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Conflict and Integration: A Qualitative Study on the Dormitory Life Experience of Freshmen
Issue:
Volume 6, Issue 4, December 2021
Pages:
109-114
Received:
8 September 2021
Accepted:
28 September 2021
Published:
12 October 2021
Abstract: Dormitory is an important place for college students to live and study. Dormitory life is the starting point for college students to adapt to collective life. Paying attention to the dormitory life experience of freshmen will help colleges and universities improve and optimize their dormitory management strategies, so as to improve the overall level of serving students. Using qualitative research methods, this paper analyzes the dormitory life experience of 50 freshmen in Jiujiang University. The study found that the dormitory life experience of freshmen has significant characteristics of conflict and integration. The dormitory life conflict is mainly affected by living habits, personality differences, communication barriers, interest disputes, interest concepts, growth background and so on Learning and cooperation can well promote the integration between dormitory members. The conflict between dormitory members is not irreconcilable, and the transformation from conflict to integration can be realized under certain conditions. Therefore, the dormitory management of colleges and universities needs to minimize or dilute the factors that cause conflicts among dormitory members, strengthen or highlight the factors that promote the integration of dormitory members, such as collective activities, dormitory gatherings, casual communication, food sharing, learning cooperation, actively create a dormitory living atmosphere of unity, harmony, equality and cooperation, and finally realize the transformation from conflict to integration.
Abstract: Dormitory is an important place for college students to live and study. Dormitory life is the starting point for college students to adapt to collective life. Paying attention to the dormitory life experience of freshmen will help colleges and universities improve and optimize their dormitory management strategies, so as to improve the overall leve...
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Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy
Issue:
Volume 6, Issue 4, December 2021
Pages:
115-120
Received:
11 September 2021
Accepted:
8 October 2021
Published:
16 October 2021
Abstract: It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.
Abstract: It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. D...
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Exploration and Practice of Blended Learning Reform of Project Management Course Based on “Rain Classroom”
Xiaoling Wang,
Xueying Li,
Zhenqi Gong
Issue:
Volume 6, Issue 4, December 2021
Pages:
121-125
Received:
12 October 2021
Accepted:
5 November 2021
Published:
10 November 2021
Abstract: As the primary professional course of undergraduate business administration, Project Management has the characteristics of solid comprehensiveness of theories and broad application of knowledge. Suppose only a traditional offline onsite teaching method is adopted. In that case, students often find the content abstract and challenging to understand, making the classroom atmosphere dull. It is also hard to mobilize students' learning initiative and sense of participation. Based on the teaching practice of the Project Management Course in recent 20 years, this paper explores the online and offline Blended learning mode via deepening teaching method reform. It is to make full use of internet teaching platforms and high-quality online resources to realize the synergies of online and offline teaching. It enhances the primary battlefield role of onsite teaching in imparting knowledge while enabling students to exploit online teaching resources to complete autonomous learning before class, case analysis in class, and expansion and improvement after class. In addition, the Blended learning mode enlivens the classroom atmosphere. It improves students' ability to apply knowledge and critical thinking to solve practical problems of Project Management through the interactions between teachers and students and interactions among students.
Abstract: As the primary professional course of undergraduate business administration, Project Management has the characteristics of solid comprehensiveness of theories and broad application of knowledge. Suppose only a traditional offline onsite teaching method is adopted. In that case, students often find the content abstract and challenging to understand,...
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The Influence of Higher Order Thinking Skills, Vocabulary Mastery and Reading Motivation on Reading Comprehension Achievement
Titik Sholihah,
Agus Widyantoro
Issue:
Volume 6, Issue 4, December 2021
Pages:
126-136
Received:
2 November 2021
Accepted:
10 December 2021
Published:
24 December 2021
Abstract: This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.
Abstract: This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motiv...
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Lower Primary School Teachers’ Attitudes Towards Educational Language Policy in Kenya
Ongeti Karren Ohanga,
Isaac Ipara Odeo,
Elizabeth Abenga
Issue:
Volume 6, Issue 4, December 2021
Pages:
137-142
Received:
1 December 2021
Accepted:
16 December 2021
Published:
24 December 2021
Abstract: In Kenya, the educational language policy prescribes that the language of instruction in lower primary school (Grade 1 to 3) for schools in urban areas should be English or Kiswahili. For schools located in rural areas, the language of instruction in Grade 1 to 3 is the learners’ mother tongue or the language of the catchment area of the school. From Grade 4 onwards, all learners are to be instructed and examined in English. For this language policy to achieve its intended outcomes, there is a need for awareness and positive reception by its implementers: lower primary school teachers. This study examines the awareness and attitudes of lower primary school teachers toward the educational language policy. A survey design was adopted for this study. Questionnaires were administered to 75 teachers of Grade 1 to 3, drawn from a stratified multistage sample of 175 primary schools in rural, urban and semi-urban areas of Kakamega County, Western Kenya. The results of the study reveal that lower primary school teachers are aware of the existing language of instruction. The teachers feel that they ought to be free to select the language of instruction based on their particular pedagogical needs. The findings indicate the need for policymakers to review the educational language policy as currently formulated, especially concerning the use of Mother Tongue as one of the languages of instruction in lower primary schools. The current framework leads to a differential application of the policy, which in turn may affect learner outcomes at Grade 4, where all learners switch to the use of English. If the policy is to persist, then learning materials and teaching aids in Mother Tongue should be availed to rural schools to permit equitable outcomes for all learners.
Abstract: In Kenya, the educational language policy prescribes that the language of instruction in lower primary school (Grade 1 to 3) for schools in urban areas should be English or Kiswahili. For schools located in rural areas, the language of instruction in Grade 1 to 3 is the learners’ mother tongue or the language of the catchment area of the school. Fr...
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Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course
Issue:
Volume 6, Issue 4, December 2021
Pages:
143-150
Received:
19 November 2021
Accepted:
20 December 2021
Published:
31 December 2021
Abstract: This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other’s words, reflections and comprehensions of being thrown at the deep end by institution’s practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.
Abstract: This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgrad...
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Needs Assessment for a Module on Medical Emergencies in Dentistry in Syrian Dental Schools: A Cross-sectional Study in Aleppo University
Ahmad Moutaz Attar,
Mayssoon Dashash
Issue:
Volume 6, Issue 4, December 2021
Pages:
151-156
Received:
13 December 2021
Accepted:
28 December 2021
Published:
31 December 2021
Abstract: Medical emergency skills are very important for dentists. These skills need to be focused on by dental schools especially in Syria throughout civilian war. Assessment of the need for dental curriculum in Syrian dental schools was required to develop a module on medical emergencies in dentistry in Syrian dental schools to meet the community needs. A cross-sectional study design have been used to assess the need for a module on medical emergencies in dentistry at faculty of dentistry in Aleppo University. A multiple-choice question (MCQ) test has been developed to assess medical emergency knowledge among undergraduate students. A module on medical emergency in dentistry has been designed depending on the results of needs assessment which, is based on how many students have passed the MCQ test about comprehensive guidelines on medical emergencies in the dental practice. After collecting the test results, if any gap is founded in the curriculum based on medical emergency concepts in dentistry, Harden’s 10 questions will be used in this study to develop a module on medical emergencies in dentistry if the mean score of the MCQ test was below the pass/fail point (less than 50%). 44 students (42%) have passed the MCQ test. 61 students (58%) have failed the MCQ test. The mean score of 75 (MCQ) items test was 45%. Every item of the MCQ test was answered respectively by senior year undergraduate dental students in Aleppo University. Data from the test results has been collected and evaluated statistically. Depending on The mean score of the MCQ test, a module on medical emergencies in dentistry was needed to be developed in Syrian dental schools' curriculum. MCQs has been effective to assess knowledge of medical emergency in Syrian dental schools. Depending on this research results, there still need to develop a Module on Medical Emergencies in Dentistry in Syrian dental schools. Therefore a new module on Medical Emergencies in Dentistry was suggested in this paper to develop the curriculum in Syrian dental schools.
Abstract: Medical emergency skills are very important for dentists. These skills need to be focused on by dental schools especially in Syria throughout civilian war. Assessment of the need for dental curriculum in Syrian dental schools was required to develop a module on medical emergencies in dentistry in Syrian dental schools to meet the community needs. A...
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