The objectives of this research are to develop a MIAP learning environment, devise tools to measure critical thinking ability, and assess the results, including whether there were any gender differences. The purposive sample comprised 12 students enrolled in the Bachelor of Education Program in Computing. The data were analyzed in percentages, and an Independent Samples t-test was conducted to identify gender differences in critical thinking abilities. The MIAP learning environment was divided into four stages and the measurement tools were included in the criteria used for evaluation. The results revealed that the overall critical thinking ability was high, with no significant difference between males and females
{"title":"The Effectiveness of the MIAP Learning Environment in Promoting Critical Thinking Among Students Enrolled in the Bachelor of Education Program in Computing: Applying the Watson and Glaser Concepts","authors":"Nattaphol Thanachawengsakul, Lekruthai Khantongchai, Akhaphan Thanyavinichakul","doi":"10.33423/jhetp.v23i15.6409","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6409","url":null,"abstract":"The objectives of this research are to develop a MIAP learning environment, devise tools to measure critical thinking ability, and assess the results, including whether there were any gender differences. The purposive sample comprised 12 students enrolled in the Bachelor of Education Program in Computing. The data were analyzed in percentages, and an Independent Samples t-test was conducted to identify gender differences in critical thinking abilities. The MIAP learning environment was divided into four stages and the measurement tools were included in the criteria used for evaluation. The results revealed that the overall critical thinking ability was high, with no significant difference between males and females","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6407
Ingrid Maria Manrique Tejada, Rodrigo Manrique Tejada, Alexandra Alferez Manrique
The objective is to analyze how the pandemic is an opportunity for ICT to facilitate thesis development and reduce the bias of graduates and postgraduates. The five items related to ICT and thesis of the work: Comparison of the influence of academic, social and economic factors on the development of research work of students and graduates of graduate schools of the national universities of Tacna and Arequipa, and development of a proposal for change to improve the indicators of research production 2018, applied to 503 people were analyzed. Members of SOPECIN and Ocean SRL were interviewed, who promote the use of the S.O.S. Thesis and the PRISMA methodology was executed, finding 44 articles. The results give scores of less than what they expect for the use of ICT by the teachers of the dictation of the thesis course, the teaching in the use of repositories and internet resources for the state of the art, the times of documentary procedures and the times of procedures of the reviewers, reviewers and advisers. There was a 316% increase in requests for free access to the S.O.S. Thesis, since the beginning of the pandemic. Authors of the state of the art, conclude on the importance of ICT in the university community. It is concluded that implementing software from the first moment they enter the postgraduate program will provide support for the development of the thesis and will reduce the bias between graduates and postgraduates.
{"title":"Pandemic and Information and Communication Technologies for Reducing Bias Among University Graduates and Postgraduate Students","authors":"Ingrid Maria Manrique Tejada, Rodrigo Manrique Tejada, Alexandra Alferez Manrique","doi":"10.33423/jhetp.v23i15.6407","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6407","url":null,"abstract":"The objective is to analyze how the pandemic is an opportunity for ICT to facilitate thesis development and reduce the bias of graduates and postgraduates. The five items related to ICT and thesis of the work: Comparison of the influence of academic, social and economic factors on the development of research work of students and graduates of graduate schools of the national universities of Tacna and Arequipa, and development of a proposal for change to improve the indicators of research production 2018, applied to 503 people were analyzed. Members of SOPECIN and Ocean SRL were interviewed, who promote the use of the S.O.S. Thesis and the PRISMA methodology was executed, finding 44 articles. The results give scores of less than what they expect for the use of ICT by the teachers of the dictation of the thesis course, the teaching in the use of repositories and internet resources for the state of the art, the times of documentary procedures and the times of procedures of the reviewers, reviewers and advisers. There was a 316% increase in requests for free access to the S.O.S. Thesis, since the beginning of the pandemic. Authors of the state of the art, conclude on the importance of ICT in the university community. It is concluded that implementing software from the first moment they enter the postgraduate program will provide support for the development of the thesis and will reduce the bias between graduates and postgraduates.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6406
Mariah Pfundheller, Jacqueline Liesch
A broad selection of appropriately inclusive literature is a major step in creating a classroom that honors the diverse population of students and creates a welcoming, accepting atmosphere. Children who find stories reflecting their experience feel seen and valued. Diverse classroom literature also opens minds, extends knowledge, and increases compassion by allowing children to learn about their classmates ’ cultures and experiences. The purpose of this article was to provide a framework for evaluating diverse texts for preservice teachers. We developed a framework with eight different categories of inclusive children’s literature based on established theories of culturally relevant pedagogy. It provides preservice teachers with a means to review children’s books to ensure that their use of literature is varied, sensitive, and reflective of diversity. We concluded that teacher-education programs must do more to meet these challenges.
{"title":"Framework for Inclusive Literature in Teacher Education","authors":"Mariah Pfundheller, Jacqueline Liesch","doi":"10.33423/jhetp.v23i15.6406","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6406","url":null,"abstract":"A broad selection of appropriately inclusive literature is a major step in creating a classroom that honors the diverse population of students and creates a welcoming, accepting atmosphere. Children who find stories reflecting their experience feel seen and valued. Diverse classroom literature also opens minds, extends knowledge, and increases compassion by allowing children to learn about their classmates ’ cultures and experiences. The purpose of this article was to provide a framework for evaluating diverse texts for preservice teachers. We developed a framework with eight different categories of inclusive children’s literature based on established theories of culturally relevant pedagogy. It provides preservice teachers with a means to review children’s books to ensure that their use of literature is varied, sensitive, and reflective of diversity. We concluded that teacher-education programs must do more to meet these challenges.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6413
Enith Huachara-Martinez, Milagros Maria Erazo-Moreno, Diana Pilar Paz-Checa, Silvia Del Rocio Chomba-Sung, Josue Nina-Cuchillo
Recently, traditional education is experiencing a digital transformation shift, caused by the Covid-19 pandemic. This process generates in students the need to strengthen digital competences through the practice of collaborative learning. The objective of the research was to determine the impact of digital competences on the collaborative learning of students at a public university in Lima. The study was a basic, causal correlational, non-experimental, cross-sectional design. The population was 1,150 undergraduate students from the School of Education of a public university in Lima and the sample consisted of 289 students. The descriptive results showed that digital competences are at a middle level (44.3%) while cooperative learning is at a regular level (36.3%). Finally, it is concluded that digital competences have a significant influence on collaborative learning, with Nagelkerke’s R2 value (0.704) demonstrating that the proposed model explains this influence.
{"title":"Digital Competencies in Collaborative Learning of Students in a Public University in Lima","authors":"Enith Huachara-Martinez, Milagros Maria Erazo-Moreno, Diana Pilar Paz-Checa, Silvia Del Rocio Chomba-Sung, Josue Nina-Cuchillo","doi":"10.33423/jhetp.v23i15.6413","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6413","url":null,"abstract":"Recently, traditional education is experiencing a digital transformation shift, caused by the Covid-19 pandemic. This process generates in students the need to strengthen digital competences through the practice of collaborative learning. The objective of the research was to determine the impact of digital competences on the collaborative learning of students at a public university in Lima. The study was a basic, causal correlational, non-experimental, cross-sectional design. The population was 1,150 undergraduate students from the School of Education of a public university in Lima and the sample consisted of 289 students. The descriptive results showed that digital competences are at a middle level (44.3%) while cooperative learning is at a regular level (36.3%). Finally, it is concluded that digital competences have a significant influence on collaborative learning, with Nagelkerke’s R2 value (0.704) demonstrating that the proposed model explains this influence.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6411
Jin Yulu, Md Nasir Bin Masran
Although deep learning is a hot topic in the educational field nowadays, the study of how multimedia technology affects students’ deep learning of Chinese characters is still insufficient. Therefore, a quantitative study administered via a quasi-experiment was conducted, aiming to: analyse the difference in literacy writing achievement between students taught using multimedia technology as compared to those taught with conventional method; and explore whether the multimedia technology promotes deep learning of Chinese characters. A total of 73 primary school students were selected using the random sampling method. 36 pre- and post-test questions identified the difference in Chinese literacy writing achievement between the experimental group (n = 37) and control group (n = 36), while a questionnaire assessed differences in deep learning. The findings show that multimedia technology had no significant impact on the cognitive and intrapersonal domains but was effective in the interpersonal domain of deep learning, which suggested teachers to make full use of multimedia technology in cultivating students’ communication, collaboration, responsibility, and conflict resolution skills.
{"title":"The Effect of Multimedia Technology on Deep Learning of Chinese Characters Among Primary School Students","authors":"Jin Yulu, Md Nasir Bin Masran","doi":"10.33423/jhetp.v23i15.6411","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6411","url":null,"abstract":"Although deep learning is a hot topic in the educational field nowadays, the study of how multimedia technology affects students’ deep learning of Chinese characters is still insufficient. Therefore, a quantitative study administered via a quasi-experiment was conducted, aiming to: analyse the difference in literacy writing achievement between students taught using multimedia technology as compared to those taught with conventional method; and explore whether the multimedia technology promotes deep learning of Chinese characters. A total of 73 primary school students were selected using the random sampling method. 36 pre- and post-test questions identified the difference in Chinese literacy writing achievement between the experimental group (n = 37) and control group (n = 36), while a questionnaire assessed differences in deep learning. The findings show that multimedia technology had no significant impact on the cognitive and intrapersonal domains but was effective in the interpersonal domain of deep learning, which suggested teachers to make full use of multimedia technology in cultivating students’ communication, collaboration, responsibility, and conflict resolution skills.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6401
Andrea M. Karkowski, Tristen Davis, Carmen Dixon, Nate Whelan-Jackson, Linda Wolf
To prepare faculty and staff for using eportfolios in classes and with co-curricular experiences, we engaged faculty and staff in a Reflective Pedagogy Community of Practice. Participants reviewed and discussed the literature on reflective pedagogy, particularly related to using eportfolios. Participants documented their learning about reflective pedagogy in an eportfolio and shared their eportfolio with other participants for review and feedback. Materials and discussion prompts used during the community of practice sessions are provided. The assessment indicated that participants felt that the amount of work and the number of sessions that the group met were reasonable and that they learned a lot from the readings, discussions, eportfolio creation, and peer review of others’ eportfolios. This model to prepare faculty for using reflective pedagogy with eportfolios can be adopted by other institutions.
{"title":"Reflective Pedagogy Community of Practice: Engaging Faculty and Staff in Reflective Pedagogy to Prepare for Eportfolio Launch","authors":"Andrea M. Karkowski, Tristen Davis, Carmen Dixon, Nate Whelan-Jackson, Linda Wolf","doi":"10.33423/jhetp.v23i15.6401","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6401","url":null,"abstract":"To prepare faculty and staff for using eportfolios in classes and with co-curricular experiences, we engaged faculty and staff in a Reflective Pedagogy Community of Practice. Participants reviewed and discussed the literature on reflective pedagogy, particularly related to using eportfolios. Participants documented their learning about reflective pedagogy in an eportfolio and shared their eportfolio with other participants for review and feedback. Materials and discussion prompts used during the community of practice sessions are provided. The assessment indicated that participants felt that the amount of work and the number of sessions that the group met were reasonable and that they learned a lot from the readings, discussions, eportfolio creation, and peer review of others’ eportfolios. This model to prepare faculty for using reflective pedagogy with eportfolios can be adopted by other institutions.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.33423/jhetp.v23i14.6397
Indah Setyo Wardhani, Toto Nusantara, I Nengah Parta, Hendro Permadi
Integrating spatial skills into the model of geometry learning has become a major concern because of its role in solving geometric problems. Therefore, the present study endeavors to design syntax, social systems, reaction principles, support systems, and learning impact. To achieve this goal, a literature review was conducted, involving 58 scholarly articles and 11 literary books to inform the design of the learning model based on key constructs such as learning theory, spatial skills, and model development. The research culminated in articulating a rigorous theoretical rationale and an underlying framework that informs the learning model’s conceptualization.
{"title":"The Model of Geometry Learning With Spatial Skills Features: Is It Possible?","authors":"Indah Setyo Wardhani, Toto Nusantara, I Nengah Parta, Hendro Permadi","doi":"10.33423/jhetp.v23i14.6397","DOIUrl":"https://doi.org/10.33423/jhetp.v23i14.6397","url":null,"abstract":"Integrating spatial skills into the model of geometry learning has become a major concern because of its role in solving geometric problems. Therefore, the present study endeavors to design syntax, social systems, reaction principles, support systems, and learning impact. To achieve this goal, a literature review was conducted, involving 58 scholarly articles and 11 literary books to inform the design of the learning model based on key constructs such as learning theory, spatial skills, and model development. The research culminated in articulating a rigorous theoretical rationale and an underlying framework that informs the learning model’s conceptualization.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135207159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.33423/jhetp.v23i13.6396
María Eugenia Rabadán Villalpando
Rainer Wick (1986), in the subchapter "Bauhaus pedagogy in the context of art school reform", raises the discussion between the interpreters of the radical break with the tradition of this school, and Walter Gropius’ argumentation of Bauhaus pedagogy in relation to certain traditions inherited from medieval lodges, workshops and Renaissance guilds, in the context of the art school reforms of the early twentieth century in Europe.
In this connection, this text shows a paradigm shift in the visual arts of which the Bauhaus is a part, imperceptible in discourses, but indisputable in the works of a model of Bauhaus artists that includes Gropius, Kandinsky, Albers, Moholy-Nagy, Mondrian, Malevich and Albers. The visual system of these works derives from a conception of art that is contrary to and incompatible with all tradition, but which is superimposed by the Bauhaus means of craftsmanship and engineering.
{"title":"Bauhaus Pedagogy and the Paradigm Shift in the Visual Arts","authors":"María Eugenia Rabadán Villalpando","doi":"10.33423/jhetp.v23i13.6396","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6396","url":null,"abstract":"Rainer Wick (1986), in the subchapter \"Bauhaus pedagogy in the context of art school reform\", raises the discussion between the interpreters of the radical break with the tradition of this school, and Walter Gropius’ argumentation of Bauhaus pedagogy in relation to certain traditions inherited from medieval lodges, workshops and Renaissance guilds, in the context of the art school reforms of the early twentieth century in Europe.
 In this connection, this text shows a paradigm shift in the visual arts of which the Bauhaus is a part, imperceptible in discourses, but indisputable in the works of a model of Bauhaus artists that includes Gropius, Kandinsky, Albers, Moholy-Nagy, Mondrian, Malevich and Albers. The visual system of these works derives from a conception of art that is contrary to and incompatible with all tradition, but which is superimposed by the Bauhaus means of craftsmanship and engineering.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135208212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.33423/jhetp.v23i14.6398
Abigail Ruby Crew, Kathryn Regjo, Karla Hardesty, Beez Schell
Recognizing a need to pivot new faculty onboarding from a two-day “information download” to a more meaningful and pedagogically sound delivery of information, the provost invited the Academic Support Division to reimagine new faculty orientation for 2022. Through collaboration, an asynchronous Learning Management System course shell was quickly created to “flip the classroom” to deliver best-practice content to new faculty in a space where they were able to interact with their LMS teaching technology (Canvas) as a student and establish relationships with their new faculty cohort while discussing teaching philosophies, DEI pedagogical practices, and authentic assessment. This prioritized faculty connection and a sense of belonging for the in-person orientation and ensured the notion of liberal education was woven into all our various programs as a dual mission, Hispanic Serving Institution. This new structure afforded new faculty across all disciplines and modalities to receive consistent onboarding to foster student success.
{"title":"Integrating Your New Faculty to Reinforce a Liberal Education","authors":"Abigail Ruby Crew, Kathryn Regjo, Karla Hardesty, Beez Schell","doi":"10.33423/jhetp.v23i14.6398","DOIUrl":"https://doi.org/10.33423/jhetp.v23i14.6398","url":null,"abstract":"Recognizing a need to pivot new faculty onboarding from a two-day “information download” to a more meaningful and pedagogically sound delivery of information, the provost invited the Academic Support Division to reimagine new faculty orientation for 2022. Through collaboration, an asynchronous Learning Management System course shell was quickly created to “flip the classroom” to deliver best-practice content to new faculty in a space where they were able to interact with their LMS teaching technology (Canvas) as a student and establish relationships with their new faculty cohort while discussing teaching philosophies, DEI pedagogical practices, and authentic assessment. This prioritized faculty connection and a sense of belonging for the in-person orientation and ensured the notion of liberal education was woven into all our various programs as a dual mission, Hispanic Serving Institution. This new structure afforded new faculty across all disciplines and modalities to receive consistent onboarding to foster student success.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"5 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135207311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.33423/jhetp.v23i14.6387
Hui Geng, Han Wei
Self-discipline, the ability to suppress prepotent responses for obtaining a higher goal, is a crucial skill with far-reaching effects in every aspect of life. This paper measures the self-discipline and academic achievement levels of Chinese undergraduate students in the E-learning environment. It investigates the relationship between these two variables. The samples include 100 English major students at the Guilin University of Electronic Technology in China. Based on the scores from the adapted Academic Self-Discipline (ASD) questionnaire (Şal, 2016) and the scores from Test for English Majors - Band 4 (TEM-4), the findings indicated that 75% of students maintained a moderate level of self-discipline and 76% of students had a poor academic performance. The findings provide insights for educators by showing a significant relationship between students’ self-discipline and academic achievement in the E-learning environment.
{"title":"The Relationship Between Self-Discipline and Academic Achievement of Chinese Undergraduate Students in the E-Learning Environment","authors":"Hui Geng, Han Wei","doi":"10.33423/jhetp.v23i14.6387","DOIUrl":"https://doi.org/10.33423/jhetp.v23i14.6387","url":null,"abstract":"Self-discipline, the ability to suppress prepotent responses for obtaining a higher goal, is a crucial skill with far-reaching effects in every aspect of life. This paper measures the self-discipline and academic achievement levels of Chinese undergraduate students in the E-learning environment. It investigates the relationship between these two variables. The samples include 100 English major students at the Guilin University of Electronic Technology in China. Based on the scores from the adapted Academic Self-Discipline (ASD) questionnaire (Şal, 2016) and the scores from Test for English Majors - Band 4 (TEM-4), the findings indicated that 75% of students maintained a moderate level of self-discipline and 76% of students had a poor academic performance. The findings provide insights for educators by showing a significant relationship between students’ self-discipline and academic achievement in the E-learning environment.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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