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Achievement</title> <meta name="description" content="Search results for: Achievement"> <meta name="keywords" content="Achievement"> <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 navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Achievement"> <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> 187</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Achievement</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">187</span> Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Grace%20Adebisi%20Fayombo">Grace Adebisi Fayombo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the active learning strategies contributed 22% (Rsq=0.222) to the variance being accounted for in academic achievement and this was found to be statistically significant (F(7,150) = 6.12, p < .05). Additionally, group work emerged as the best active learning strategy and had the highest correlation with the students’ academic achievement. These results were discussed in the light of the importance of the active learning strategies promoting academic achievement among the university students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=active%20learning%20strategies" title=" active learning strategies"> active learning strategies</a>, <a href="https://publications.waset.org/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/search?q=undergraduates." title=" undergraduates."> undergraduates.</a> </p> <a href="https://publications.waset.org/16432/active-learning-strategies-and-academic-achievement-among-some-psychology-undergraduates-in-barbados" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16432/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16432/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16432/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16432/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16432/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16432/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16432/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16432/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16432/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16432/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16432.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">3777</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">186</span> The Influence of Interest, Beliefs, and Identity with Mathematics on Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Asma%20Alzahrani">Asma Alzahrani</a>, <a href="https://publications.waset.org/search?q=Elizabeth%20Stojanovski"> Elizabeth Stojanovski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated factors that influence mathematics achievement based on a sample of ninth-grade students (N  =  21,444) from the High School Longitudinal Study of 2009 (HSLS09). Key aspects studied included efficacy in mathematics, interest and enjoyment of mathematics, identity with mathematics and future utility beliefs and how these influence mathematics achievement. The predictability of mathematics achievement based on these factors was assessed using correlation coefficients and multiple linear regression. Spearman rank correlations and multiple regression analyses indicated positive and statistically significant relationships between the explanatory variables: mathematics efficacy, identity with mathematics, interest in and future utility beliefs with the response variable, achievement in mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mathematics%20achievement" title="Mathematics achievement">Mathematics achievement</a>, <a href="https://publications.waset.org/search?q=math%20efficacy" title=" math efficacy"> math efficacy</a>, <a href="https://publications.waset.org/search?q=mathematics%20interest" title=" mathematics interest"> mathematics interest</a>, <a href="https://publications.waset.org/search?q=identity." title=" identity."> identity.</a> </p> <a href="https://publications.waset.org/10011067/the-influence-of-interest-beliefs-and-identity-with-mathematics-on-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011067/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011067/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011067/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011067/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011067/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011067/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011067/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011067/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011067/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011067/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011067.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">1133</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">185</span> Use of Item Response Theory in Medical Surgical Nursing Achievement Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rita%20C.%20Ramos">Rita C. Ramos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical Surgical Nursing is one of the major subjects in nursing. This study examined the validity and reliability of the achievement examination utilizing the Classical Test Theory and Item Response Theory. The study answered the following objectives specifically : ( a) To establish the validity and reliability of the achievement examination utilizing Classical Test Theory and Item Response Theory ; ( b ) To determine the dimensionality measure of items and ( c ) to compare the item difficulty and item discrimination of the Medical Surgical Nursing Achievement examination using Classical Test Theory ( CTT ) and Item Response Theory ( IRT ). The developed instrument was administered to fourth year nursing students (N= 136) of a private university in Manila. The findings yielded the following results: The achievement examination is reliable both using CTT and IRT. The findings indicate person and item statistics from two frameworks are quite alike. The achievement examination formed a unidimensional construct. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Achievement%20Examination" title="Achievement Examination">Achievement Examination</a>, <a href="https://publications.waset.org/search?q=Item%20Response%20Theory" title=" Item Response Theory"> Item Response Theory</a>, <a href="https://publications.waset.org/search?q=Medical%20Surgical" title=" Medical Surgical"> Medical Surgical</a>, <a href="https://publications.waset.org/search?q=Nursing." title=" Nursing."> Nursing.</a> </p> <a href="https://publications.waset.org/3972/use-of-item-response-theory-in-medical-surgical-nursing-achievement-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3972/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3972/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3972/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3972/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3972/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3972/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3972/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3972/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3972/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3972/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3972.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">2468</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">184</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20management" title="Motivation management">Motivation management</a>, <a href="https://publications.waset.org/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/search?q=students." title=" students. "> students. </a> </p> <a href="https://publications.waset.org/10007851/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007851/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007851/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007851/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007851/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007851/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007851/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007851/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007851/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007851/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007851/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007851.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">981</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">183</span> Parental and Related Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Oladele%20K.%20Ogunsola">Oladele K. Ogunsola</a>, <a href="https://publications.waset.org/search?q=Kazeem%20A.%20Osuolale"> Kazeem A. Osuolale</a>, <a href="https://publications.waset.org/search?q=Akintayo%20O.%20Ojo"> Akintayo O. Ojo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many factors influence the educational outcome of students. Some of these have been studied by researchers with many emphasizing the role of students, schools, governments, peer groups and so on. More often than not, some of these factors influencing the academic achievement of the students have been traced back to parents and family; being the primary platform on which learning not only begins but is nurtured, encouraged and developed which later transforms to the performance of the students. This study not only explores parental and related factors that predict academic achievement through the review of relevant literatures but also, investigates the influence of parental background on the academic achievement of senior secondary school students in Ibadan North Local Government Area of Oyo State, Nigeria. As one of the criteria of the quality of education, students’ academic achievement was investigated because it is most often cited as an indicator of school effectiveness by school authorities and educationists. The data collection was done through interviews and use of well-structured questionnaires administered to one hundred students (100) within the target local government. This was statistically analysed and the result showed that parents’ attitudes towards their children’s education had significant effect(s) on students’ self-reporting of academic achievement. However, such factors as parental education and socioeconomic background had no significant relationship with the students’ self-reporting of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20attainment" title="Academic attainment">Academic attainment</a>, <a href="https://publications.waset.org/search?q=Parental%20factors" title=" Parental factors"> Parental factors</a>, <a href="https://publications.waset.org/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/search?q=Oyo%0D%0AState" title=" Oyo State"> Oyo State</a>, <a href="https://publications.waset.org/search?q=Nigeria." title=" Nigeria."> Nigeria.</a> </p> <a href="https://publications.waset.org/10001503/parental-and-related-factors-affecting-students-academic-achievement-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001503/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001503/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001503/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001503/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001503/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001503/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001503/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001503/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001503/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001503/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001503.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">8360</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">182</span> The Interplay of Locus of Control, Academic Achievement, and Biological Variables among Iranian Online EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Azizeh%20Chalak">Azizeh Chalak</a>, <a href="https://publications.waset.org/search?q=Niloufar%20Nasri"> Niloufar Nasri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students' academic achievement, along with the effects of different variables, has been a serious concern of educators since long ago. This study was an attempt to investigate the interplay of Locus of Control (LOC), academic achievement and biological variables among Iranian online EFL Learners. The participants of the study included 100 students of different age groups and genders studying English online at Iran Language Institute (ILI), Isfahan, Iran. The instrument used was Trice Academic LOC questionnaire which identifies orientations of internality or externality. The participants' Grade Point Averages (GPAs) were used as the measure of their academic achievement. A series of independent samples ttests were performed on the data. The results of the study showed that (a) there were no significant differences between male and female participants in LOC orientation, (b) there was no relationship between LOC and academic achievement among internal males and females, (c) external females were better achievers than external males, (d) and the age had no significant relationship with LOC and academic achievement. It can be concluded that the social, cultural patterns of genders have changed. This study might help sociologists and psychologists as well as applied linguists in that they reflect the recent social changes and their effects on the LOC and their consequent implications in teaching languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=biological%20variables" title=" biological variables"> biological variables</a>, <a href="https://publications.waset.org/search?q=Iranian%0D%0Aonline%20EFL%20learners" title=" Iranian online EFL learners"> Iranian online EFL learners</a>, <a href="https://publications.waset.org/search?q=locus%20of%20control." title=" locus of control."> locus of control.</a> </p> <a href="https://publications.waset.org/10001674/the-interplay-of-locus-of-control-academic-achievement-and-biological-variables-among-iranian-online-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001674/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001674/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001674/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001674/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001674/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001674/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001674/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001674/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001674/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001674/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001674.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">2256</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">181</span> A Comparative Study on Achievement Motivation and Sports Competition Anxiety among the Students of Different Tier of Academic Hierarchy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nitai%20Biswas">Nitai Biswas</a>, <a href="https://publications.waset.org/search?q=Prasenjit%20Kapas"> Prasenjit Kapas</a>, <a href="https://publications.waset.org/search?q=Arumay%20Jana"> Arumay Jana</a>, <a href="https://publications.waset.org/search?q=Asish%20Paul"> Asish Paul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Motivation is basic drive for all kinds of action. It has direct influence on academic achievement and sports performance that builds urge to incentive values of success. In other words, it can be defined as the need for success to attain excellence. Anxiety in pre competition especially in sports formulates positive inward settings in mind to overcome the challenge. There is a tendency to perceive competitive situations as some threatening issues and to respond them with feelings of apprehension and tension. Aim: Aim of the study was to compare the achievement motivation and competition anxiety among three different classes of students. Methods and Materials: To conduct the study the researcher has taken 131 male subjects from three different classes as Extra Department, Bachelor of Physical Education-I and Master of Physical EducationII, aged 19-28 years. Achievement motivation and sports competition anxiety were measured by the questionnaire. To analyze the data mean, standard deviation for each parameter as descriptive statistics and one way analysis of variance as inferential statistics were employed. Results: From the result of the study in achievement motivation (p ≥ 0.05) and competition anxiety (p ≥ 0.05) no significant differences were found among the said three groups. Conclusion: The study concluded that all three groups had almost the same state of achievement motivation and sports competition anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/search?q=sports%20competition%20anxiety" title=" sports competition anxiety"> sports competition anxiety</a>, <a href="https://publications.waset.org/search?q=achievement%20motivation" title=" achievement motivation"> achievement motivation</a>, <a href="https://publications.waset.org/search?q=academic%20hierarchy." title=" academic hierarchy."> academic hierarchy.</a> </p> <a href="https://publications.waset.org/10011829/a-comparative-study-on-achievement-motivation-and-sports-competition-anxiety-among-the-students-of-different-tier-of-academic-hierarchy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011829/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011829/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011829/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011829/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011829/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011829/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011829/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011829/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011829/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011829/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011829.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">1452</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">180</span> Experimental teaching, Perceived usefulness, Ease of use, Learning Interest and Science Achievement of Taiwan 8th Graders in TIMSS 2007 Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pei%20Wen%20Liao">Pei Wen Liao</a>, <a href="https://publications.waset.org/search?q=Tsung%20Hau%20Jen"> Tsung Hau Jen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the data of Taiwanese 8th grader in the 4th cycle of Trends in International Mathematics and Science Study (TIMSS) are analyzed to examine the influence of the science teachers- preference in experimental teaching on the relationships between the affective variables ( the perceived usefulness of science, ease of using science and science learning interest) and the academic achievement in science. After dealing with the missing data, 3711 students and 145 science teacher-s data were analyzed through a Hierarchical Linear Modeling technique. The major objective of this study was to determine the role of the experimental teaching moderates the relationship between perceived usefulness and achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=TIMSS%20database" title="TIMSS database">TIMSS database</a>, <a href="https://publications.waset.org/search?q=Science%20achievement" title=" Science achievement"> Science achievement</a>, <a href="https://publications.waset.org/search?q=Experimental%0Ateaching" title=" Experimental teaching"> Experimental teaching</a>, <a href="https://publications.waset.org/search?q=Perceived%20Usefulness" title=" Perceived Usefulness"> Perceived Usefulness</a>, <a href="https://publications.waset.org/search?q=Perceived%20Ease%20of%20Use" title=" Perceived Ease of Use"> Perceived Ease of Use</a> </p> <a href="https://publications.waset.org/15284/experimental-teaching-perceived-usefulness-ease-of-use-learning-interest-and-science-achievement-of-taiwan-8th-graders-in-timss-2007-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15284/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15284/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15284/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15284/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15284/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15284/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15284/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15284/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15284/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15284/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15284.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">1657</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">179</span> The Effects of Drill and Practice Courseware on Students’ Achievement and Motivation in Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Y.%20T.%20Gee">Y. T. Gee</a>, <a href="https://publications.waset.org/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Students’ achievement and motivation in learning English in Malaysia is a worrying trend as it is lagging behind several other countries in Asia. Thus, necessary actions have to be taken by the parties concerned to overcome this problem. The purpose of this research was to study the effects of drill and practice courseware on students’ achievement and motivation in learning English language. A multimedia courseware was developed for this purpose. The independent variable was the drill and practice courseware while the dependent variables were the students’ achievement and motivation. Their achievement was measured using pre-test and post-test scores, while motivation was measured using a questionnaire. A total of 60 students from three vernacular primary schools in a northern state in Malaysia were randomly selected in this study. The findings indicate: (1) a significant difference between the students’ pre-test and posttest scores after using the courseware, (2) no significant difference in the achievement score between male and female students after using the courseware, (3) a significant difference in motivation score between the female and the male students, and (4) while the female students scored significantly higher than the male students in the aspects of relevance, confidence and satisfaction, no significant difference in terms of attention was observed between them. Overall, the findings clearly indicate that although the female students are significantly more motivated than their male students, they are equally good in terms of achievement after learning from the courseware. Through this study, the drill and practice courseware is proven to influence the students’ learning and motivation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Courseware" title="Courseware">Courseware</a>, <a href="https://publications.waset.org/search?q=drill%20and%20practice" title=" drill and practice"> drill and practice</a>, <a href="https://publications.waset.org/search?q=English%20learning" title=" English learning"> English learning</a>, <a href="https://publications.waset.org/search?q=motivation." title=" motivation."> motivation.</a> </p> <a href="https://publications.waset.org/9999844/the-effects-of-drill-and-practice-courseware-on-students-achievement-and-motivation-in-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999844/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999844/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999844/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999844/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999844/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999844/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999844/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999844/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999844/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999844/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999844.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">4087</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">178</span> School Homework and its Relationship with Student Academic Achievement in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20P.">F. P.</a>, <a href="https://publications.waset.org/search?q=Chew"> Chew</a>, <a href="https://publications.waset.org/search?q=M.%20H."> M. H.</a>, <a href="https://publications.waset.org/search?q=Teong"> Teong</a>, <a href="https://publications.waset.org/search?q=Z.%20Ishak"> Z. Ishak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>School homework has been synonymous with students- life in Chinese national type primary schools in Malaysia. Although many reports in the press claimed that students were burdened with too much of it, homework continues to be a common practice in national type schools that is believed to contribute to academic achievement. This study is conducted to identify the relationship between the burden of school homework and academic achievement among pupils in Chinese National Type Primary School in the state of Perak, Malaysia. A total of 284 students (142 from urban and 142 from rural) respectively were chosen as participants in this study. Variables of gender and location (urban/rural areas) has shown significant difference in student academic achievement. Female Chinese student from rural areas showed a higher mean score than males from urban area. Therefore, the Chinese language teachers should give appropriate and relevant homework to primary school students to achieve good academic performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=homework" title="homework">homework</a>, <a href="https://publications.waset.org/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/search?q=Chinese%20National%20Type%20Primary%20Schools" title=" Chinese National Type Primary Schools"> Chinese National Type Primary Schools</a> </p> <a href="https://publications.waset.org/6339/school-homework-and-its-relationship-with-student-academic-achievement-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6339/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6339/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6339/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6339/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6339/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6339/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6339/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6339/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6339/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6339/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6339.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">4388</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">177</span> Technology Based Learning Environment and Student Achievement in English as a Foreign Language in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Athar%20Hussain">M. Athar Hussain</a>, <a href="https://publications.waset.org/search?q=M.%20Zafar%20Iqbal."> M. Zafar Iqbal.</a>, <a href="https://publications.waset.org/search?q=M.%20Saeed%20Akhtar"> M. Saeed Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The fast growing accessibility and capability of emerging technologies have fashioned enormous possibilities of designing, developing and implementing innovative teaching methods in the classroom. The global technological scenario has paved the way to new pedagogies in teaching-learning process focusing on technology based learning environment and its impact on student achievement. The present experimental study was conducted to determine the effectiveness of technology based learning environment on student achievement in English as a foreign language. The sample of the study was 90 students of 10th grade of a public school located in Islamabad. A pretest- posttest equivalent group design was used to compare the achievement of the two groups. A Pretest and A posttest containing 50 items each from English textbook were developed and administered. The collected data were statistically analyzed. The results showed that there was a significant difference between the mean scores of Experimental group and the Control group. The performance of Experimental group was better on posttest scores that indicted that teaching through technology based learning environment enhanced the achievement level of the students. On the basis of the results, it was recommended that teaching and learning through information and communication technologies may be adopted to enhance the language learning capability of the students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20as%20a%20Foreign%20Language" title="English as a Foreign Language">English as a Foreign Language</a>, <a href="https://publications.waset.org/search?q=Student%20Achievement" title=" Student Achievement"> Student Achievement</a>, <a href="https://publications.waset.org/search?q=Technology%20Based%20Learning" title=" Technology Based Learning"> Technology Based Learning</a> </p> <a href="https://publications.waset.org/7757/technology-based-learning-environment-and-student-achievement-in-english-as-a-foreign-language-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7757/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7757/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7757/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7757/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7757/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7757/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7757/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7757/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7757/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7757/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7757.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">3137</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">176</span> Online Collaboration Learning: A Way to Enhance Students' Achievement at Kingdom of Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jaflah%20H.%20Al-Ammary">Jaflah H. Al-Ammary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The increasing recognition of the need for education to be closely aligned with team playing, project based learning and problem solving approaches has increase the interest in collaborative learning among university and college instructors. Using online collaboration learning in learning can enhance the outcome and achievement of students as well as improve their communication, critical thinking and personnel skills. The current research aims at examining the effect of OCL on the student's achievement at Kingdom of Bahrain. Numbers of objectives were set to achieve the aim of the research include: investigating the current situation regarding the collaborative learning and OCL at the Kingdom of Bahrain by identifying the advantages and effectiveness of OCL as a learning tool over traditional learning, examining the factors that affect OCL as well as examining the impact of OCL on the student's achievement. To achieve these objectives, quantitative method was adopted. Two hundred and thirty one questionnaires were distributed to students in different local and private universities at Kingdom of Bahrain. The findings of the research show that most of the students prefer to use FTFCL in learning and that OCL is already adopted in some universities especially in University of Bahrain. Moreover, the most factors affecting the adopted OCL are perceived readiness, and guidance and support.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Collaborative%20learning" title="Collaborative learning">Collaborative learning</a>, <a href="https://publications.waset.org/search?q=perceived%20readiness" title=" perceived readiness"> perceived readiness</a>, <a href="https://publications.waset.org/search?q=student%0D%0Aachievement." title=" student achievement."> student achievement.</a> </p> <a href="https://publications.waset.org/10805/online-collaboration-learning-a-way-to-enhance-students-achievement-at-kingdom-of-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10805/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10805/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10805/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10805/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10805/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10805/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10805/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10805/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10805/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10805/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10805.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">2299</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">175</span> Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20Deryakulu">Deniz Deryakulu</a>, <a href="https://publications.waset.org/search?q=%C5%9Eener%20B%C3%BCy%C3%BCk%C3%B6zt%C3%BCrk%20H%C3%BCseyin%20%C3%96z%C3%A7%C4%B1nar"> Şener Büyüköztürk Hüseyin Özçınar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb-s Learning Style Inventory, Weinstein-s Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck-s Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=student%20ICT%20teachers" title=" student ICT teachers"> student ICT teachers</a>, <a href="https://publications.waset.org/search?q=Kolb%20learning%20styles" title=" Kolb learning styles"> Kolb learning styles</a>, <a href="https://publications.waset.org/search?q=experiential%20learning." title=" experiential learning."> experiential learning.</a> </p> <a href="https://publications.waset.org/6852/predictors-of-academic-achievement-of-student-ict-teachers-with-different-learning-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6852/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6852/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6852/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6852/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6852/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6852/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6852/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6852/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6852/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6852/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6852.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">2606</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">174</span> The Effect of e-learning on the Promotion of Optoelectronics Technology and Daily Livings Literacy among Students in Universities of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chin-Pin%20Chen">Chin-Pin Chen</a>, <a href="https://publications.waset.org/search?q=David%20W.S.%20Tai"> David W.S. Tai</a>, <a href="https://publications.waset.org/search?q=Wen-Jong%20Chen"> Wen-Jong Chen</a>, <a href="https://publications.waset.org/search?q=Hui-Min%20Lai"> Hui-Min Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyze the effect of e-learning on photonics technology and daily livings among college students. The course contents of photonics technology and daily livings are first drafted based on research discussions and expert interviews. Having expert questionnaires with Delphi Technique for three times, the knowledge units and items for the course of photonics technology and daily livings are established. The e-learning materials and the drafts of instructional strategies, academic achievement, and learning attitude scales are then developed. With expert inspection, reliability and validity test, and experimental instructions, the scales and the material are further revised. Finally, the formal instructions are implemented to test the effect of different instructional methods on the academic achievement of photonics technology and daily livings among students in universities of technology. The research results show that e-learning could effectively promote academic achievement and learning attitude, and the students with e-learning obviously outperform the ones with trandition instructions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=Photonics%20Technology%20and%20Daily%20Livings" title=" Photonics Technology and Daily Livings"> Photonics Technology and Daily Livings</a>, <a href="https://publications.waset.org/search?q=Academic%20Achievement" title=" Academic Achievement"> Academic Achievement</a> </p> <a href="https://publications.waset.org/11444/the-effect-of-e-learning-on-the-promotion-of-optoelectronics-technology-and-daily-livings-literacy-among-students-in-universities-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11444/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11444/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11444/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11444/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11444/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11444/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11444/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11444/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11444/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11444/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11444.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">1714</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">173</span> Different Multimedia Presentation Types and Students' Interpretation Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cenk%20Akbiyik">Cenk Akbiyik</a>, <a href="https://publications.waset.org/search?q=Gonul%20Altin%20Akbiyik"> Gonul Altin Akbiyik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of the study was to determine whether students- interpretation achievement differed with the use of various multimedia presentation types. Four groups of students, text only (T), audio only (A), text and audio (TA), text and image (TI), were arranged and they were presented the same story via different types of multimedia presentations. Inference achievement was measured by a critical thinking inference test. Higher mean scores for the TA group compared to the other three groups were found. Also when compared pairwise, interpretation achievement of the TA group differed significantly from scores of the T and TI groups. These differences were interpreted with the increased cognitive load. Increased cognitive load for the TA group may have invited students to put more effort into comprehending the text, thus resulting in better test scores. Findings of the study can be seen as a sign of the importance of learning situations and learning outcomes in multimedia-supported learning environments and may have practical benefits for instructional designers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multimedia" title="Multimedia">Multimedia</a>, <a href="https://publications.waset.org/search?q=cognitive%20multimedia" title=" cognitive multimedia"> cognitive multimedia</a>, <a href="https://publications.waset.org/search?q=dual%20coding" title=" dual coding"> dual coding</a>, <a href="https://publications.waset.org/search?q=cognitive%20load" title=" cognitive load"> cognitive load</a>, <a href="https://publications.waset.org/search?q=critical%20thinking." title=" critical thinking."> critical thinking.</a> </p> <a href="https://publications.waset.org/10250/different-multimedia-presentation-types-and-students-interpretation-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10250/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10250/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10250/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10250/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10250/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10250/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10250/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10250/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10250/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10250/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10250.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">3451</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">172</span> The Academic Achievement of Writing via Project-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Duangkamol%20Thitivesa">Duangkamol Thitivesa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper focuses on the use of project work as a pretext for applying the conventions of writing, or the correctness of mechanics, usage, and sentence formation, in a content-based class in a Rajabhat University. Its aim was to explore to what extent the student teachers’ academic achievement of the basic writing features against the 70% attainment target after the use of project is. The organization of work around an agreed theme in which the students reproduce language provided by texts and instructors is expected to enhance students’ correct writing conventions. The sample of the study comprised of 38 fourth-year English major students. The data was collected by means of achievement test and student writing works. The scores in the summative achievement test were analyzed by mean score, standard deviation, and percentage. It was found that the student teachers do more achieve of practicing mechanics and usage, and less in sentence formation. The students benefited from the exposure to texts during conducting the project; however, their automaticity of how and when to form phrases and clauses into simple/complex sentences had room for improvement.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Project-Based%20Learning" title="Project-Based Learning">Project-Based Learning</a>, <a href="https://publications.waset.org/search?q=Project%20Work" title=" Project Work"> Project Work</a>, <a href="https://publications.waset.org/search?q=Writing%0D%0AConventions." title=" Writing Conventions. "> Writing Conventions. </a> </p> <a href="https://publications.waset.org/9999384/the-academic-achievement-of-writing-via-project-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999384/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999384/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999384/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999384/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999384/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999384/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999384/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999384/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999384/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999384/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999384.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">3039</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">171</span> The Direct and Indirect Effects of the Achievement Motivation on Nurturing Intellectual Giftedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Al-Shabatat">Al-Shabatat</a>, <a href="https://publications.waset.org/search?q=M.%20Ahmad"> M. Ahmad</a>, <a href="https://publications.waset.org/search?q=Abbas"> Abbas</a>, <a href="https://publications.waset.org/search?q=M."> M.</a>, <a href="https://publications.waset.org/search?q=Ismail"> Ismail</a>, <a href="https://publications.waset.org/search?q=H.%20Nizam"> H. Nizam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achievement motivation is believed to promote giftedness attracting people to invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on the fluid intelligence and extends to more specific abilities through the growth and inputs from the achievement motivation. Acknowledging the roles played by the motivation in the development of giftedness leads to an effective nurturing of gifted individuals. However, no study has investigated the direct and indirect effects of the achievement motivation and fluid intelligence on intellectual giftedness. Thus, this study investigated the contribution of motivation factors to giftedness development by conducting tests of fluid intelligence using Cattell Culture Fair Test (CCFT) and analytical abilities using culture reduced test items covering problem solving, pattern recognition, audio-logic, audio-matrices, and artificial language, and self report questionnaire for the motivational factors. A number of 180 highscoring students were selected using CCFT from a leading university in Malaysia. Structural equation modeling was employed using Amos V.16 to determine the direct and indirect effects of achievement motivation factors (self confidence, success, perseverance, competition, autonomy, responsibility, ambition, and locus of control) on the intellectual giftedness. The findings showed that the hypothesized model fitted the data, supporting the model postulates and showed significant and strong direct and indirect effects of the motivation and fluid intelligence on the intellectual giftedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Achievement%20motivation" title="Achievement motivation">Achievement motivation</a>, <a href="https://publications.waset.org/search?q=Intellectual%20Giftedness" title=" Intellectual Giftedness"> Intellectual Giftedness</a>, <a href="https://publications.waset.org/search?q=Fluid%20Intelligence" title="Fluid Intelligence">Fluid Intelligence</a>, <a href="https://publications.waset.org/search?q=Analytical%20Giftedness" title=" Analytical Giftedness"> Analytical Giftedness</a>, <a href="https://publications.waset.org/search?q=CCFT" title=" CCFT"> CCFT</a>, <a href="https://publications.waset.org/search?q=Structural%20EquationModeling." title=" Structural EquationModeling."> Structural EquationModeling.</a> </p> <a href="https://publications.waset.org/8491/the-direct-and-indirect-effects-of-the-achievement-motivation-on-nurturing-intellectual-giftedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8491/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8491/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8491/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8491/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8491/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8491/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8491/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8491/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8491/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8491/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8491.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">2173</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">170</span> Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil-Teacher Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kuo%20Hung%20Huang">Kuo Hung Huang</a>, <a href="https://publications.waset.org/search?q=Chong-Ji%20Ke"> Chong-Ji Ke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore the impacts of computer games on the mathematics instruction. First, the research designed and implemented the web-based games according to the content of existing textbook. And the researcher collected and analyzed the information related to the mathematics instruction integrating the computer games. In this study, the researcher focused on the learning motivation of mathematics, mathematics achievement, and pupil-teacher interactions in classroom. The results showed that students under instruction integrating computer games significantly improved in motivation and achievement. The teacher tended to use less direct teaching and provide more time for student-s active learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=computer%20games" title="computer games">computer games</a>, <a href="https://publications.waset.org/search?q=mathematics%20instruction" title=" mathematics instruction"> mathematics instruction</a>, <a href="https://publications.waset.org/search?q=pupil-teacher%20interaction" title="pupil-teacher interaction">pupil-teacher interaction</a>, <a href="https://publications.waset.org/search?q=technology-enhanced%20learning" title=" technology-enhanced learning"> technology-enhanced learning</a> </p> <a href="https://publications.waset.org/11702/integrating-computer-games-with-mathematics-instruction-in-elementary-school-an-analysis-of-motivation-achievement-and-pupil-teacher-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11702/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11702/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11702/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11702/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11702/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11702/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11702/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11702/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11702/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11702/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11702.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">1926</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">169</span> Analysis of Scientific Attitude, Computer Anxiety, Educational Internet Use, Problematic Internet Use, and Academic Achievement of Middle School Students According to Demographic Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mehmet%20Bekmezci">Mehmet Bekmezci</a>, <a href="https://publications.waset.org/search?q=Ismail%20Celik"> Ismail Celik</a>, <a href="https://publications.waset.org/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/search?q=Ahmet%20Kiray"> Ahmet Kiray</a>, <a href="https://publications.waset.org/search?q=A.%20Oguz%20Akturk"> A. Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, students’ scientific attitude, computer anxiety, educational use of the Internet, academic achievement, and problematic use of the Internet are analyzed based on different variables (gender, parents’ educational level and daily access to the Internet). The research group involves 361 students from two middle schools which are located in the center of Konya. The “general survey method” is adopted in the research. In accordance with the purpose of the study, percentage, mean, standard deviation, independent samples t--‐test, ANOVA (variance) are employed in the study. A total of four scales are implemented. These four scales include a total of 13 sub-dimensions. The scores from these scales and their subscales are studied in terms of various variables. In the research, students’ scientific attitude, computer anxiety, educational use of the Internet, the problematic Internet use and academic achievement (gender, parent educational level, and daily access to the Internet) are investigated based on various variables and some significant relations are found. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Scientific%20Attitude" title="Scientific Attitude">Scientific Attitude</a>, <a href="https://publications.waset.org/search?q=Educational%20use%20of%20the%20Internet" title=" Educational use of the Internet"> Educational use of the Internet</a>, <a href="https://publications.waset.org/search?q=Computer%20Anxiety" title=" Computer Anxiety"> Computer Anxiety</a>, <a href="https://publications.waset.org/search?q=Problematic%20use%20of%20the%20Internet" title=" Problematic use of the Internet"> Problematic use of the Internet</a>, <a href="https://publications.waset.org/search?q=Academic%20Achievement." title=" Academic Achievement."> Academic Achievement.</a> </p> <a href="https://publications.waset.org/10003386/analysis-of-scientific-attitude-computer-anxiety-educational-internet-use-problematic-internet-use-and-academic-achievement-of-middle-school-students-according-to-demographic-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003386/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003386/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003386/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003386/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003386/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003386/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003386/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003386/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003386/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003386/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003386.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">1474</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">168</span> The Development of Online Lessons in Integration Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chalermpol%20Tapsai">Chalermpol Tapsai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objectives of this research were to develop and find the efficiency of integrated online lessons by investigating the usage of online lessons, the relationship between learners’ background knowledge, and the achievement after learning with online lessons. The sample group in this study consisted of 97 students randomly selected from 121 students registering in 1/2012 at Trimitwittayaram Learning Center. The sample technique employed stratified sample technique of 4 groups according to their proficiency, i.e. high, moderate, low, and non-knowledge. The research instrument included online lessons in integration model on the topic of Java Programming, test after each lesson, the achievement test at the end of the course, and the questionnaires to find learners’ satisfaction. The results showed that the efficiency of online lessons was 90.20/89.18 with the achievement of after learning with the lessons higher than that before the lessons at the statistically significant level of 0.05. Moreover, the background knowledge of the learners on the programming showed the positive relationship with the achievement learning at the statistically significant level at 0.05. Learners with high background knowledge employed less exercises and samples than those with lower background knowledge. While learners with different background in the group of moderate and low did not show the significant difference in employing samples and exercises.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Integration%20model" title="Integration model">Integration model</a>, <a href="https://publications.waset.org/search?q=Online%20lessons." title=" Online lessons. "> Online lessons. </a> </p> <a href="https://publications.waset.org/9998723/the-development-of-online-lessons-in-integration-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998723/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998723/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998723/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998723/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998723/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998723/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998723/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998723/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998723/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998723/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998723.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">1490</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">167</span> Closing the Achievement Gap Within Reading and Mathematics Classrooms by Fostering Hispanic Students- Educational Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hersh%20C.%20Waxman">Hersh C. Waxman</a>, <a href="https://publications.waset.org/search?q=Yolanda%20N.%20Padr%C3%B3n"> Yolanda N. Padrón</a>, <a href="https://publications.waset.org/search?q=Jee-Young%20Shin"> Jee-Young Shin</a>, <a href="https://publications.waset.org/search?q=H%C3%A9ctor%20H.%20Rivera"> Héctor H. Rivera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While many studies have conducted the achievement gap between groups of students in school districts, few studies have utilized resilience research to investigate achievement gaps within classrooms. This paper aims to summarize and discuss some recent studies Waxman, Padr├│n, and their colleagues conducted, in which they examined learning environment differences between resilient and nonresilient students in reading and mathematics classrooms. The classes consist of predominantly Hispanic elementary school students from low-income families. These studies all incorporated learning environment questionnaires and systematic observation methods. Significant differences were found between resilient and nonresilient students on their classroom learning environments and classroom behaviors. The observation results indicate that the amount and quality of teacher and student academic interaction are two of the most influential variables that promote student outcomes. This paper concludes by suggesting the following teacher practices to promote resiliency in schools: (a) using feedback from classroom observation and learning environment measures, (b) employing explicit teaching practices; and (c) understanding students on a social and personal level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=achievement%20gap" title="achievement gap">achievement gap</a>, <a href="https://publications.waset.org/search?q=classroom%20learning%20environments" title=" classroom learning environments"> classroom learning environments</a>, <a href="https://publications.waset.org/search?q=educational%20resilience" title=" educational resilience"> educational resilience</a>, <a href="https://publications.waset.org/search?q=systematic%20classroom%20observation" title=" systematic classroom observation"> systematic classroom observation</a> </p> <a href="https://publications.waset.org/7136/closing-the-achievement-gap-within-reading-and-mathematics-classrooms-by-fostering-hispanic-students-educational-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7136/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7136/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7136/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7136/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7136/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7136/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7136/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7136/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7136/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7136/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7136.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">1984</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">166</span> The Effect of Cooperative Learning on Academic Achievement of Grade Nine Students in Mathematics: The Case of Mettu Secondary and Preparatory School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Diriba%20Gemechu">Diriba Gemechu</a>, <a href="https://publications.waset.org/search?q=Lamessa%20Abebe"> Lamessa Abebe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the effect of cooperative learning method on student’s academic achievement and on the achievement level over a usual method in teaching different topics of mathematics. The study also examines the perceptions of students towards cooperative learning. Cooperative learning is the instructional strategy in which pairs or small groups of students with different levels of ability work together to accomplish a shared goal. The aim of this cooperation is for students to maximize their own and each other learning, with members striving for joint benefit. The teacher’s role changes from wise on the wise to guide on the side. Cooperative learning due to its influential aspects is the most prevalent teaching-learning technique in the modern world. Therefore the study was conducted in order to examine the effect of cooperative learning on the academic achievement of grade 9 students in Mathematics in case of Mettu secondary school. Two sample sections are randomly selected by which one section served randomly as an experimental and the other as a comparison group. Data gathering instruments are achievement tests and questionnaires. A treatment of STAD method of cooperative learning was provided to the experimental group while the usual method is used in the comparison group. The experiment lasted for one semester. To determine the effect of cooperative learning on the student’s academic achievement, the significance of difference between the scores of groups at 0.05 levels was tested by applying t test. The effect size was calculated to see the strength of the treatment. The student’s perceptions about the method were tested by percentiles of the questionnaires. During data analysis, each group was divided into high and low achievers on basis of their previous Mathematics result. Data analysis revealed that both the experimental and comparison groups were almost equal in Mathematics at the beginning of the experiment. The experimental group out scored significantly than comparison group on posttest. Additionally, the comparison of mean posttest scores of high achievers indicates significant difference between the two groups. The same is true for low achiever students of both groups on posttest. Hence, the result of the study indicates the effectiveness of the method for Mathematics topics as compared to usual method of teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cooperative%20learning" title="Cooperative learning">Cooperative learning</a>, <a href="https://publications.waset.org/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/search?q=experimental%20group" title=" experimental group"> experimental group</a>, <a href="https://publications.waset.org/search?q=comparison%20group." title=" comparison group."> comparison group.</a> </p> <a href="https://publications.waset.org/10006955/the-effect-of-cooperative-learning-on-academic-achievement-of-grade-nine-students-in-mathematics-the-case-of-mettu-secondary-and-preparatory-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006955/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006955/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006955/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006955/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006955/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006955/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006955/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006955/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006955/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006955/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006955.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">2110</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">165</span> Constructivism Learning Management in Mathematical Analysis Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Paisal">K. Paisal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purposes of this research were (1) to create a learning activity for constructivism, (2) study the Mathematical Analysis courses learning achievement, and (3) study students’ attitude toward the learning activity for constructivism. The samples in this study were divided into 2 parts including 3 Mathematical Analysis courses instructors of Suan Sunandha Rajabhat University who provided basic information and attended the seminar and 17 Mathematical Analysis courses students who were studying in the academic and engaging in the learning activity for constructivism. The research instruments were lesson plans constructivism, subjective Mathematical Analysis courses achievement test with reliability index of 0.8119, and an attitude test concerning the students’ attitude toward the Mathematical Analysis courses learning activity for constructivism. The result of the research show that the efficiency of the Mathematical Analysis courses learning activity for constructivism is 73.05/72.16, which is more than expected criteria of 70/70. The research additionally find that the average score of learning achievement of students who engaged in the learning activities for constructivism are equal to 70% and the students’ attitude toward the learning activity for constructivism are at the medium level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivism" title="Constructivism">Constructivism</a>, <a href="https://publications.waset.org/search?q=learning%20management" title=" learning management"> learning management</a>, <a href="https://publications.waset.org/search?q=Mathematical%0D%0AAnalysis%20courses." title=" Mathematical Analysis courses."> Mathematical Analysis courses.</a> </p> <a href="https://publications.waset.org/9998852/constructivism-learning-management-in-mathematical-analysis-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998852/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998852/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998852/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998852/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998852/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998852/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998852/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998852/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998852/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998852/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998852.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">1867</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">164</span> Understanding Socioscientific Issues in a Low Literate Society for the Achievement of the Millennium Development Goals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jamil%20Mikhail%20Yahaya">Jamil Mikhail Yahaya</a>, <a href="https://publications.waset.org/search?q=Ahmad%20Nurulazam%20Md%20Zain"> Ahmad Nurulazam Md Zain</a>, <a href="https://publications.waset.org/search?q=Mageswary%20Karpudewan"> Mageswary Karpudewan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper highlights the controversial socioscientific issues and their misconceptions in Nigeria as well as in some other low literate societies around the world. It states the relevance of the issues or problems in Nigeria, which might be neutral or absent in other countries. The need to understand the issues and how such an understanding can contribute to the achievement of the Millennium Development Goals (MDGs) is also being discussed. The paper concludes by suggesting the responsibilities of science teachers to remove the misconceptions surrounding the socioscientific issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Sosioscientific%20issues" title="Sosioscientific issues">Sosioscientific issues</a>, <a href="https://publications.waset.org/search?q=Millennium%20development%0Agoals" title=" Millennium development goals"> Millennium development goals</a>, <a href="https://publications.waset.org/search?q=Science%20teachers." title=" Science teachers."> Science teachers.</a> </p> <a href="https://publications.waset.org/15900/understanding-socioscientific-issues-in-a-low-literate-society-for-the-achievement-of-the-millennium-development-goals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15900/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15900/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15900/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15900/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15900/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15900/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15900/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15900/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15900/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15900/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15900.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">1759</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">163</span> A Theoretical Hypothesis on Ferris Wheel Model of University Social Responsibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Le%20Kang">Le Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the nature of the university, as a free and responsible academic community, USR is based on a different foundation —academic responsibility, so the Pyramid and the IC Model of CSR could not fully explain the most distinguished feature of USR. This paper sought to put forward a new model— Ferris Wheel Model, to illustrate the nature of USR and the process of achievement. The Ferris Wheel Model of USR shows the university creates a balanced, fairness and neutrality systemic structure to afford social responsibilities; that makes the organization could obtain a synergistic effect to achieve more extensive interests of stakeholders and wider social responsibilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=USR" title="USR">USR</a>, <a href="https://publications.waset.org/search?q=Achievement%20model" title=" Achievement model"> Achievement model</a>, <a href="https://publications.waset.org/search?q=Ferris%20wheel%20model." title=" Ferris wheel model."> Ferris wheel model.</a> </p> <a href="https://publications.waset.org/10004162/a-theoretical-hypothesis-on-ferris-wheel-model-of-university-social-responsibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004162/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004162/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004162/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004162/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004162/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004162/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004162/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004162/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004162/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004162/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004162.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">1564</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">162</span> The Construction of Interactive Computer Multimedia Instruction on “Basic Japanese Vocabulary“</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kongrit%20Jittangthammagul">Kongrit Jittangthammagul</a>, <a href="https://publications.waset.org/search?q=Sakesun%20Yampinij"> Sakesun Yampinij</a>, <a href="https://publications.waset.org/search?q=Thapanee%20Endoo"> Thapanee Endoo</a>, <a href="https://publications.waset.org/search?q=Nattapong%20Kramwong"> Nattapong Kramwong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study entitled “The Construction of Interactive Computer Multimedia Instruction on Basic Japanese Vocabulary" was aimed: 1) To construct the interactive computer multimedia instruction on Basic Japanese Vocabulary, 2) To find out multimedia-s quality, 3) To examine the student-s satisfaction and 4) To study the learning achievement in Basic Japanese vocabulary. The sampling group used in this study was composed of 40 1st year student in Educational Communications and Technology Department, Faculty of Industrial Education and Technology, King Mongkut-s University of Technology Thonburi, in the academic year 2553 B.E. (2010). According to research results, we found that 1). The quality assessment by 3 mass media experts was at 4.72 on average or at high level. 2) In terms of contents, the evaluation by 3 experts was at 4.81 on average or at high level. 3) In terms of achievement, there was a statistical significance between before and after the treatment at the .05 level. 4) The satisfaction of students towards the interactive computer multimedia Instruction on “Basic Japanese Vocabulary" was 4.35 on average, or at high level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interactive%20Computer%20Multimedia%20on%20Basic%20Japanese%0AVocabulary" title="Interactive Computer Multimedia on Basic Japanese Vocabulary">Interactive Computer Multimedia on Basic Japanese Vocabulary</a>, <a href="https://publications.waset.org/search?q=Learning%20Achievement" title=" Learning Achievement"> Learning Achievement</a>, <a href="https://publications.waset.org/search?q=Quality" title=" Quality"> Quality</a> </p> <a href="https://publications.waset.org/14624/the-construction-of-interactive-computer-multimedia-instruction-on-basic-japanese-vocabulary" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14624/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14624/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14624/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14624/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14624/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14624/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14624/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14624/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14624/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14624/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14624.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">1496</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">161</span> The Use of Project to Enhance Writing Skill</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Duangkamol%20Thitivesa">Duangkamol Thitivesa</a>, <a href="https://publications.waset.org/search?q=Abigail%20Melad%20Essien"> Abigail Melad Essien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the use of project work in a content-based instruction in a Rajabhat University, a teacher college, where student teachers are instructed to perform teaching roles mainly in basic education level. Its aim is to link theory to practice, and to help language teachers maximize the full potential of project work for genuine communication and give real meaning to writing activity. Two research questions are formulated to guide this study: a) What is the academic achievement of the students- writing skill against the 70% attainment target after the use of project to enhance the skill? and b) To what degree is the development of the students- writing skills during the course of project to enhance the skill? The sample of the study comprised of 38 fourth-year English major students. The data was collected by means of achievement test, student writing works, and project diary. The scores in the summative achievement test were analyzed by mean score, standard deviation, and t-test. Project diary serves as students- record of the language acquired during the project. List of structures and vocabulary noted in the diary has shown students- ability to attend to, recognize, and focus on meaningful patterns of language forms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=EFL%20classroom" title="EFL classroom">EFL classroom</a>, <a href="https://publications.waset.org/search?q=Project-Based%20Learning" title=" Project-Based Learning"> Project-Based Learning</a>, <a href="https://publications.waset.org/search?q=project%20work" title=" project work"> project work</a>, <a href="https://publications.waset.org/search?q=writing%20skill." title=" writing skill."> writing skill.</a> </p> <a href="https://publications.waset.org/1189/the-use-of-project-to-enhance-writing-skill" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1189/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1189/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1189/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1189/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1189/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1189/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1189/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1189/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1189/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1189/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1189.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">3325</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">160</span> English Language Learning Strategies Used by University Students: A Case Study of English and Business English Major at Suan Sunandha Rajabhat in Bangkok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pranee%20Pathomchaiwat">Pranee Pathomchaiwat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research are 1) to study English language learning strategies used by the fourth-year students majoring in English and Business English, 2) to study the English language learning strategies which have an affect on English learning achievement, and 3) to compare the English language learning strategies used by the students majoring in English and Business English. The population and sampling comprise of 139 university students of the Suan Sunandha Rajabhat University. Research instruments are language learning strategies questionnaire which was constructed by the researcher and improved on by three experts and the transcripts that show the results of English learning achievement. The questionnaire includes 1) Language Practice Strategy 2)Memory Strategy 3) Communication Strategy 4)Making an Intelligent Guess or Compensation Strategy 5) Self-discipline in Learning Management Strategy 6) Affective Strategy 7)Self-Monitoring Strategy 8) Self-studySkill Strategy. Statistics used in the study are mean, standard deviation, T-test and One Way ANOVA, Pearson product moment correlation coefficient and Regression Analysis. The results of the findings reveal that the English language learning strategies most frequently used by the students are affective strategy, making an intelligent guess or compensation strategy, self-studyskill strategy and self-monitoring strategy respectively. The aspect of making an intelligent guess or compensation strategy had the most significant affect on English learning achievement. It is found that the English language learning strategies mostly used by the Business English major students and moderately used by the English major students. Their language practice strategies uses were significantly different at the 0.05 level and their communication strategies uses were significantly different at the 0.01 level. In addition, it is found that the poor students and the fair ones most frequently used affective strategy while the good ones most frequently used making an intelligent guess or compensation strategy. KeywordsEnglish language, language learning strategies, English learning achievement, and students majoring in English, Business English. Pranee Pathomchaiwat is an Assistant Professor in Business English Program, Suan Sunandha Rajabhat University, Bangkok, Thailand (e-mail: <a href="/cdn-cgi/l/email-protection" class="__cf_email__" data-cfemail="1a6a6a7b6e72757779727b736d7b6e5a7d777b737634797577">[email protected]</a>). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/search?q=language%20learning%20strategies" title=" language learning strategies"> language learning strategies</a>, <a href="https://publications.waset.org/search?q=English%20learning%20achievement" title=" English learning achievement"> English learning achievement</a>, <a href="https://publications.waset.org/search?q=students%20majoring%20in%20English" title=" students majoring in English"> students majoring in English</a>, <a href="https://publications.waset.org/search?q=Business%20English" title=" Business English "> Business English </a> </p> <a href="https://publications.waset.org/11075/english-language-learning-strategies-used-by-university-students-a-case-study-of-english-and-business-english-major-at-suan-sunandha-rajabhat-in-bangkok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11075/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11075/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11075/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11075/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11075/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11075/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11075/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11075/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11075/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11075/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11075.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">3821</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">159</span> Primary School Teachers’ Conceptual and Procedural Knowledge of Rational Number and Its Effects on Pupils’ Achievement in Rational Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated primary school teachers’ conceptual and procedural knowledge of rational numbers and its effects on pupil’s achievement in rational numbers. Specifically, primary school teachers’ level of conceptual knowledge about rational numbers, primary school teachers’ level of procedural knowledge about rational numbers, and the effects of teachers conceptual and procedural knowledge on their pupils understanding of rational numbers in primary schools is investigated. The study was carried out in Bauchi metropolis in the Bauchi state of Nigeria. The design of the study was a multi-stage design. The first stage was a descriptive design. The second stage involves a pre-test, post-test only quasi-experimental design. Two instruments were used for the data collection in the study. These were Conceptual and Procedural knowledge test (CPKT) and Rational number achievement test (RAT), the population of the study comprises of three (3) mathematics teachers’ holders of Nigerian Certificate in Education (NCE) teaching primary six and 210 pupils in their intact classes were used for the study. The data collected were analyzed using mean, standard deviation, analysis of variance, analysis of covariance and t- test. The findings indicated that the pupils taught rational number by a teacher that has high conceptual and procedural knowledge understand and perform better than the pupil taught by a teacher who has low conceptual and procedural knowledge of rational number. It is, therefore, recommended that teachers in primary schools should be encouraged to enrich their conceptual knowledge of rational numbers. Also, the superiority performance of teachers in procedural knowledge in rational number should not become an obstruction of understanding. Teachers Conceptual and procedural knowledge of rational numbers should be balanced so that primary school pupils will have a view of better teaching and learning of rational number in our contemporary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Achievement" title="Achievement">Achievement</a>, <a href="https://publications.waset.org/search?q=conceptual%20knowledge" title=" conceptual knowledge"> conceptual knowledge</a>, <a href="https://publications.waset.org/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/search?q=rational%20numbers." title=" rational numbers."> rational numbers.</a> </p> <a href="https://publications.waset.org/10005231/primary-school-teachers-conceptual-and-procedural-knowledge-of-rational-number-and-its-effects-on-pupils-achievement-in-rational-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005231/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005231/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005231/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005231/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005231/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005231/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005231/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005231/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005231/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005231/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005231.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">886</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">158</span> Teaching Approach and Self-Confidence Effect Model Consistency between Taiwan and Singapore Multi-Group HLM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=PeiWen%20Liao">PeiWen Liao</a>, <a href="https://publications.waset.org/search?q=Tsung%20Hau%20Jen"> Tsung Hau Jen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study was conducted to explore the effects of two countries model comparison program in Taiwan and Singapore in TIMSS database. The researchers used Multi-Group Hierarchical Linear Modeling techniques to compare the effects of two different country models and we tested our hypotheses on 4,046 Taiwan students and 4,599 Singapore students in 2007 at two levels: the class level and student (individual) level. Design quality is a class level variable. Student level variables are achievement and self-confidence. The results challenge the widely held view that retention has a positive impact on self-confidence. Suggestions for future research are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20approach" title="Teaching approach">Teaching approach</a>, <a href="https://publications.waset.org/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/search?q=multi-group%20HLM." title=" multi-group HLM."> multi-group HLM.</a> </p> <a href="https://publications.waset.org/16162/teaching-approach-and-self-confidence-effect-model-consistency-between-taiwan-and-singapore-multi-group-hlm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16162/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16162/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> 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