Abstract: 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.
Abstract: 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.
Abstract: South Africa is facing a crisis with not being able to produce enough graduates in the scarce skills areas to sustain economic growth. The crisis is fuelled by a school system that does not produce enough potential students with Mathematics, Accounting and Science. Since the introduction of the new school curriculum in 2008, there is no longer an option to take pure maths on a standard grade level. Instead, only two mathematical subjects are offered: pure maths (which is on par with higher grade maths) and mathematical literacy. It is compulsory to take one or the other. As a result, lees student finishes Grade 12 with pure mathematics every year. This national problem needs urgent attention if South Africa is to make any headway in critical skills development as mathematics is a gateway to scarce skills professions. Higher education institutions initiated several initiatives in an attempt to address the above, including preparatory courses, bridging programmes and extended curricula with foundation provisions. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for Commerce and Information Technology programmes at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. Students enrolling for extended programmes do not comply with the minimum prerequisites for the normal programmes. The question then arises as to whether these programmes have the intended impact? This paper reports the results of a two year longitudinal study, tracking the first year academic achievement of the two cohorts of enrolments since 2010. The results provide valuable insight into the structuring of an extended programme and its potential impact.
Abstract: 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.
Abstract: This paper examined the influence of matching
students- learning preferences with the teaching methodology
adopted, on their academic performance in an accounting course in
two types of learning environment in one university in Lebanon:
classes with PowerPoint (PPT) vs. conventional classes. Learning
preferences were either for PPT or for Conventional methodology. A
statistically significant increase in academic achievement is found in
the conventionally instructed group as compared to the group taught
with PPT. This low effectiveness of PPT might be attributed to the
learning preferences of Lebanese students. In the PPT group, better
academic performance was found among students with
learning/teaching match as compared with students with
learning/teaching mismatch. Since the majority of students display a
preference for the conventional methodology, the result might
suggest that Lebanese students- performance is not optimized by PPT
in the accounting classrooms, not because of PPT itself, but because
it is not matching the Lebanese students- learning preferences in such
a quantitative course.
Abstract: Teachers form the backbone of any educational system, hence selecting qualified candidates is very crucial. In Malaysia, the decision making in the selection process involves a few stages: Initial filtering through academic achievement, taking entry examination and going through an interview session. The last stage is the most challenging since it highly depends on human judgment. Therefore, this study sought to identify the selection criteria for teacher candidates that form the basis for an efficient multi-criteria teacher-candidate selection model for that last stage. The relevant criteria were determined from the literature and also based on expert input that is those who were involved in interviewing teacher candidates from a public university offering the formal training program. There are three main competency criteria that were identified which are content of knowledge, communication skills and personality. Further, each main criterion was divided into a few subcriteria. The Analytical Hierarchy Process (AHP) technique was employed to allocate weights for the criteria and later, integrated a Simple Weighted Average (SWA) scoring approach to develop the selection model. Subsequently, a web-based Decision Support System was developed to assist in the process of selecting the qualified teacher candidates. The Teacher-Candidate Selection (TeCaS) system is able to assist the panel of interviewers during the selection process which involves a large amount of complex qualitative judgments.
Abstract: 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.
Abstract: 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.