1,721,016 research outputs found
Logical thinking abilities among Form 4 students in the interior division of Sabah, Malaysia
Get PDFThe science curriculum in Malaysia emphasizes the acquisition of scientific skills, thinking skills, and the inculcation of scientific attitudes and noble values. Besides that, the acquisition of scientific and technological knowledge and its application to the natural phenomena and students' daily experiences are also equally emphasized. The purpose of this study was to gauge the logical thinking abilities namely conservational reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, and correlational reasoning among Form 4 students in the Interior Division of Sabah, Malaysia. This study was also aimed to ascertain if there is any significant difference in students' logical thinking abilities based on their gender and science achievement at lower secondary level. This was a non-experimental quantitative research and sample survey method was used to collect data. Samples were selected by using a two-stage cluster random sampling technique. Independent samples t-test and one-way ANOVA were used to test the stated null hypotheses at a specified significance level, = .05. Research findings showed that the overall mean of students' logical thinking abilities were low. The mean score in percentages for all the subscales (except conservational reasoning) were lower than the overall mean. This research also revealed that up to 98% of the respondents were categorized at the concrete operational stage whereas only 2% were categorized at the transitional stage. Research findings also found that there was no significant difference in the mean of logical thinking abilities (except for conservational reasoning) based on students' gender. Nonetheless, a significant difference based on their science achievement at lower secondary level was found. This research finding brings some meaningful implications to those who are involved directly or indirectly in the curriculum development and implementation of science curriculum especially at the rural secondary schools of Sabah, Malaysia. Background of the Study The development of thinking abilities is well-discussed in the world of education. Cohen (1980) stated that the higher the ability of a person to think in an abstract way, the higher the ability of the person will function effectively in the society. Hence, the improvement of formal reasoning and thinking abilities among students is one of the aims of science education at all level of schooling. Cognitive Development Theory, a well-known theory proposed by Jean Piaget has conceptualised four different stages in the cognitive development of a person i.e. sensorimotor (0-2 years), preoperational (2-7 years), concrete operational (7-11 years) and formal operational (11-16 years). The main difference among these stages of cognitive development is the mode of thinking. Children at formal operational stage can think logically about abstract propositions and test hypotheses systematically. At the same time, they become concerned with the hypothetical, the future and ideological problems. Researchers (e.g. Inhelder & Piaget, 1958; Lawson, 1982b, 1985; Linn, 1982) have identified five different modes of formal operational reasoning i.e. proportional reasoning, controlling variables, probabilistic reasoning, correlational reasoning and combinatorial reasoning which are determinants of students' success in science and mathematics advanced courses at secondary level (Wilson & Wilson, 1984)
Using multiple regressions in social sciences research : Some important aspects to be considered
Get PDFThis article discusses one of the most commonly used statistical methods in studying the relationship between dependent and independent variables in social sciences research. The purpose of using multiple regression and types of data suitable for multiple regression analysis are discussed Some important a~pects to be considered when multiple regression analysis is used will be discussed in detail. These aspects are variables selection method (i.e. forward selection. backward elimination and stepwise). Multicollinearity, tolerance, variance inflation factor, influence statistics (DFFIT and DFBETA). Leverage. Cook s distance. standardized regression coefficient (β). coefficient of determination (R²), assumptions such as normality, linearity. homoscedasticity and independence. Figures and tables are illustrated to give better picture of the concepts described
Kemahiran proses sains, keupayaan pemikiran logik, sikap terhadap sains dan lokus kawalan : hubungan dengan pembelajaran sains
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An analysis on selected factors contributing to science and mathematics achievement among secondary school students in two SEAMEO member countries
Get PDFThis paper sets out to examine critically the effects of selected factors contributing to science and mathematics achievement among 8th grade students in Malaysia and Singapore. The Trend in International Science and Mathematics Study (TIMSS) 2007 database was utilized to explore a) if there were correlations between students receiving additional support and/or gaining exposure from academic related enrichment activities at home and schools with their science and mathematics achievement and, b) How well do the knowledge/skills gained from the use of technological tools and Internet contribute towards their science and mathematics achievement among Malaysian and Singaporean Grade 8 students. The sample consists of 4,466 students from Malaysia and 4,599 students from Singapore who participated in the TIMSS 2007 assessment. This study will provide some insights on why some students perform better than others in science and mathematics by highlighting the effect of additional support and/or exposure from academic related enrichment activities at home and schools, and the knowledge/skills gained from the use of technological tools and internet on students' science and mathematics achievement
The influence of emotional intelligence on learning burnout in Chinese art college students: the chain mediation effect of self-acceptance and perceived stress
Get PDFIntroductionArt college students are under special pressure from a few sources, including study, employment, friends, emotions, family relations and other aspects. This can lead to a reasonable degree of learning burnout among art college students, which will have a negative impact on their physical and mental health, as well as their study and employment. However, there is a paucity of empirical studies on learning burnout among art students. Furthermore, the factors and mechanisms that contribute to learning burnout among art students remain unclear. The purpose of this study was to examine the relationship between emotional intelligence and learning burnout in Chinese art college students, and to identify the role of self-acceptance and perceived stress as sequential mediators.MethodsThis study employed a completely random survey of three art universities in China to investigate the status of emotional intelligence, self-acceptance, perceived stress and learning burnout among art students and their relationships. The data was analyzed using an independent sample t-test and structural equation modelling.ResultsA total of 678 valid samples were obtained from a study of Chinese art students. No significant differences were observed in the scores of emotional intelligences, self-acceptance, perceived stress, and learning burnout among participants of different genders. The results of the structural equation modelling indicated that emotional intelligence was negatively associated with learning burnout (β = −0.282, p < 0.001). The results indicated that self-acceptance (β = −0.140, p < 0.001) and perceived stress (β = −0.072, p < 0.001) had independent mediating effects. Furthermore, self-acceptance and perceived stress exhibited sequence mediating effects (β = −0.039, p < 0.001).ConclusionThe results of the study confirm that emotional intelligence is a significant factor in the learning burnout of art students. Furthermore, the findings demonstrate the mediating effect of self-acceptance and perceived pressure on this relationship. The findings provide a novel explanation for the mechanism underlying college students’ learning burnout
Validating the measurement model of ai anxiety and UTAUT constructs in faculty knowledge sharing: A PLS-SEM approach
No full textThis pilot study validates the measurement model of AI Anxiety and Unified Theory of Acceptance and Use of Technology (UTAUT) constructs in the context of faculty knowledge-sharing in virtual academic communities. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM), the study assesses the reliability, validity, and factor structure of the adapted scale, rather than conducting a full structural path analysis. Based on a sample of Chinese university faculty members, the results confirm the psychometric robustness of the proposed model, demonstrating high internal consistency, convergent validity, and discriminant validity. The validated scale establishes a solid foundation for future large-scale studies on the role of AI Anxiety in faculty digital engagement. Further research should expand the validation across different cultural contexts and employ full structural path analyses to explore the relationships among AI Anxiety, UTAUT constructs, and faculty technology adoption
Determining the Behavioral Intention Scales in Lifelong Music Learning Using PLS-SEM Approach
Get PDFit is important to understand students' behavioral intention in lifelong music learning and antecedents that influence intent as it is the basis for promoting students' participation in lifelong music learning. This pilot study aimed to test the validity and reliability of adapted scales, which was prepared for measuring the interrelationship between past behavior, high-demanding parenting styles, attitude, subject norm, perceived behavior control, and behavioral intention in lifelong music learning, as well as in the Chinese context. Method: Participants (n=97) were asked to complete the scale and validate the scale multidimensionally using a second-generation measure, the Partial Least Square-Structural Equation Modelling (PLS-SEM) methodology. The reliability requirements were ascertained using outer loading, composite reliability, and Cronbach's Alpha. The convergent validity of the instrument was evaluated via the use of the average variance extracted, and the discriminant validity was verified through the use of cross-loading, the Fornell-Larcker criteria, and the Heterotrait-Monotrait criterion. Findings: After removing six indications, the research outcomes showed that all instruments were valid and reliable and may be utilized in future research. Implications for Research and Practice: The scale of this study can be used to obtain first-hand data on the source of lifelong music learning intention and behavior intention in lifelong music learning among Chinese university students. In future, through further data analysis, it can also be used to assess the importance of each path in the hypothetical model, contributing to the development of theories and models
The influence of emotional intelligence on learning burnout in Chinese arts college students: The chain mediating effect of self-acceptance and perceived stress
No full textIntroduction: Art college students are under special pressure from a few sources, including study, employment, friends, emotions, family relations and other aspects. This can lead to a reasonable degree of learning burnout among art college students, which will have a negative impact on their physical and mental health, as well as their study and employment. However, there is a paucity of empirical studies on learning burnout among art students. Furthermore, the factors and mechanisms that contribute to learning burnout among art students remain unclear. The purpose of this study was to examine the relationship between emotional intelligence and learning burnout in Chinese art college students, and to identify the role of self-acceptance and perceived stress as sequential mediators. Methods: This study employed a completely random survey of three art universities in China to investigate the status of emotional intelligence, selfacceptance, perceived stress and learning burnout among art students and their relationships. The data was analyzed using an independent sample t-test and structural equation modelling. Results: A total of 678 valid samples were obtained from a study of Chinese art students. No significant differences were observed in the scores of emotional intelligences, self-acceptance, perceived stress, and learning burnout among participants of different genders. The results of the structural equation modelling indicated that emotional intelligence was negatively associated with learning burnout (β = −0.282, p < 0.001). The results indicated that self-acceptance (β = −0.140, p < 0.001) and perceived stress (β = −0.072, p < 0.001) had independent mediating effects. Furthermore, self-acceptance and perceived stress exhibited sequence mediating effects (β = −0.039, p < 0.001). Conclusion: The results of the study confirm that emotional intelligence is a significant factor in the learning burnout of art students. Furthermore, the findings demonstrate the mediating effect of self-acceptance and perceived pressure on this relationship. The findings provide a novel explanation for the mechanism underlying college students’ learning burnout
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