355</span> Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare the instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in a preparatory program for bachelor’s degree. This program is designed for the disadvantaged learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India, nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where the conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/24313/second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24313.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13354</span> Imparting Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do the m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in preparatory program for bachelor’s degree. This program is designed for the disadvantage learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/20792/imparting-second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">666</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13353</span> Enhancing Sustainable Stingless Beekeeping Production through Technology Transfer and Human Resource Development in Relationship with Extension Agents Work Performance among Malaysian Beekeepers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Aliyu%20Isah">Ibrahim Aliyu Isah</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Mansor%20Ismail"> Mohd Mansor Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Salim%20Hassan"> Salim Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Norsida%20Man"> Norsida Man</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwatoyin%20Olagunju"> Oluwatoyin Olagunju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stingless beekeeping is not only a profitable activity for Malaysian beekeepers but also for the Malaysian economy. However, natural honey has faced some difficulties, which resulted in low production due to a lack of information on improved technology as well as the capacity and potential building of stingless beekeeping farmers, which depend mostly on information received from the extension agents. Hence, it is the responsibility of the extension agents to give useful information on the available technology and develop the capacity of the farmers to make the right decision that will improve their level of production. This study assessed how technology transfer and human resource development skills influence the work performance of the extension agents toward sustainable beekeeping production among beekeepers. The study sought to establish the role of relevant technology transfer and human resource development skills in effective performance. The research design was a descriptive and quantitative survey of stingless beekeepers on technology transfer and human resource development by the extension agent. Data was obtained from 54 beekeeping farmers and was analyzed using descriptive and inferential statistics. The results revealed that technology skill, technology dissemination skill, technology evaluation skill, Decision-making process skill, Leadership development skill and work performance were rated moderate by stingless beekeeping farmers, while Social skill was rated high. A significant and positive correlation (P<0.01) existed between all variables and performance. Regression results showed that leadership development skills, Decision-making process skills, and social skills are significant (P=.05), while technology skills, technology dissemination skills, and technology evaluation skills are not significant. The highest contributing factor is social skill (β=.446). Beekeeping is a profitable project in Malaysia and can be sustained if the extension services and programs are well carried out by competent extension agents and relevant agricultural government agencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beekeeping" title="beekeeping">beekeeping</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20agents" title=" extension agents"> extension agents</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20development" title=" human resource development"> human resource development</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable" title=" sustainable"> sustainable</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20transfer" title=" technology transfer"> technology transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20performance" title=" work performance"> work performance</a> </p> <a href="https://publications.waset.org/abstracts/172800/enhancing-sustainable-stingless-beekeeping-production-through-technology-transfer-and-human-resource-development-in-relationship-with-extension-agents-work-performance-among-malaysian-beekeepers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13352</span> Influence of Strength Training on the Self-Efficacy of Sports Performance: National Collegiate Athletic Association Student-Athletes Experience of a Strength Training Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfred%20M.%20Caronia">Alfred M. Caronia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this pilot study was to explore an NCAA Division 1 female volleyball players’ experience of a strength and conditioning program and the result this has on self-efficacy of sport skill performance. This phenomenological study comprised of 10 college aged participants that have strength training program experience. Data was collected using semi-structured interviews and a reflective journal; the transcribed interviews were analyzed using qualitative content analysis. From the analysis, four themes emerged: performance enhancement, injury prevention, motivational experience, and learning experience. From the players’ perspective, care needs to be taken to explain the purpose of an exercise and the benefit it will have for a play performance. Other factors that play an important role in a strength training program are team motivation, individual goal setting, bonding, and communication with the strength coach, as all these items appear to be fundamentals of coaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20performance" title=" skill performance"> skill performance</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20performance" title=" sports performance"> sports performance</a>, <a href="https://publications.waset.org/abstracts/search?q=strength%20training" title=" strength training"> strength training</a> </p> <a href="https://publications.waset.org/abstracts/158157/influence-of-strength-training-on-the-self-efficacy-of-sports-performance-national-collegiate-athletic-association-student-athletes-experience-of-a-strength-training-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13351</span> Motivation on Vocabulary and Reading Skill via Teacher-Created Website for Thai Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Klinkesorn">P. Klinkesorn</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Yordchim"> S. Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Gibbs"> T. Gibbs</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Achariyopas"> J. Achariyopas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary and reading skill were examined in terms of teaching and learning via teacher-created website. The aims of this study are 1) to survey students’ opinions on the teacher-created website for learning vocabulary and reading skill 2) to survey the students’ motivation for learning vocabulary and reading skill through the teacher-created website. Motivation was applied to the results of the questionnaires and interview forms. Finding suggests that Teacher-Created Website can increase students’ motivation to read more, build up a large stock of vocabulary and improve their understanding of the vocabulary. Implications for developing both social engagement and emotional satisfaction are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-created%20website" title=" teacher-created website"> teacher-created website</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students"> Thai students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20and%20reading%20skill" title=" vocabulary and reading skill"> vocabulary and reading skill</a> </p> <a href="https://publications.waset.org/abstracts/22004/motivation-on-vocabulary-and-reading-skill-via-teacher-created-website-for-thai-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13350</span> Sporting Events among the Disabled between Excellence and Ideal in Motor Performance: Analytical Descriptive Study in Some Paralympic Sports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guebli%20Abdelkader">Guebli Abdelkader</a>, <a href="https://publications.waset.org/abstracts/search?q=Reguieg%20Madani"> Reguieg Madani</a>, <a href="https://publications.waset.org/abstracts/search?q=Belkadi%20Adel"> Belkadi Adel</a>, <a href="https://publications.waset.org/abstracts/search?q=Sbaa%20Bouabdellah"> Sbaa Bouabdellah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The identification of mechanical variables in the motor performance trajectory has a prominent role in improving skill performance, error-exceeding, it contributes seriously to solving some problems of learning and training. The study aims to highlight the indicators of motor performance for Paralympic athletes during the practicing sports between modelling and between excellence in motor performance, this by taking into account the distinction of athlete practicing with special behavioral skills for the Paralympic athletes. In the study, we relied on the analysis of some previous research of biomechanical performance indicators during some of the events sports (shooting activities in the Paralympic athletics, shooting skill in the wheelchair basketball). The results of the study highlight the distinction of disabled practitioners of sporting events identified in motor performance during practice, by overcoming some physics indicators in human movement, as a lower center of body weight, increase in offset distance, such resistance which requires them to redouble their efforts. However, the results of the study highlighted the strength of the correlation between biomechanical variables of motor performance and the digital level achievement similar to the other practitioners normal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sports" title="sports">sports</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20disabled" title=" the disabled"> the disabled</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20performance" title=" motor performance"> motor performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Paralympic" title=" Paralympic"> Paralympic</a> </p> <a href="https://publications.waset.org/abstracts/92665/sporting-events-among-the-disabled-between-excellence-and-ideal-in-motor-performance-analytical-descriptive-study-in-some-paralympic-sports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13349</span> Applied Complement of Probability and Information Entropy for Prediction in Student Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kennedy%20Efosa%20Ehimwenma">Kennedy Efosa Ehimwenma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sujatha%20Krishnamoorthy"> Sujatha Krishnamoorthy</a>, <a href="https://publications.waset.org/abstracts/search?q=Safiya%20Al%E2%80%91Sharji"> Safiya Al‑Sharji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The probability computation of events is in the interval of [0, 1], which are values that are determined by the number of outcomes of events in a sample space S. The probability Pr(A) that an event A will never occur is 0. The probability Pr(B) that event B will certainly occur is 1. This makes both events A and B a certainty. Furthermore, the sum of probabilities Pr(E₁) + Pr(E₂) + … + Pr(Eₙ) of a finite set of events in a given sample space S equals 1. Conversely, the difference of the sum of two probabilities that will certainly occur is 0. This paper first discusses Bayes, the complement of probability, and the difference of probability for occurrences of learning-events before applying them in the prediction of learning objects in student learning. Given the sum of 1; to make a recommendation for student learning, this paper proposes that the difference of argMaxPr(S) and the probability of student-performance quantifies the weight of learning objects for students. Using a dataset of skill-set, the computational procedure demonstrates i) the probability of skill-set events that have occurred that would lead to higher-level learning; ii) the probability of the events that have not occurred that requires subject-matter relearning; iii) accuracy of the decision tree in the prediction of student performance into class labels and iv) information entropy about skill-set data and its implication on student cognitive performance and recommendation of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complement%20of%20probability" title="complement of probability">complement of probability</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayes%E2%80%99%20rule" title=" Bayes’ rule"> Bayes’ rule</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-assessments" title=" pre-assessments"> pre-assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20education" title=" computational education"> computational education</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20theory" title=" information theory"> information theory</a> </p> <a href="https://publications.waset.org/abstracts/135595/applied-complement-of-probability-and-information-entropy-for-prediction-in-student-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13348</span> Transforming Higher Education in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samir%20Sarfraj%20Terdalkar">Samir Sarfraj Terdalkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India needs to step into affordable higher education with more focus on skill development and employability. The general scenario of higher education in India revolves around two major branches of higher education ie., Engineering and Medical Sciences. These two branches still cannot be considered as affordable. Hence, skill development of each and every student beginning from the school education should emphasize on learning skills with special focus on physics and mathematics. In India, the Central Government initiated a survey based process of all higher Educational Institutes/ Universities and colleges in India. This survey/ process was – All India Survey On Higher Education (AISHE). The focus of this process was understand and Though the increase is significant, it is necessary to propagate skill and vocational education which would add to the employability factor. Similarly, there has been a significant increase in number of higher education institutes, there is need to rethink on the type of education/ curriculum offered by these institutions. In this regard, vocational education has helped to build skill sets to certain extent. There is need to bring in this vocational educational in main stream education which could be complementary for undergraduate / post graduate education. The paper focuses on different policies to bring in vocational/ skill education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational" title=" vocational"> vocational</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/166335/transforming-higher-education-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13347</span> Assessment of the Impact of Teaching Methodology on Skill Acquisition in Music Education among Students in Emmanuel Alayande University of Education, Oyo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omotayo%20Abidemi%20Funmilayo">Omotayo Abidemi Funmilayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Skill acquisition in professional fields has been prioritized and considered important to demonstrate the mastery of subject matter and present oneself as an expert in such profession. The ability to acquire skills in different fields, however calls for different method from the instructor or teacher during training. Music is not an exception of such profession, where there exist different area of skills acquisition require practical performance. This paper, however, focused on the impact and effects of different methods on acquisition of practical knowledge in the handling of some musical instruments among the students of Emmanuel Alayande College of Education, Oyo. In this study, 30 students were selected and divided into two groups based on the selected area of learning, further division were made on each of the two major groups to consist of five students each, to be trained using different methodology for two months and three hours per week. Comparison of skill acquired were made using standard research instrument at reliable level of significance, test were carried out on the thirty students considered for the study based on area of skill acquisition. The students that were trained on the keyboard and saxophone using play way method, followed by the students that were trained using demonstration method while the set of students that received teaching instruction through lecture method performed below average. In conclusion, the study reveals that ability to acquire professional skill on handling musical instruments are better enhanced using play way method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=keyboard" title=" keyboard"> keyboard</a>, <a href="https://publications.waset.org/abstracts/search?q=saxophone" title=" saxophone"> saxophone</a> </p> <a href="https://publications.waset.org/abstracts/171916/assessment-of-the-impact-of-teaching-methodology-on-skill-acquisition-in-music-education-among-students-in-emmanuel-alayande-university-of-education-oyo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13346</span> The New Economy: A Pedagogy for Vocational and Technical Education Programmes in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunny%20Nwakanma">Sunny Nwakanma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of the new economy has created a new world order for skill acquisition, economic activities and employment. It has dramatically changed the way we live, learn, work and even think about work. It has also created new opportunities as well as challenges and uncertainty. This paper will not only demystify the new economy and present its instrumentality in the acceleration of skill acquisition in technical education, but will also highlight industrial and occupational changes brought about by the synergy between information and communication technology revolution and the global economic system. It advocates among other things, the use of information and communication technology mediated instruction in technical education as it provides the flexibility to meet diverse learners’ need anytime and anywhere and facilitate skill acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20economy" title="new economy">new economy</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20education" title=" technical education"> technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a> </p> <a href="https://publications.waset.org/abstracts/122265/the-new-economy-a-pedagogy-for-vocational-and-technical-education-programmes-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13345</span> Assessing Student Collaboration in Music Ensemble Class: From the Formulation of Grading Rubrics to Their Effective Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jason%20Sah">Jason Sah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music ensemble class is a non-traditional classroom in the sense that it is always a group effort during rehearsal. When measuring student performance ability in class, it is imperative that the grading rubric includes a collaborative skill component. Assessments that stop short of testing students' ability to make music with others undermine the group mentality by elevating individual prowess. Applying empirical and evidence-based methodology, this research develops a grading rubric that defines the criteria for assessing collaborative skill, and then explores different strategies for implementing this rubric in a timely and effective manner. Findings show that when collaborative skill is regularly tested, students gradually shift their attention from playing their own part well to sharing their part with others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=ensemble%20class" title=" ensemble class"> ensemble class</a>, <a href="https://publications.waset.org/abstracts/search?q=grading%20rubric" title=" grading rubric"> grading rubric</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20collaboration" title=" student collaboration"> student collaboration</a> </p> <a href="https://publications.waset.org/abstracts/112833/assessing-student-collaboration-in-music-ensemble-class-from-the-formulation-of-grading-rubrics-to-their-effective-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13344</span> Innovation and Entrepreneurship Skills Attainment for the Growth of Industry: Panacea for Economic Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ademoyegun%20Olusegun">Ademoyegun Olusegun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advancement of industry in any given state involves a range of processes that entail entrepreneurship and innovative skill attainment, among others, for the development of an economy. This article studied the impact of innovative and entrepreneurship skill attainment as the panacea of the growth of industry for economic development in Nigeria. Content analysis was employed as an instrument on data obtained from secondary resources which include journals, magazines, Workshop Articles, the Internet, interviewing etc. this is preferred because of the absence of sequential data related to entrepreneurship and innovation on sustainable economic growth in Nigeria. The theory of innovative Entrepreneurship was used as a theoretical framework. Findings revealed that Entrepreneurship skill attainment will induce innovation that will accelerate the growth of Industry for the advancement of the Economy. The study recommended that the government should invest adequately in entrepreneurship skill attainment and create an enabling environment for innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20attainment" title=" skill attainment"> skill attainment</a>, <a href="https://publications.waset.org/abstracts/search?q=panacea" title=" panacea"> panacea</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/175352/innovation-and-entrepreneurship-skills-attainment-for-the-growth-of-industry-panacea-for-economic-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13343</span> Virtual Chemistry Laboratory as Pre-Lab Experiences: Stimulating Student's Prediction Skill</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yenni%20Kurniawati">Yenni Kurniawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students Prediction Skill in chemistry experiments is an important skill for pre-service chemistry students to stimulate students reflective thinking at each stage of many chemistry experiments, qualitatively and quantitatively. A Virtual Chemistry Laboratory was designed to give students opportunities and times to practicing many kinds of chemistry experiments repeatedly, everywhere and anytime, before they do a real experiment. The Virtual Chemistry Laboratory content was constructed using the Model of Educational Reconstruction and developed to enhance students ability to predicted the experiment results and analyzed the cause of error, calculating the accuracy and precision with carefully in using chemicals. This research showed students changing in making a decision and extremely beware with accuracy, but still had a low concern in precision. It enhancing students level of reflective thinking skill related to their prediction skill 1 until 2 stage in average. Most of them could predict the characteristics of the product in experiment, and even the result will going to be an error. In addition, they take experiments more seriously and curiously about the experiment results. This study recommends for a different subject matter to provide more opportunities for students to learn about other kinds of chemistry experiments design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20chemistry%20laboratory" title="virtual chemistry laboratory">virtual chemistry laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20experiments" title=" chemistry experiments"> chemistry experiments</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction%20skill" title=" prediction skill"> prediction skill</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-lab%20experiences" title=" pre-lab experiences"> pre-lab experiences</a> </p> <a href="https://publications.waset.org/abstracts/50653/virtual-chemistry-laboratory-as-pre-lab-experiences-stimulating-students-prediction-skill" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13342</span> Evaluating Psychologist Practice Competencies through Multisource Feedback: An International Research Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jac%20J.%20W.%20Andrews">Jac J. W. Andrews</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20B.%20Hale"> James B. Hale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective practicing psychologists require ongoing skill development that is constructivist and recursive in nature, with mentor, colleague, co-worker, and patient feedback critical to successful acquisition and maintenance of professional competencies. This paper will provide an overview of the nature and scope of psychologist skill development through multisource feedback (MSF) or 360 degree evaluation, present a rationale for its use for assessing practicing psychologist performance, and advocate its use in psychology given the demonstrated model utility in other health professions. The paper will conclude that an international research design is needed to assess the feasibility, reliability, and validity of MSF system ratings intended to solicit feedback from mentors, colleagues, coworkers, and patients about psychologist competencies. If adopted, the MSF model could lead to enhanced skill development that fosters patient satisfaction within and across countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychologist" title="psychologist">psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=multisource%20feedback" title=" multisource feedback"> multisource feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologist%20competency" title=" psychologist competency"> psychologist competency</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/4315/evaluating-psychologist-practice-competencies-through-multisource-feedback-an-international-research-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13341</span> Competencies of a Commercial Grain Farmer: A Classic Grounded Theory Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapelo%20Jacob%20Moloi">Thapelo Jacob Moloi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper purports to present the findings in relation to the competencies of commercial grain farmers using a classic grounded theory method. A total of about eighteen semi-structured interviews with farmers, former farmers, farm workers, and agriculture experts were conducted. Findings explored competencies in the form of skills, knowledge and personal attributes that commercial grain farmers possess. Skills range from production skills, financial management skill, time management skill, human resource management skill, planning skill to mechanical skill. Knowledge ranges from soil preparation, locality, and technology to weather knowledge. The personal attributes that contribute to shaping a commercial grain farmer are so many, but for this study, seven stood out as a passion, work dedication, self-efficacy, humbleness, intelligence, emotional stability, and patience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grain%20farming" title="grain farming">grain farming</a>, <a href="https://publications.waset.org/abstracts/search?q=farming%20competencies" title=" farming competencies"> farming competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=classic%20grounded%20theory" title=" classic grounded theory"> classic grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20model" title=" competency model"> competency model</a> </p> <a href="https://publications.waset.org/abstracts/161131/competencies-of-a-commercial-grain-farmer-a-classic-grounded-theory-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161131.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13340</span> A Proposed Inclusive Motor Skill Intervention Programme for Pre-schoolers in Low Resources Areas in Preparation of School Readiness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Van%20der%20Walt">J. Van der Walt</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20A.%20Plastow"> N. A. Plastow</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Unger"> M. Unger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gross and fine motor skill difficulties among children affect their ability to learn and progress in school. Research indicates that children in low socio-economic areas are at a higher risk of motor skill difficulties, while therapy resources are limited. The Hopscotch motor skill programme is a well-researched accessible in-school intervention developed by occupational and physiotherapists through complex intervention development. The development stage of the complex intervention development model firstly included a prevalence study in a low-resourced area in the West Coast of South Africa, indicating a high prevalence with significant motor skill difficulties among pre-school children at 14.5% with fine motor skill difficulties at 24.6%. A scoping review identifies motor skill interventions for pre-school children and a proposed a framework of fundamental concepts to consider when developing a motor skill intervention. a Delphi-study considered the framework and encouraged collaboration between therapists and educators to make the programme accessible, resource and cost effective, specifically geared towards a rural, low resourced area. The results from the Delphi study, together with the proposed framework from the scoping review was used to develop the Hopscotch programme, adopting a task-shifting approach. The eight-week small-group programme is facilitated by teachers with the support of therapists. The programme aims to improve the motor skills of pre-school aged children with motor skill difficulties to promote academic readiness through obstacle courses, ball skill games and fine motor games and crafts. A randomised controlled trial is planned as a next stage to determine the preliminary effect of the programme on the motor and early academic skills of pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accesible%20learning" title="accesible learning">accesible learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skill%20intervention" title=" motor skill intervention"> motor skill intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20shifting" title=" task shifting"> task shifting</a> </p> <a href="https://publications.waset.org/abstracts/145235/a-proposed-inclusive-motor-skill-intervention-programme-for-pre-schoolers-in-low-resources-areas-in-preparation-of-school-readiness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13339</span> The Effectiveness of Goldstein's Social Skillstreaming Model on Social Skills of Special Education Pre-Service Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ragea%20Alqahtani">Ragea Alqahtani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to measure the effectiveness of the Goldstein’s social skill streaming model based on the special and general pre-service teachers’ knowledge about controlling their emotions in conflict situations. A review of previous pieces of literature guided the design and measurement of the effectiveness of the approach to the control of emotions. The teachers were assessed using the coping strategy, adult anger, and Goldstein’s skill streaming inventories. Lastly, the paper provides various recommendations on the sensitization of the Goldstein’s Social Skill streaming model to both the special and pre-service teachers to promote their knowledge about controlling emotions in conflicts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20control" title="emotional control">emotional control</a>, <a href="https://publications.waset.org/abstracts/search?q=Goldstein%20social%20skill%20streaming%20model" title=" Goldstein social skill streaming model"> Goldstein social skill streaming model</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling%20technique" title=" modeling technique"> modeling technique</a>, <a href="https://publications.waset.org/abstracts/search?q=self-%20as-a-model" title=" self- as-a-model"> self- as-a-model</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/192342/the-effectiveness-of-goldsteins-social-skillstreaming-model-on-social-skills-of-special-education-pre-service-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13338</span> The Impact of Purpose as a Principal Leadership Skill on the Performance Select Township Schools in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pepe%20Marais">Pepe Marais</a>, <a href="https://publications.waset.org/abstracts/search?q=Krishna%20Govender"> Krishna Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the impact of “purpose” as a principal leadership skill on the performance of two township schools using a quantitative research design and collecting data from the school principals, teachers and matric learners, using the 28-scale Servant Leadership Test as well as Gallup’s Q12 Employee Engagement survey. The questionnaires addressed the key objectives, namely, the extent to which the principals of the participating schools exhibited servant leadership and their understanding of “purpose” as one word in leadership and how teachers and learners perceived the impact of a “one-word” purpose-driven leader on the performance of the selected schools. Although no relationship could be demonstrated between ‘’purpose’’ and the performance of the two township schools, it became evident that a significant increase in Servant Leadership leads to a significant increase in engagement and performance, as measured by the matric pass rate. It is recommended that workshops be facilitated with principals and teachers in order to entrench ‘’purpose’’ deeper throughout the schools. In addition, Servant Leadership training has to be conduced to increase the leadership ability of the school principals. Future research in the area of ‘’purpose as one word’’, as well as Servant Leadership as a principal skillset within South Africa’s public school leadership, is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title="school leadership">school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=servant%20leadership" title=" servant leadership"> servant leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=one-word%20purpose" title=" one-word purpose"> one-word purpose</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/149253/the-impact-of-purpose-as-a-principal-leadership-skill-on-the-performance-select-township-schools-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149253.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13337</span> Critical Thinking Skills in Activities Included in 11th Grade Chemistry Textbook - An Analytical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sozan%20H.%20Omar">Sozan H. Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Luluah%20A.%20Al%20Jabr"> Luluah A. Al Jabr </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to identify critical thinking skills and its level of inclusion in all the activities (44) listed in 11th grade chemistry textbooks. The researcher used a descriptive analytical method by using the content analyzing design. An instrument was created for this purpose and tested for validity and reliability. Results showed that, all activities included critical thinking skills with different ratios as follow: conclusion skill was (87.72%), induction skill was (80.90%), interpretation skill was (77. 72%), discussion of evaluation skill was (68.64%), and assumption skill was (50.45%). Also, the study results indicated that, the level of inclusion of critical thinking skills in the scientific activities was more explicit than implicit with same order as the level of inclusions. In the light of the study's results, the researcher provided some recommendations including the need to provide and redistribute critical thinking skills in the activities listed the chemistry textbook, as well as the need to pay attention to the inclusion level of these skills more implicitly in the activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title="critical thinking skills">critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20textbooks" title=" chemistry textbooks"> chemistry textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20activities" title=" scientific activities"> scientific activities</a> </p> <a href="https://publications.waset.org/abstracts/14912/critical-thinking-skills-in-activities-included-in-11th-grade-chemistry-textbook-an-analytical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13336</span> Machine Learning-Enabled Classification of Climbing Using Small Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20Milburn">Nicholas Milburn</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu%20Liang"> Yu Liang</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalei%20Wu"> Dalei Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Athlete performance scoring within the climbing do-main presents interesting challenges as the sport does not have an objective way to assign skill. Assessing skill levels within any sport is valuable as it can be used to mark progress while training, and it can help an athlete choose appropriate climbs to attempt. Machine learning-based methods are popular for complex problems like this. The dataset available was composed of dynamic force data recorded during climbing; however, this dataset came with challenges such as data scarcity, imbalance, and it was temporally heterogeneous. Investigated solutions to these challenges include data augmentation, temporal normalization, conversion of time series to the spectral domain, and cross validation strategies. The investigated solutions to the classification problem included light weight machine classifiers KNN and SVM as well as the deep learning with CNN. The best performing model had an 80% accuracy. In conclusion, there seems to be enough information within climbing force data to accurately categorize climbers by skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classification" title="classification">classification</a>, <a href="https://publications.waset.org/abstracts/search?q=climbing" title="climbing">climbing</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20imbalance" title="data imbalance">data imbalance</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20scarcity" title="data scarcity">data scarcity</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20sequence" title="time sequence">time sequence</a> </p> <a href="https://publications.waset.org/abstracts/146877/machine-learning-enabled-classification-of-climbing-using-small-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13335</span> Rural Women’s Skill Acquisition in the Processing of Locust Bean in Ipokia Local Government Area of Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Adekunle">A. A. Adekunle</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Omoare"> A. M. Omoare</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20O.%20Oyediran"> W. O. Oyediran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to assess rural women’s skill acquisition in the processing of locust bean in Ipokia Local Government Area of Ogun State, Nigeria. Simple random sampling technique was used to select 90 women locust bean processors for this study. Data were analyzed with descriptive statistics and Pearson Product Moment Correlation. The result showed that the mean age of respondents was 40.72 years. Most (70.00%) of the respondents were married. The mean processing experience was 8.63 years. 93.30% of the respondents relied on information from fellow locust beans processors and friends. All (100%) the respondents did not acquire improved processing skill through trainings and workshops. It can be concluded that the rural women’s skill acquisition on modernized processing techniques was generally low. It is hereby recommend that the rural women processors should be trained by extension service providers through series of workshops and seminars on improved processing techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=locust%20bean" title="locust bean">locust bean</a>, <a href="https://publications.waset.org/abstracts/search?q=processing" title=" processing"> processing</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20women" title=" rural women"> rural women</a> </p> <a href="https://publications.waset.org/abstracts/4247/rural-womens-skill-acquisition-in-the-processing-of-locust-bean-in-ipokia-local-government-area-of-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13334</span> Using Blackboard to Enhance Academic Writing Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Craven">Laurence Craven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41426/using-blackboard-to-enhance-academic-writing-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13333</span> Preschool Teachers' Teaching Performance in Relation to Their Technology and 21st Century Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vida%20Dones-Jimenez">Vida Dones-Jimenez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to determine the preschool teachers’ technology and 21st-century skills and its relation to teachers’ performance. The participants were 94 preschool teachers and 59 school administrators from the CDAPS member schools. The data were collected by using 21st Century Skill, developed by ISSA (2009), Technology Skills of Teachers Survey (2013) and Teacher Performance Evaluation Criteria and Descriptors (200) was modified by the current researcher to suit the needs of her study and was administered personally by her. The surveys were designed to measure the participants’ 21st-century skills, technology skills and teaching performance. The result of the study indicates that the majority of the preschool teachers are the college graduate. Most of them are in the teaching profession for 0 to 10 years. It also indicated that the majority of the school administrators are masters’ degree holder. The preschool teachers are outstanding in their teaching performance as rated by the school administrators. The preschool teachers are skillful in using technology, and they are very skillful in executing the 21st-century skills in teaching. It was further determined that no significant difference between preschool teachers 21st-century skill in regards to educational attainment same as with the number of years in teaching, likewise with their technology skills. Furthermore, the study has shown that there is a very weak relationship between technology and 21st-century skills of preschool teachers, a weak relationship between technology skills and teaching performance and a very weak relationship between 21st-century skills and teaching performance were also established. The study recommends that the preschool teachers should be encouraged to enroll in master degree programs. School administrators should support the implementation of newly adopted technologies and support faculty members at various levels of use and experience. It is also recommended that regular review of the professional development plan be undertaken to upgrade 21st-century teaching and learning skills of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20teacher" title="preschool teacher">preschool teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title=" 21st century skills"> 21st century skills</a> </p> <a href="https://publications.waset.org/abstracts/67918/preschool-teachers-teaching-performance-in-relation-to-their-technology-and-21st-century-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">399</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13332</span> The Impact of Student-Led Entrepreneurship Education through Skill Acquisition in Federal Polytechnic, Bida, Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Abubakar%20Mikugi">Ibrahim Abubakar Mikugi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nigerian graduates could only be self-employed and marketable if they acquire relevant skills and knowledge for successful establishment in various occupation and gainful employment. Research has shown that entrepreneurship education will be successful through developing individual entrepreneurial attitudes, raising awareness of career options by integrating and inculcating a positive attitude in the mind of students through skill acquisition. This paper examined the student- led entrepreneurship education through skill acquisition with specific emphasis on analysis of David Kolb experiential learning cycle. This Model allows individual to review their experience through reflection and converting ideas into action by doing. The methodology used was theoretical approach through journal, internet and Textbooks. Challenges to entrepreneurship education through skill acquisition were outlined. The paper concludes that entrepreneurship education is recognised by both policy makers and academics; entrepreneurship is more than mere encouraging business start-ups. Recommendations were given which include the need for authorities to have a clear vision towards entrepreneurship education and skill acquisition. Authorities should also emphasise a periodic and appropriate evaluation of entrepreneurship and to also integrate into schools academic curriculum to encourage practical learning by doing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Cefe%20methodology" title=" Cefe methodology"> Cefe methodology</a> </p> <a href="https://publications.waset.org/abstracts/24123/the-impact-of-student-led-entrepreneurship-education-through-skill-acquisition-in-federal-polytechnic-bida-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">520</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=skill%20performance&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=skill%20performance&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=skill%20performance&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=skill%20performance&page=5">5</a></li> <li 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