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factors</title> <meta name="description" content="Search results for: confidence factors"> <meta name="keywords" content="confidence factors"> <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="confidence factors"> <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> 11584</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: confidence factors</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11584</span> Approximate Confidence Interval for Effect Size Base on Bootstrap Resampling Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Phanyaem">S. Phanyaem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the confidence intervals for the effect size base on bootstrap resampling method. The meta-analytic confidence interval for effect size is proposed that are easy to compute. A Monte Carlo simulation study was conducted to compare the performance of the proposed confidence intervals with the existing confidence intervals. The best confidence interval method will have a coverage probability close to 0.95. Simulation results have shown that our proposed confidence intervals perform well in terms of coverage probability and expected length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effect%20size" title="effect size">effect size</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence%20interval" title=" confidence interval"> confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=bootstrap%20method" title=" bootstrap method"> bootstrap method</a>, <a href="https://publications.waset.org/abstracts/search?q=resampling" title=" resampling"> resampling</a> </p> <a href="https://publications.waset.org/abstracts/10667/approximate-confidence-interval-for-effect-size-base-on-bootstrap-resampling-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10667.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">596</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">11583</span> Asymptotic Confidence Intervals for the Difference of Coefficients of Variation in Gamma Distributions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patarawan%20Sangnawakij">Patarawan Sangnawakij</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa-Aat%20Niwitpong"> Sa-Aat Niwitpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we proposed two new confidence intervals for the difference of coefficients of variation, CIw and CIs, in two independent gamma distributions. These proposed confidence intervals using the close form method of variance estimation which was presented by Donner and Zou (2010) based on concept of Wald and Score confidence interval, respectively. Monte Carlo simulation study is used to evaluate the performance, coverage probability and expected length, of these confidence intervals. The results indicate that values of coverage probabilities of the new confidence interval based on Wald and Score are satisfied the nominal coverage and close to nominal level 0.95 in various situations, particularly, the former proposed confidence interval is better when sample sizes are small. Moreover, the expected lengths of the proposed confidence intervals are nearly difference when sample sizes are moderate to large. Therefore, in this study, the confidence interval for the difference of coefficients of variation which based on Wald is preferable than the other one confidence interval. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence%20interval" title="confidence interval">confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=score%E2%80%99s%20interval" title=" score’s interval"> score’s interval</a>, <a href="https://publications.waset.org/abstracts/search?q=wald%E2%80%99s%20interval" title=" wald’s interval"> wald’s interval</a>, <a href="https://publications.waset.org/abstracts/search?q=coefficient%20of%20variation" title=" coefficient of variation"> coefficient of variation</a>, <a href="https://publications.waset.org/abstracts/search?q=gamma%20distribution" title=" gamma distribution"> gamma distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20study" title=" simulation study"> simulation study</a> </p> <a href="https://publications.waset.org/abstracts/29254/asymptotic-confidence-intervals-for-the-difference-of-coefficients-of-variation-in-gamma-distributions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29254.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">427</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">11582</span> Developing Speaking Confidence of Students through Communicative Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yadab%20Giri">Yadab Giri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence is considered a power of a good speaker, and it also can be taken as a tool for speaking. The paper entitled ‘Developing Speaking Confidence of Students through Communicative Activities’ has been written with the purpose of developing the speaking confidence of the students of the Seventh grade of our context in mind. The research is designed under the interpretive paradigm of action research. During my research, thirteen students from class seven were chosen for the study. It was seen a lot of improvement in their confidence while communicating with other speakers by the end of the eighth week. Though there is a positive result of the invention, some students still did not develop the level of confidence that they could have developed to get a satisfactory response. Therefore, the outcome of my action research is positive because students are eager and interested in speaking daily in the initiation of their English class, and they have improved in their speaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20with%20feedback%20and%20observation" title=" reflection with feedback and observation"> reflection with feedback and observation</a>, <a href="https://publications.waset.org/abstracts/search?q=finally%20endeavour" title=" finally endeavour"> finally endeavour</a> </p> <a href="https://publications.waset.org/abstracts/167303/developing-speaking-confidence-of-students-through-communicative-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167303.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">75</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">11581</span> Analysis of Factors Affecting Public Awareness in Paying Zakat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roikhan%20Mochamad%20Aziz">Roikhan Mochamad Aziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analze the interdependence of several variables simultaneously in order to simplify the form of the relationship between some of the variables studied a number of factors less than the variable studied which means it can also describe the data structure of a research. Based 100 respondents from the public, such as the people of South Tangerang, this study used factor analysis tool. The results of this study indicate that the studied variables being formed into nine factors, namely faith factors, community factors, factors of social care, confidence factor, factor income, educational factors, self-satisfaction factors, factors work, and knowledge factor. Total variance of the 9 factors is 67,30% means that all nine of these factors are factors that can contribute too paying zakat of muzakki consciousness of 67,30% while the remaining 32,70% is supported by other factors outside the 9 factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=zakat" title="zakat">zakat</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis%20factor" title=" analysis factor"> analysis factor</a>, <a href="https://publications.waset.org/abstracts/search?q=faith" title=" faith"> faith</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/65581/analysis-of-factors-affecting-public-awareness-in-paying-zakat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65581.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">279</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">11580</span> On Confidence Intervals for the Difference between Inverse of Normal Means with Known Coefficients of Variation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arunee%20Wongkhao">Arunee Wongkhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Suparat%20Niwitpong"> Suparat Niwitpong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa-aat%20Niwitpong"> Sa-aat Niwitpong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose two new confidence intervals for the difference between the inverse of normal means with known coefficients of variation. One of these two confidence intervals for this problem is constructed based on the generalized confidence interval and the other confidence interval is constructed based on the closed form method of variance estimation. We examine the performance of these confidence intervals in terms of coverage probabilities and expected lengths via Monte Carlo simulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coverage%20probability" title="coverage probability">coverage probability</a>, <a href="https://publications.waset.org/abstracts/search?q=expected%20length" title=" expected length"> expected length</a>, <a href="https://publications.waset.org/abstracts/search?q=inverse%20of%20normal%20mean" title=" inverse of normal mean"> inverse of normal mean</a>, <a href="https://publications.waset.org/abstracts/search?q=coefficient%20of%20variation" title=" coefficient of variation"> coefficient of variation</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20confidence%20interval" title=" generalized confidence interval"> generalized confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=closed%20form%20method%20of%20variance%20estimation" title=" closed form method of variance estimation"> closed form method of variance estimation</a> </p> <a href="https://publications.waset.org/abstracts/12130/on-confidence-intervals-for-the-difference-between-inverse-of-normal-means-with-known-coefficients-of-variation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12130.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">309</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">11579</span> Investigating Teachers’ Confidence and Beliefs in Using Technology in Teaching Mathematics in Rwandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odette%20Umugiraneza">Odette Umugiraneza</a>, <a href="https://publications.waset.org/abstracts/search?q=Etienne%20Nzaramyimana"> Etienne Nzaramyimana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence and beliefs are the main contributors to the improvement of teachers’ mathematical knowledge. The objective of this study was to investigate teachers’ confidence and beliefs towards technology use in teaching mathematics subjects in the Musanze District. The data were collected using closed and open questions. These were distributed to 118 secondary school senior 1 to 6 mathematics teachers in Musanze district. The findings revealed that the teachers’ confidence about the use of technology in teaching mathematics needs improvement. Apart from confidence, almost a third of the teachers convoyed negative beliefs that technology plays great importance in promoting the understanding of mathematics. Teachers as knowledge transmitters are required to join various professional courses towards technology integration in the teaching of mathematics, to improve the effectiveness of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20confidence" title=" teachers’ confidence"> teachers’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers%20of%20technology%20use" title=" barriers of technology use"> barriers of technology use</a> </p> <a href="https://publications.waset.org/abstracts/166185/investigating-teachers-confidence-and-beliefs-in-using-technology-in-teaching-mathematics-in-rwandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166185.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">11578</span> Examining the Association of Demographic Factors and Arab Women’s Investment Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Razan%20Salem">Razan Salem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Men and women are different, and so their investment behaviors may also vary. To the author’s best knowledge, women's investment behavior and its association with demographic factors have not been explored directly in the behavioral finance literature, however, particularly in respect to the Arab region. Thus, this study extends the literature by focusing on examining the association of demographic factors (age, annual income, and education) with Arab women’s investment behavior. To achieve the study’s aim, the researcher distributed 600 close-ended online questionnaires to a sample of Arab male and female individual investors in both Saudi Arabia and Jordan; using Kruskal-Wallis H Test and the Mann-Whitney U Test to analyze the data. The findings reveal that age, education, and level of income are associated with Arab women’s investment behavior. Educational level and level of income are positively associated with Arab women investment confidence level. On the contrary, age is negatively associated with Arab women financial risk tolerance. According to annual income, Arab women with lower incomes have lower confidence and investment literacy levels. Overall, the study concludes that age, income, and education are important demographic factors that must be considered when investigating the investment behavior of women in the Arab region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arab%20region" title="Arab region">Arab region</a>, <a href="https://publications.waset.org/abstracts/search?q=demographic%20factors" title=" demographic factors"> demographic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=investment%20behavior" title=" investment behavior"> investment behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20investors" title=" women investors"> women investors</a> </p> <a href="https://publications.waset.org/abstracts/107767/examining-the-association-of-demographic-factors-and-arab-womens-investment-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107767.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">164</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">11577</span> On Coverage Probability of Confidence Intervals for the Normal Mean with Known Coefficient of Variation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suparat%20Niwitpong">Suparat Niwitpong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa-aat%20Niwitpong"> Sa-aat Niwitpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Statistical inference of normal mean with known coefficient of variation has been investigated recently. This phenomenon occurs normally in environment and agriculture experiments when the scientist knows the coefficient of variation of their experiments. In this paper, we constructed new confidence intervals for the normal population mean with known coefficient of variation. We also derived analytic expressions for the coverage probability of each confidence interval. To confirm our theoretical results, Monte Carlo simulation will be used to assess the performance of these intervals based on their coverage probabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence%20interval" title="confidence interval">confidence interval</a>, <a href="https://publications.waset.org/abstracts/search?q=coverage%20probability" title=" coverage probability"> coverage probability</a>, <a href="https://publications.waset.org/abstracts/search?q=expected%20length" title=" expected length"> expected length</a>, <a href="https://publications.waset.org/abstracts/search?q=known%0D%0Acoefficient%20of%20variation" title=" known coefficient of variation"> known coefficient of variation</a> </p> <a href="https://publications.waset.org/abstracts/11176/on-coverage-probability-of-confidence-intervals-for-the-normal-mean-with-known-coefficient-of-variation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11176.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">392</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">11576</span> The Relationship between Body Esteem and Self-Esteem with Sport-Confidence Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeid%20Motevalli">Saeid Motevalli</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Fatimah%20Azzahrah%20Binti%20Abd%20Mutalib"> Siti Fatimah Azzahrah Binti Abd Mutalib</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Sahandri%20Ghani%20Hamzah"> Mohd Sahandri Ghani Hamzah</a>, <a href="https://publications.waset.org/abstracts/search?q=Hazalizah%20Hamzah"> Hazalizah Hamzah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of the present study was to investigate the relationship between body esteem and self-esteem with sport-confidence among university students. This study was conducted by using the descriptive and correlational study design. Meanwhile, the method involved in this study was the online survey method. The population of the sample are mainly Universiti Pendidikan Sultan Idris (UPSI) students only which 120 participants were selected by cluster sampling method from two faculties named Fakulti Pembangunan Manusia (FPM) and Fakulti Sains Sukan dan Kejurulatihan (FSSKJ). The instrument used in this study was The Body-Esteem Scale (BES) by Franzoi and Shields (1984), Rosenberg Self-Esteem Scale (RSES) by Rosenberg (1965) and the Vealey’s Trait Sport-Confidence Inventory (TSCI) by (Vealey, 1986). The results of the Pearson product-moment correlation coefficient showed that there was a positive and moderate correlation between students’ body-esteem and sport-confidence and a negative and low correlation between students’ self-esteem and sport-confidence. Likewise, based on the entry method used all two predictor variables were significant in explaining sport confidence among UPSI students. In conclusion, it can be said that students’ sport-confidence affected by students’ self-esteem and body-esteem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20esteem" title="body esteem">body esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=sport-confidence" title=" sport-confidence"> sport-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/128183/the-relationship-between-body-esteem-and-self-esteem-with-sport-confidence-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128183.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">148</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">11575</span> The Sequential Estimation of the Seismoacoustic Source Energy in C-OTDR Monitoring Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrey%20V.%20Timofeev">Andrey V. Timofeev</a>, <a href="https://publications.waset.org/abstracts/search?q=Dmitry%20V.%20Egorov"> Dmitry V. Egorov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practical efficient approach is suggested for estimation of the seismoacoustic sources energy in C-OTDR monitoring systems. This approach represents the sequential plan for confidence estimation both the seismoacoustic sources energy, as well the absorption coefficient of the soil. The sequential plan delivers the non-asymptotic guaranteed accuracy of obtained estimates in the form of non-asymptotic confidence regions with prescribed sizes. These confidence regions are valid for a finite sample size when the distributions of the observations are unknown. Thus, suggested estimates are non-asymptotic and nonparametric, and also these estimates guarantee the prescribed estimation accuracy in the form of the prior prescribed size of confidence regions, and prescribed confidence coefficient value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonparametric%20estimation" title="nonparametric estimation">nonparametric estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=sequential%20confidence%20estimation" title=" sequential confidence estimation"> sequential confidence estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=multichannel%20monitoring%20systems" title=" multichannel monitoring systems"> multichannel monitoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=C-OTDR-system" title=" C-OTDR-system"> C-OTDR-system</a>, <a href="https://publications.waset.org/abstracts/search?q=non-lineary%20regression" title=" non-lineary regression"> non-lineary regression</a> </p> <a href="https://publications.waset.org/abstracts/35690/the-sequential-estimation-of-the-seismoacoustic-source-energy-in-c-otdr-monitoring-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35690.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">356</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">11574</span> Confidence in Practice of Debate at Senior High School Student in Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arista%20Mayang%20Sari%20Slamet">Arista Mayang Sari Slamet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to see the shape or behavior that shows the attitude of confidence in the practice of debate on science program students in Senior High School. This research is a descriptive qualitative study by explaining the forms of behavior of each indicator (there are ten indicators) confidence of Santrock. Data collection using interviews with Indonesian language teachers, direct observation, and documents. In this study, it was found that there is one item that is not visible indicator of the high school students of class X, which is the fourth item ‘Sitting with others in social activities’. This is caused by the forum examined are debating forum, so there is a social activity can’t be seen. The result of this study there are two students who do not show the behavior of confidence, their name is Dea and Audria (from the pro team). This indicates that the head of a pro team dominated the debate. The time for the debate is 45 minutes. Therefore all students in both of team can’t demonstrate their debate skill. In each team is only dominated by one student. The most common forms of confidence behavior are expressing opinion, look at the other person (speaker), and keeping eye contact with the other person. This indicates that the attitude of confidence by looking at the other person makes them more confident about their opinion. The most uncommon indicators is to direct or instruct to the other person. This shows that the attitude of self-confidence shown by the students isn’t lead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=debate" title=" debate"> debate</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakarta" title=" Jakarta"> Jakarta</a> </p> <a href="https://publications.waset.org/abstracts/82354/confidence-in-practice-of-debate-at-senior-high-school-student-in-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82354.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">11573</span> Investigating the Relationship of Age, Annual Income, and Education on Women's Investment Behavior in the Arab Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Razan%20Salem">Razan Salem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the investment behavior of Arab women (in regards to their herding behavior, risk tolerance, confidence and investment literacy levels). This study aims to investigate the relationship between three demographic factors (age, income, education) and the investment behavior of Arab women. On average, women in the Arab region face several obstacles that limit them from fully participating in stocks investments. In the context, this study focuses on extending the existing literature to include Arab women individuals and their investment behaviors. To achieve the study’s objective, the researcher distributed 600 close-ended online questionnaires to a sample of Arab male and female individual investors in both Saudi Arabia and Jordan. The researcher used quantitative statistical methods (frequency distribution along with the Kruskal-Wallis H Test and the Mann-Whitney U Test) to analyze the 550 questionnaire respondents. The findings indicated that only age, educational level, and annual income level are associated with the investment behavior of Arab women, where age is only negatively associated with their financial risk tolerance levels. Additionally, income level is positively associated with Arab women‘s confidence and investment literacy levels, while educational level is only associated positively with their investment confidence levels. According to annual income, Arab women with lower incomes have lower confidence and investment literacy levels. The limited income level might prevent the sample Arab women from investing in the financial information and advisors that may help in improving their investment literacy levels. Furthermore, Arab women with lower educational levels have lower investment literacy levels and thus, this may limit their stock investments. Overall, the study contributes to the existing literature by focusing directly on examining the investment behavior of Arab women and its association with age, annual income, and education. Generally, there are scarce existing studies that investigate the association of demographic factors with the investment behavior of women only in regards to their herding behavior, risk tolerance, investment confidence, and investment literacy levels (combined), especially Arab women investors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arab%20region" title="Arab region">Arab region</a>, <a href="https://publications.waset.org/abstracts/search?q=demographic%20factors" title=" demographic factors"> demographic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=investment%20behavior" title=" investment behavior"> investment behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20investors" title=" women investors"> women investors</a> </p> <a href="https://publications.waset.org/abstracts/113618/investigating-the-relationship-of-age-annual-income-and-education-on-womens-investment-behavior-in-the-arab-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113618.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">188</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">11572</span> The Prevalence and Associated Factors of Frailty and Its Relationship with Falls in Patients with Schizophrenia </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bo-Jian%20Wu">Bo-Jian Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Si-Heng%20Wu"> Si-Heng Wu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: Frailty is a condition of a person who has chronic health problems complicated by a loss of physiological reserve and deteriorating functional abilities. The frailty syndrome was defined by Fried and colleagues, i.e., weight loss, fatigue, decreased grip strength, slow gait speed, and low physical activity. However, to our best knowledge, there have been rare studies exploring the prevalence of frailty and its association with falls in patients with schizophrenia. Methods: A total of 559 hospitalized patients were recruited from a public psychiatric hospital in 2013. The majority of the subjects were males (361, 64.6%). The average age was 53.5 years. All patients received the assessment of frailty status defined by Fried and colleagues. The status of a fall within one year after the assessment of frailty, clinical and demographic data was collected from medical records. Logistic regression was used to calculate the odds ratio of associated factors. Results : A total of 9.2% of the participants met the criteria of frailty. The percentage of patients having a fall was 7.2%. Age were significantly associated with frailty (odds ratio = 1.057, 95% confidence interval = 1.025-1.091); however, sex was not associated with frailty (p = 0.17). After adjustment for age and sex, frailty status was associated with a fall (odds ratio = 3.62, 95% confidence interval = 1.58-8.28). Concerning the components of frailty, decreased grip strength (odds ratio = 2.44, 95% confidence interval = 1.16-5.14), slow gait speed (odds ratio = 2.82, 95% confidence interval = 1.21-6.53), and low physical activity (odds ratio = 2.64, 95% confidence interval = 1.21-5.78) were found to be associated with a fall. Conclusions: Our findings suggest the prevalence of frailty was about 10% in hospitalized patients with chronic patients with schizophrenia, and frailty status was significant with a fall in this group. By using the status of frailty, it may be beneficial to potential target candidates having fallen in the future as early as possible. The effective intervention of prevention of further falls may be given in advance. Our results bridge this gap and open a potential avenue for the prevention of falls in patients with schizophrenia. Frailty is certainly an important factor for maintaining wellbeing among these patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fall" title="fall">fall</a>, <a href="https://publications.waset.org/abstracts/search?q=frailty" title=" frailty"> frailty</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia"> schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a> </p> <a href="https://publications.waset.org/abstracts/121354/the-prevalence-and-associated-factors-of-frailty-and-its-relationship-with-falls-in-patients-with-schizophrenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121354.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">165</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">11571</span> Personal Income and the Social Confidence in Contemporary China: The Indirect Role of the Sense of Social Equity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenfen%20Bi">Wenfen Bi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeng%20Lin"> Zeng Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a developing country, China is badly in need of capital and talents to develop the socialist country with Chinese characteristics. However, a large proportion of high income people with know-how technique, wealth and management experience have immigrated or plan to immigrate to other countries. Of course, this phenomenon has attracted the attention from both the government and researchers. One explanation might be that these high-income people lack confidence in China’s social development. Based on the data on W city’s comprehensive social situation surveyed by center for the social survey research of Wuhan university (CSSR) in 2014, this paper employed the structural equation model (SEM) to evaluate whether personal income affects social confidence, via the mediating effect of the sense of social equity (sense of right equity and sense of distributive equity). Bootstrap mediation analysis revealed that after controlling Demographic variables, personal income had a significant negative influence on sense of right equity and in turn, sense of rights equity can significantly positively predict social confidence. While personal income had no significant effect on sense of distributive equity, and sense of distributive equity did not significantly affect macro social confidence. Also, the direct effects of personal income on social confidence became not significant. These findings revealed the inner mechanism of the relationship between the personal income and social confidence in contemporary China, which was caused by mediating effect of sense of rights equity. That is, the higher the personal income, the lower the sense of rights equity, the lower the social confidence. Thus, the boost of the social confidence, especially for the rich, does not only depend on the equitable distribution of material wealth, but also on the right equity and making people feel rights equally in common life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20income" title="personal income">personal income</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20right%20equity" title=" sense of right equity"> sense of right equity</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20social%20equity" title=" sense of social equity"> sense of social equity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20confidence" title=" social confidence"> social confidence</a> </p> <a href="https://publications.waset.org/abstracts/63097/personal-income-and-the-social-confidence-in-contemporary-china-the-indirect-role-of-the-sense-of-social-equity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63097.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">392</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">11570</span> Trust and Conflict Resolution: Relationship Building for Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeff%20Dickie">Jeff Dickie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper combined grounded coding and research questions with the objective to investigate conflict resolution in the classroom. The students’ answers concerning teaching were coded according to phrasal meanings which revealed concepts. These concept codes then became input data into theoretical frameworks. The investigation indicated two conflicts: whether the information was valid and whether to make the study effort which was discussed as perceptions of teacher’s competence in helping to learn. The relevant factors in helping to learn were predominately emotional. These factors were important in the negotiation process to develop relationships. Information validity seemed to be the motivator to begin and participate effectively with the learning process. In effect, confidence in the learning negotiation process with the focus towards relationship building with the subject matter seemed to be the motivator to make the study effort. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coding" title="coding">coding</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence" title=" confidence"> confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict%20resolution" title=" conflict resolution"> conflict resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship%20building" title=" relationship building "> relationship building </a> </p> <a href="https://publications.waset.org/abstracts/18286/trust-and-conflict-resolution-relationship-building-for-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18286.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">430</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">11569</span> Comparison of Competitive State Anxiety among Elite and Non-Elite Futsal Players and Its Relationship with Situational Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Habibi">Hassan Habibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Soltani"> Hossein Soltani</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Moghadam"> Amir Moghadam</a>, <a href="https://publications.waset.org/abstracts/search?q=Najmeh%20Bakhshi"> Najmeh Bakhshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to compare competitive state anxiety among elite and non-elite futsal players and its relationship with situational factors. 130 non-elite and 70 elite male futsal players participated in the study. Competitive State Anxiety Inventory-2 and situational factors Inventory were applied. Data was analyzed using one-way ANOVA and product moment correlation. Results showed there was significant difference between competitive state anxiety subscales (cognitive anxiety somatic anxiety & self-confidence) and situational factors among elite and non-elite futsal players (P<0.05) but there was no significant correlations between situational factors subscales among elite and non-elite futsal players (P<0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competitive%20state%20anxiety" title="competitive state anxiety">competitive state anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=situational%20factors" title=" situational factors"> situational factors</a>, <a href="https://publications.waset.org/abstracts/search?q=elite%20players" title=" elite players"> elite players</a>, <a href="https://publications.waset.org/abstracts/search?q=non-elite%20players" title=" non-elite players"> non-elite players</a> </p> <a href="https://publications.waset.org/abstracts/32452/comparison-of-competitive-state-anxiety-among-elite-and-non-elite-futsal-players-and-its-relationship-with-situational-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32452.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">650</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">11568</span> The Ontology of Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odd%20Ivar%20Haugen">Odd Ivar Haugen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the ontology of assurance in safety-critical systems, emphasising the importance of knowledge and confidence in system behaviour. Assurance is defined as providing grounds for justified confidence in system properties, such as safety and security. The paper discusses the main concepts of assurance, including system requirements, confidence, and justification. It discusses the CESM metamodel for understanding system behaviour and emergent properties. The paper also highlights the importance of objectivity in assessing the strength of knowledge and the role of verification in generating evidence as a part of the argumentation. The assurance case is presented as a systematic way to represent knowledge and support decision-making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assurance" title="assurance">assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=CESM%20metamodel" title=" CESM metamodel"> CESM metamodel</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence" title=" confidence"> confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=emergent%20properties" title=" emergent properties"> emergent properties</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=objectivity" title=" objectivity"> objectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20behaviour" title=" system behaviour"> system behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20safety" title=" system safety"> system safety</a> </p> <a href="https://publications.waset.org/abstracts/194642/the-ontology-of-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194642.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">5</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">11567</span> The Role of Self-Confidence, Adversity Quotient, and Self-Efficacy Critical Thinking: Path Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bayu%20Dwi%20Cahyo">Bayu Dwi Cahyo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekohariadi"> Ekohariadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Theodorus%20Wiyanto%20Wibowo"> Theodorus Wiyanto Wibowo</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20G.%20P.%20Asto%20Budithahjanto"> I. G. P. Asto Budithahjanto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eppy%20Yundra"> Eppy Yundra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to examine the effects of self-confidence, adversity quotient, and self-efficacy variables on critical thinking. This research's participants are 137 cadets of Aviation Polytechnics of Surabaya with the sampling technique that was purposive sampling. In this study, the data collection method used a questionnaire with Linkert-scale and distributed or given to respondents by the specified number of samples. The SPSS AMOS v23 was used to test a number of a priori multivariate growth curve models and examining relationships between the variables via path analysis. The result of path analysis was (χ² = 88.463, df= 71, χ² /df= 1.246, GFI= .914, CFI= .988, P= .079, AGFI= .873, TLI= .985, RMSEA= .043). According to the analysis, there is a positive and significant relationship between self-confidence, adversity quotient, and self-efficacy variables on critical thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title="self-confidence">self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=adversity%20quotient" title=" adversity quotient"> adversity quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy%20variables" title=" self-efficacy variables"> self-efficacy variables</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a> </p> <a href="https://publications.waset.org/abstracts/133249/the-role-of-self-confidence-adversity-quotient-and-self-efficacy-critical-thinking-path-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133249.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">144</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">11566</span> Investigating Self-Confidence Influence on English as a Foreign Language Student English Language Proficiency Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20A.%20Alshahrani">Ali A. Alshahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify Saudi English as a Foreign Language (EFL) students' perspectives towards using the English language in their studies. The study explores students' self-confident and its association with students' actual performance in English courses in their different academic programs. A multimodal methodology was used to fulfill the research purpose and answer the research questions. A 25-item survey questionnaire and final examination grades were used to collect data. Two hundred forty-one students agreed to participate in the study. They completed the questionnaire and agreed to release their final grades to be a part of the collected data. The data were coded and analyzed by SPSS software. The findings indicated a significant difference in students' performance in English courses between participants' academic programs on the one hand. Students' self-confidence in their English language skills, on the other hand, was not significantly different between participants' academic programs. Data analysis also revealed no correlational relationship between students' self-confidence level and their language skills and their performance. The study raises more questions about other vital factors such as course instructors' views of the materials, faculty members of the target department, family belief in the usefulness of the program, potential employers. These views and beliefs shape the student's preparation process and, therefore, should be explored further. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20intensive%20program" title="English language intensive program">English language intensive program</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a> </p> <a href="https://publications.waset.org/abstracts/113425/investigating-self-confidence-influence-on-english-as-a-foreign-language-student-english-language-proficiency-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113425.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">11565</span> Factors Associated with Peer Assessment of Writing Skills among Foreign Languages Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marian%20Lissett%20Olaya">Marian Lissett Olaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examined the factors associated with incorporating peer assessment into English language classes in a public university in Colombia. This is done in the context of writing English class for 4th-semester students. The research instruments consisted of peer assessment questionnaires, student diaries, and interviews. Findings showed that among the factors, motivation, frustration, anxiety, and lack of confidence appeared. Data revealed that peer assessment enables students to write competencies through training, teachers' guidance, and the provision of a collaborative environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title="writing skills">writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/155743/factors-associated-with-peer-assessment-of-writing-skills-among-foreign-languages-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155743.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">82</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">11564</span> Student Performance and Confidence Analysis on Education Virtual Environments through Different Assessment Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rub%C3%A9n%20Manrique">Rubén Manrique</a>, <a href="https://publications.waset.org/abstracts/search?q=Delio%20Balc%C3%A1zar"> Delio Balcázar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Parrado"> José Parrado</a>, <a href="https://publications.waset.org/abstracts/search?q=Sebasti%C3%A1n%20Rodr%C3%ADguez"> Sebastián Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hand in hand with the evolution of technology, education systems have moved to virtual environments to provide increased coverage and facilitate the access to education. However, measuring student performance in virtual environments presents significant challenges to ensure students are acquiring the expected skills. In this study, the confidence and performance of engineering students in virtual environments is analyzed through different evaluation strategies. The effect of the assessment strategy in student confidence is identified using educational data mining techniques. Four assessment strategies were used. First, a conventional multiple choice test; second, a multiple choice test with feedback; third, a multiple choice test with a second chance; and fourth; a multiple choice test with feedback and second chance. Our results show that applying testing with online feedback strategies can influence positively student confidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20strategies" title="assessment strategies">assessment strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20data%20mining" title=" educational data mining"> educational data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20confidence" title=" student confidence"> student confidence</a> </p> <a href="https://publications.waset.org/abstracts/46676/student-performance-and-confidence-analysis-on-education-virtual-environments-through-different-assessment-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46676.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">354</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">11563</span> The Effectiveness of Teaching Games for Understanding in Improving the Hockey Tactical Skills and State Self-Confidence among 16 Years Old Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wee%20Akina%20Sia%20Seng%20Lee">Wee Akina Sia Seng Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Shabeshan%20Rengasamy"> Shabeshan Rengasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Lim%20Boon%20Hooi"> Lim Boon Hooi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chandrakalavaratharajoo"> Chandrakalavaratharajoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Ibrahim%20K.%20Azeez"> Mohd Ibrahim K. Azeez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to examine the effectiveness of Teaching Games For Understanding (TGFU) in improving the hockey tactical skills and state self-confidence among 16-year-old students. Two hundred fifty nine (259) school students were selected for the study based on the intact sampling method. One class was used as the control group (Boys=60, Girls=70), while another as the treatment group (Boys=60, Girls=69) underwent intervention with TGFU in physical education class conducted twice a week for four weeks. The Games Performance Assessment Instrument was used to observe the hockey tactical skills and The State Self-Confidence Inventory was used to determine the state of self-confidence among the students. After four weeks, ANCOVA analysis indicated the treatment groups had significant improvement in hockey tactical skills with F (1, 118) =313.37, p < .05 for school boys, and F (1, 136) =92.62, p < .05 for school girls. The Mann Whitney U test also showed the treatment groups had significant improvement in state self-confidence with U=428.50, z= -7.22, p < .05, r=.06 for school boys. ANCOVA analysis also showed the treatment group had significant improvement in state self-confidence with F (1, 136) =74.40, p < .05 for school girls. This indicates that TGFU in a 40 minute physical education class conducted twice a week for four weeks can significantly improve the hockey tactical skills and state self-confidence among 16-year-old students. The findings give new knowledge to PE teachers to implement the TGFU method as it enhances the hockey tactical skills and state self-confidence among 16-year-old students. Some recommendation was suggested for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teaching%20Games%20For%20Understanding%20%28TGFU%29" title="Teaching Games For Understanding (TGFU)">Teaching Games For Understanding (TGFU)</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching" title=" traditional teaching"> traditional teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=hockey%20tactical%20skills" title=" hockey tactical skills"> hockey tactical skills</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20self-confidence" title=" state self-confidence "> state self-confidence </a> </p> <a href="https://publications.waset.org/abstracts/30742/the-effectiveness-of-teaching-games-for-understanding-in-improving-the-hockey-tactical-skills-and-state-self-confidence-among-16-years-old-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30742.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">354</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">11562</span> Fostering Fresh Graduate Students’ Confidence in Speaking English: An Action Research to Students of Muria Kudus University, Central Java, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farid%20Noor%20Romadlon">Farid Noor Romadlon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Welcoming the ASEAN Economic Community and globalization, people need to have a good communication skill. Being able to speak English is one of important qualification in this skill and as global citizen. This study focused on fostering fresh graduate students’ confidence in speaking English. So, students have good performance in speaking. There were thirty (30) students from first semester of English Education Department who joined Intensive Course class as the subject. They had poor motivation to speak English since English is a foreign language which is not exposed in their environment. This study used Three Communicative Activities technique in twelve successive meetings totally. It was done in two cycles (six meetings for each) since there were some activities should be improved in the first session (cycle). Oral test was administered to find the quantitative result and observation conducted to strengthen the finding. The result indicated that Three Communicative Activities improved students’ confidence in speaking English. They had significant progress in their performance in the class. The technique which allowed students to have more spaces to explore and express their ideas to their friends increased their confidence in their performance. The group or cooperative activities stimulated students to think critically in the discussion and promoted their confidence to talk more. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20confidence" title="students’ confidence">students’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20communicative%20activities" title=" three communicative activities"> three communicative activities</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Muria%20Kudus%20University" title=" Muria Kudus University"> Muria Kudus University</a> </p> <a href="https://publications.waset.org/abstracts/44267/fostering-fresh-graduate-students-confidence-in-speaking-english-an-action-research-to-students-of-muria-kudus-university-central-java-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44267.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">213</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">11561</span> A Study on Pre and Post Competitive State Anxiety among the Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinay%20Choudhary">Vinay Choudhary</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibakordor%20Patlong"> Ibakordor Patlong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates and evaluates pre and post competitive anxiety, self-confidence, and performance of the athletes. The Cognitive State Anxiety Inventory-2 was administered to collect data from 73 athletes, both men, and women, before and after the competition, who participated in the Reliance Foundation Youth Sports (RFYS)-Athletics, held at Gachibowli Stadium, Hyderabad. A paired t-test was used to find the significant difference between the pre and post-competition. Results showed that the levels of cognitive state anxiety before the competition was low as compared after the competition and the levels of somatic state anxiety before the competition was high as compared after the competition whereas the levels of self-confidence before the competition was high as compared after the competition. This study concludes that the levels of cognitive state anxiety increases after the competition as athletes could not perform according to the performance expectations, on the contrary, the levels of somatic anxiety decrease as there was no pressure of performance on the athletes after the competition and the levels of self-confidence decreases after the competition as athletes could not reach their desired performance levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=athletes" title=" athletes"> athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=pre%20and%20post" title=" pre and post"> pre and post</a>, <a href="https://publications.waset.org/abstracts/search?q=CSAI-2" title=" CSAI-2"> CSAI-2</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/128758/a-study-on-pre-and-post-competitive-state-anxiety-among-the-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128758.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">170</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">11560</span> A Qualitative Study of the Efficacy of Teaching for Conceptual Understanding to Enhance Confidence and Engagement in Early Mathematics </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigel%20P.%20Coutts">Nigel P. Coutts</a>, <a href="https://publications.waset.org/abstracts/search?q=Stellina%20Z.%20Sim"> Stellina Z. Sim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research suggests that the pedagogy we utilize when teaching mathematics contributes to a negative attitude towards the discipline. Worried by this, we have explored teaching mathematics for understanding, fluency, and confidence. We investigated strategies to engage students with the beauty of mathematics, moving them beyond mimicry and memorization. The result is an integrated pedagogy and curriculum arrangement which combines concept-based mathematics with Number Talks, Visible Thinking Routines, and Teaching for Understanding. Our qualitative research shows that students self-report greater self-confidence and heightened engagement with mathematical thinking. Teacher reflections on student learning echo this finding. As a result of this, we advocate for teacher training in the implementation of a concept-based curriculum supplemented with Number Talk strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematical%20thinking" title="mathematical thinking">mathematical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20for%20understanding" title=" teaching for understanding"> teaching for understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20confidence" title=" student confidence"> student confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=concept-based%20learning" title=" concept-based learning"> concept-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/113685/a-qualitative-study-of-the-efficacy-of-teaching-for-conceptual-understanding-to-enhance-confidence-and-engagement-in-early-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113685.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">154</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">11559</span> Confidence Building Strategies Adopted in an EAP Speaking Course at METU and Their Effectiveness: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canan%20Duzan">Canan Duzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For most language learners, mastery of the speaking skill is the proof of the mastery of the foreign language. On the other hand, the speaking skill is considered as the most difficult aspect of language learning to develop for both learners and teachers. Especially in countries like Turkey where exposure to the target language is minimum and resources and opportunities provided for language practice are scarce, teaching and learning to speak the language become a real struggle for teachers and learners alike. Data collected from students, instructors, faculty members and the business sector in needs analysis studies conducted previously at Middle East Technical University (METU) consistently revealed the need for addressing the problem of lack of confidence in speaking English. Action was taken during the design of the only EAP speaking course offered in Modern Languages Department since lack of confidence is considered to be a serious barrier for effective communication and causes learners to suffer from insecurity, uncertainty and fear. “Confidence building” served as the guiding principle in the syllabus design, nature of the tasks created for the course and the assessment procedures to help learners become more confident speakers of English. In order to see the effectiveness of the decisions made during the design phase of the course and whether students become more confident speakers upon completion of the course, a case study was carried out with 100 students at METU. A questionnaire including both Likert-Scale and open-ended items were administered to students to collect data and this data were analyzed using the SPSS program. Group interviews were also carried out to gain more insight into the effectiveness of the course in terms of building speaking confidence. This presentation will explore the specific actions taken to develop students’ confidence based on the findings of program evaluation studies and to what extent the students believe these actions to be effective in improving their confidence. The unique design of this course and strategies adopted for confidence building are highly applicable in other EAP contexts and may yield similar positive results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=EAP" title=" EAP"> EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/29279/confidence-building-strategies-adopted-in-an-eap-speaking-course-at-metu-and-their-effectiveness-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29279.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">401</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">11558</span> Educational Sustainability: Teaching the Next Generation of Educators in Medical Simulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Trouton">Thomas Trouton</a>, <a href="https://publications.waset.org/abstracts/search?q=Sebastian%20Tanner"> Sebastian Tanner</a>, <a href="https://publications.waset.org/abstracts/search?q=Manvir%20Sandher"> Manvir Sandher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of simulation in undergraduate and postgraduate medical curricula is ever-growing, is a useful addition to the traditional apprenticeship model of learning within medical education, and better prepares graduates for the team-based approach to healthcare seen in real-life clinical practice. As a learning tool, however, undergraduate medical students often have little understanding of the theory behind the use of medical simulation and have little experience in planning and delivering their own simulated teaching sessions. We designed and implemented a student-selected component (SSC) as part of the undergraduate medical curriculum at the University of Buckingham Medical School to introduce students to the concepts behind the use of medical simulation in education and allow them to plan and deliver their own simulated medical scenario to their peers. The SSC took place over a 2-week period in the 3rd year of the undergraduate course. There was a mix of lectures, seminars and interactive group work sessions, as well as hands-on experience in the simulation suite, to introduce key concepts related to medical simulation, including technical considerations in simulation, human factors, debriefing and troubleshooting scenarios. We evaluated the success of our SSC using “Net Promotor Scores” (NPS) to assess students’ confidence in planning and facilitating a simulation-based teaching session, as well as leading a debrief session. In all three domains, we showed an increase in the confidence of the students. We also showed an increase in confidence in the management of common medical emergencies as a result of the SSC. Overall, the students who chose our SSC had the opportunity to learn new skills in medical education, with a particular focus on the use of simulation-based teaching, and feedback highlighted that a number of students would take these skills forward in their own practice. We demonstrated an increase in confidence in several domains related to the use of medical simulation in education and have hopefully inspired a new generation of medical educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulation" title="simulation">simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=SSC" title=" SSC"> SSC</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a> </p> <a href="https://publications.waset.org/abstracts/158944/educational-sustainability-teaching-the-next-generation-of-educators-in-medical-simulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158944.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">122</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">11557</span> Canadian French as an Additional Language Teacher Candidates' Proficiency and Confidence Pre- and Post-Francophone Home-Stay: Practicum Experience as Revealed through Questionnaire and Interviews</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Callie%20Mady">Callie Mady</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Canadian French as an additional language teacher candidates’ confidence and language maintenance strategies by means of questionnaires and interviews pre- and post- a Francophone home-stay practicum experience. Teacher French language proficiency is one of the components of teacher knowledge that can influence students’ French as an additional language acquisition. Although advantageous, seeking opportunities to use French in a French milieu comes with challenges. Teachers, for example, have been found to be hesitant to speak French with native speakers for fear of judgment. Another identified challenge to spending time in a French milieu is finances; while teachers have recognized the value of such an experience, cost is prohibitive. In recognition of the potential barriers and the need to maintain/improve the French proficiency of 'French as an additional language' teachers, this study provided a two-week home stay in a Francophone environment for teacher candidates of French as an additional language with financial subsidies for their participation. Through the post-experience interviews, the French as an additional language teacher candidates revealed an improvement in French proficiency. Similarly, the teacher candidates cited an increase in confidence in the interviews and through the questionnaire. They linked this increase in proficiency and confidence to their experiences with their host families and other Francophone members of the community. This study highlights the provision of immersion experiences as means to support teachers’ language confidence and proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20as%20an%20additional%20language%20education" title="French as an additional language education">French as an additional language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20confidence" title=" teacher language confidence"> teacher language confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20maintenance" title=" teacher language maintenance"> teacher language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20proficiency" title=" teacher language proficiency"> teacher language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/79010/canadian-french-as-an-additional-language-teacher-candidates-proficiency-and-confidence-pre-and-post-francophone-home-stay-practicum-experience-as-revealed-through-questionnaire-and-interviews" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79010.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">381</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">11556</span> A Comparative Analysis of a Custom Optimization Experiment with Confidence Intervals in Anylogic and Optquest</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felipe%20Haro">Felipe Haro</a>, <a href="https://publications.waset.org/abstracts/search?q=Soheila%20Antar"> Soheila Antar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a custom optimization experiment developed in AnyLogic, based on genetic algorithms, designed to ensure reliable optimization results by incorporating Montecarlo simulations and achieving a specified confidence level. To validate the custom experiment, we compared its performance with AnyLogic's built-in OptQuest optimization method across three distinct problems. Statistical analyses, including Welch's t-test, were conducted to assess the differences in performance. The results demonstrate that while the custom experiment shows advantages in certain scenarios, both methods perform comparably in others, confirming the custom approach as a reliable and effective tool for optimization under uncertainty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=optimization" title="optimization">optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence%20intervals" title=" confidence intervals"> confidence intervals</a>, <a href="https://publications.waset.org/abstracts/search?q=Montecarlo%20simulation" title=" Montecarlo simulation"> Montecarlo simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=optQuest" title=" optQuest"> optQuest</a>, <a href="https://publications.waset.org/abstracts/search?q=AnyLogic" title=" AnyLogic"> AnyLogic</a> </p> <a href="https://publications.waset.org/abstracts/193080/a-comparative-analysis-of-a-custom-optimization-experiment-with-confidence-intervals-in-anylogic-and-optquest" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193080.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">17</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">11555</span> Factors Impacting Science and Mathematics Teachers’ Competencies in TPACK in STEM Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Mansour">Nasser Mansour</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziad%20Said"> Ziad Said</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh"> Abdullah Abu-Tineh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM teachers face the challenge of possessing expertise not only in their subject disciplines but also in the pedagogical knowledge required for integrated STEM lessons. However, research reveals a lack of pedagogical competencies related to project-based learning (PBL) in the STEM context. To bridge this gap, the study examines teachers' competencies and self-efficacy in TPACK (Technological Pedagogical Content Knowledge) and its specific integration with PBL and STEM content. Data from 245 specialized science and math teachers were collected using a questionnaire. The study emphasizes the importance of addressing gender disparities, supporting formal teacher education, and recognizing the expertise and experiences of STEM teachers in effective technology integration. The findings indicate that gender plays a role in self-efficacy beliefs, with females exhibiting higher confidence in pedagogical knowledge and males demonstrating higher confidence in technological knowledge. Teaching experience and workload factors have a limited impact on teachers' Technological Pedagogical Content Knowledge (TPACK). These findings enhance our understanding of contextual factors impacting science and math teachers' self-efficacy in utilizing TPACK for STEM and PBL. They inform the development of targeted interventions, professional development programs, and support systems to enhance teachers' competencies and self-efficacy in TPACK for teaching science and Mathematics through STEM and PBL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technological%20pedagogical%20content%20knowledge" title="technological pedagogical content knowledge">technological pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=TPACK" title=" TPACK"> TPACK</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</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=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/173635/factors-impacting-science-and-mathematics-teachers-competencies-in-tpack-in-stem-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173635.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">61</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=confidence%20factors&page=2">2</a></li> 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