Journal on Efficiency and Responsibility in Education and Science
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Technology-Enhanced Thinking Scaffolding in Musical Education
Get PDFIn pedagogical language, “scaffolding” is frequently used to replace the expression “support in learning”. In didactic terms, the practice in the classroom shows that various types of support, such as the teacher, colleagues, and technologies, contribute to more efficient learning. In terms of technologies, the present study aims to test the role of programming as a scaffolding agent in learning music theory by memorizing and understanding musical notation elements. In this sense, a sample of 87 students (N = 87) from an urban environment in Romania carried out programming activities using the Sonic Pi application in the Music and movement classes, implemented through an educational project with 24 lessons designed for integrated music-programming learning. The study results describe the acquisition of knowledge, in terms of recognition of musical notation elements, achieved under the influence of cognitive capacities scaffolded by digital technologies. Better post-test results and homogeneous variances between and within the three classes of the participant's sample confirm the possibility of achieving technology-enhanced thinking scaffolding in musical education. The results of the music-programming integrated learning framework could be translated into a more efficient use of teaching time and an increased flexibility of interactions
Collaborative Learning Based on Sophisticated Thinking Laboratory (STB-LAB) and Gather Town as Gamification Tool for Blended Laboratory on Science Undergraduate Student's
Get PDFInnovation in learning design certainly continues to evolve over time, and so do the needs. Including blended laboratory, which is almost like blended learning, but blended laboratory has characteristics where activities fully use laboratory test results to study theory along with observational. However, blended laboratories must be accompanied by use of the right technology. The presence of the Sophisticated Thinking Laboratory (STB-LAB) in effort to fulfill the implementation of blended laboratory syntactically feels right to be done building collaborative learning and forming collaborative skills of students, and Gather Town as a tool to accommodate blended laboratory is felt very appropriate as a gamification tool. This study aims to find out the implementation of the blended laboratory using STB-LAB assisted by Gather Town as a gamification tool using the Assessment Based on Teaching and Learning Trajectory (AABTLT) with Student Activity Sheet (SAS), and find out the improvement of students' collaborative skills. The results obtained from this study are that all STB-LAB syntax in blended laboratory activities is carried out well, while the increasing collaborative skills results show an increase with very large effect of the Cohen's D Effect Size obtained 2.1 for physics education major and 1.7 for biology education major
Navigating the College Students' Adversities: The Role of Academic Buoyancy and Motivation on Learning Achievement
Get PDFUnderstanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include self-efficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities
Factor Analysis on the Motivation for Extensive Reading Questionnaire
Get PDFThis study examined the factors adapted from the Motivation for Reading Questionnaire. We considered eight dimensions (Self-Efficacy, Reading Challenge, Reading Curiosity, Reading Involvement, Importance of Reading, Recognition for Reading, Reading for Grades, and Social Reasons for Reading). In addition, we included some items based on the extensive reading, principles, and technology acceptance model. The study recruited 558 undergraduate students of English as a foreign language in Indonesia via Google Forms. The structure of the questionnaire was validated using exploratory and confirmatory factor analyses. To determine the dependability of the instrument, internal consistency reliabilities of the instrument as a whole and per factor were calculated. We computed the average variance extracted and the Heterotrait-Monotrait Ratio of Correlation to determine convergent and discriminant validities. The results led to the omission of six items with loading values < 0.50. The omissions included one item for Reading Involvement (0.42) and five items for Social Reasons for Reading (0.47; 0.43; n/s.; n/s.; and n/s.). Lastly, the study presented the significance of the results and directions for future studies
Gender Differences in Faculty Experience with Start-up Packages: A Case Study from a Public University in the Southeastern U.S.
Get PDFStart-up packages are a tool for successful transition to an academic career. This institutional case study examined the faculty experience with start-up packages at one public university in the Southeastern United States including gender differences, content, negotiation, and perceived outcomes. A mixed method research design was utilized to answer the study research questions. Data were gathered through an online survey with quantitative and qualitative questions. Data from 121 participants were analyzed using descriptive statistics, chi‐squared test, and thematic analysis. Most start-up package agreements included moving expenses, personal computer and software, and start-up funds. On the other hand, child daycare, guaranteed junior sabbatical, and salary advancement were the most missing benefits in the agreements. Male faculty were able to obtain, significantly more often than female faculty, a specific number of years for secure funding, laboratory space, and student or postdoc funding in their agreements. Faculty were not well prepared for the negotiation process, and they were not aware what exactly they needed to establish a successful research program. Universities should focus more on the influence of start-up packages on faculty careers because perceived unfair treatment during the negotiation process or during administration can influence faculty performance and their turnover intentions
Individual Interest of students in Physical Education and School Engagement in fostering Physical Culture inside the campus : The case of two prominent local colleges in Pampanga, Philippines
Get PDFInterest has been globally established as a powerful predictor that triggers engagement, especially in fostering physical culture among students. Scholarly works in PE have already shown that situational interest triggers individual interest, which can lead to highly engaged students. However, little is known about the impact of individual interest alone on students’ school engagement. In this regard, this study is focused on determining the significant difference between the sex and institution of students concerning individual interest and school engagement. Moreover, it aimed to assess the relationship and direct influence of individual interest on school engagement. After obtaining data from 1659 samples of undergraduate students from the most prominent local colleges in Pampanga, it was revealed that there is no significant difference concerning individual interest and school engagement between sex and institution. Fascinatingly, a significant association between students’ individual interests and school engagement was observed. Lastly, individual interest, along with its three factors, predicts school engagement. It can be concluded that individual interest has a direct positive influence on school engagement. Recommendations for future research direction and PE teachers to fully translate physical culture to students to improve their overall well-being are hereby presented
Results of Mathematics Examinations Before, During, and After the Covid-19 Related Restrictions
Get PDFThe article deals with the results of mathematics examinations at the University of Finance and Administration in Prague before, during, and immediately after the Covid-19 pandemic-related restrictions. The first objective is to evaluate whether the non-standard forms of testing (correspondence and online), used on an emergency basis during the pandemic, were adequate compared to the standard form (face-to-face) applied before the pandemic. The second objective is to assess whether and to what extent the results of the examinations have changed after the return of teaching and testing methods to normal. It turns out that the use of non-standard forms, although more challenging for teachers to control, did not lead to better results – the results in the correspondence form were similar to the standard form and even worse in the online form. The results of examinations administered in the standard form after the return to normal teaching were significantly better than in any of the periods studied, including the standard form of examination before the pandemic. Possible reasons for the results are analysed in the paper
More Pay and Benefits or Better Work-life Balance? Post Pandemic Perspectives on Employee Centricity among University Frontline Staff
Get PDFThe COVID-19 pandemic forced organisations across diverse industries to redraw their business models globally. Businesses crumbled, downsized, lay off workers, streamlined and digitalized their workflow, maintaining skeletal staff to support integral business functions. Remote working and flexible schedules were institutionalized to manage service employees globally. The study conducted a comparative analysis on the effects of work-life balance and employee remuneration on employee job satisfaction and loyalty intentions. The study targeted frontline staff at three public universities in Zimbabwe and 327 valid responses were obtained. Structural Equation Modeling (SEM) revealed that employee remuneration, remote working and flexible scheduling had positive and significant influence on employee job satisfaction. Further, analysis indicated employee preference of remote working and flexible work scheduling and over more pay and benefits. The positive impact of job satisfaction on employee loyalty intentions was also confirmed. This study flags the significant contribution of work-life balance by bringing new empirical evidence on the relative significance of remote working, flexible working arrangements and employee remuneration on employee job satisfaction and loyalty intentions in the post pandemic normal. The study recommends that universities should harness digital technologies to promote sustainable remote working and enhanced employee autonomy. 
Pupils’ School Performance and Their Cognitive Abilities to Solve Problems
Get PDFThe paper describes the results of a study whose main aim was to find the correlation between a pupil’s school grades in Czech language (native), mathematics and physics and pupils' cognitive predispositions to problem solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. The total of 180 pupils from the Czech Republic aged 14–15 took part in this study.
The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2, and between the results of pupils assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help to identify the indicators important for the development of problem-solving skills. The research specifically points at the need of developing algebraic thinking, conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning and the abilities of the control of variables
Examining Social Media Addiction as a Predictor of Academic Achievement and Academic Procrastination: A Cohort of Undergraduate Students
Get PDFThis study aims to examine the effects of self-control and future time perception on social media addiction and academic procrastination and determine whether social media addiction affects academic achievement through academic procrastination. A total of 559 university students participated. The participants’ most commonly used social media platforms were WhatsApp and Instagram. Path analysis technique was used to analyze the theoretical model. In the theoretical model created to test the 13 hypotheses in the research, future time perception (value, distance, commitment, and speed) and self-control are exogenous variables, social media addiction and academic procrastination are moderating variables, and academic achievement is endogenous variable. According to the research findings, social media addiction is not a significant predictor variable for either academic achievement or academic procrastination. Self-control and speed are significant predictors of both social media addiction and academic procrastination. Commitment predicts social media addiction, and value predicts academic procrastination. On the contrary, value is not a significant predictor of social media addiction, and commitment is not a significant predictor of academic procrastination. Distance is not a significant predictor of social media addiction or academic procrastination