Pub Date : 2023-03-15DOI: 10.31849/utamax.v5i1.11416
Misnawati Misnawati
Backward Learning Instruction (BLI) is a recommended instructional practice to apply for an extensive reading and listening program to become comprehensible meaning-focused input as an initial idea from the flipped-learning model and backward design. This study explored how backward learning instruction as an instructional strategy applies in the learning process; and how students perceive backward learning instruction for comprehensible meaning-focused input. The author used a mixed method, with the descriptive and statistical description of 45 students from the law department at the Sekolah Tinggi Ilmu Hukum Pengayoman Bone, which was selected using purposive sampling. A study of the document was conducted to compile the BLI model, and a Guttman scale questionnaire was provided to gain firm and precise answers on BLI implementation. Then, the data were analyzed. The result presented the BLI model within three steps: 1) Preparing class, 2) Backward learning instruction, and 3) Knowledge enrichment. This study also found that BLI as an instructional strategy for comprehensible meaning-focused input showed a high agreement among students with high and very high categories converted by the students' propensity to respond to a scale. As an implication, BLI has contributed to providing solutions for learning the reading and listening comprehension process in distance, blended, and autonomous learning. EFL teachers, learners, and material developers must consider BLI as learning instruction due to its positive impact on students' self-faced learning.
本研究探讨了逆向学习教学作为一种教学策略在学习过程中的应用;作者采用了混合方法，对来自Sekolah Tinggi Ilmu Hukum Pengayoman Bone的45名法律系学生进行了描述性和统计性描述，采用有目的抽样的方法进行了选择。通过对文献的研究，编制了BLI模型，并提供了Guttman量表问卷，以获得关于BLI实施的确切答案。然后，对数据进行分析。本研究还发现，BLI作为一种可理解的以意义为中心的输入的教学策略，在学生对量表的反应倾向转化为高类别和非常高类别的学生中表现出高度的一致性。作为一种暗示，BLI有助于为远程学习、混合学习和自主学习中的阅读和听力理解过程提供解决方案。
{"title":"Instructional Strategy for Comprehensible Meaning-Focused Input: Backward Learning Instruction","authors":"Misnawati Misnawati","doi":"10.31849/utamax.v5i1.11416","DOIUrl":"https://doi.org/10.31849/utamax.v5i1.11416","url":null,"abstract":"Backward Learning Instruction (BLI) is a recommended instructional practice to apply for an extensive reading and listening program to become comprehensible meaning-focused input as an initial idea from the flipped-learning model and backward design. This study explored how backward learning instruction as an instructional strategy applies in the learning process; and how students perceive backward learning instruction for comprehensible meaning-focused input. The author used a mixed method, with the descriptive and statistical description of 45 students from the law department at the Sekolah Tinggi Ilmu Hukum Pengayoman Bone, which was selected using purposive sampling. A study of the document was conducted to compile the BLI model, and a Guttman scale questionnaire was provided to gain firm and precise answers on BLI implementation. Then, the data were analyzed. The result presented the BLI model within three steps: 1) Preparing class, 2) Backward learning instruction, and 3) Knowledge enrichment. This study also found that BLI as an instructional strategy for comprehensible meaning-focused input showed a high agreement among students with high and very high categories converted by the students' propensity to respond to a scale. As an implication, BLI has contributed to providing solutions for learning the reading and listening comprehension process in distance, blended, and autonomous learning. EFL teachers, learners, and material developers must consider BLI as learning instruction due to its positive impact on students' self-faced learning. ","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72914386","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 : 2023-03-13DOI: 10.31849/utamax.v5i1.11615
Fatchul Mu’in, Nanik Mariani, N. Nasrullah, R. Amelia
Online learning has been experienced by students worldwide with benefits and challenges. Even though previous research has been done on the unreadiness of teachers and students, their lack of technological skills, and their lack of autonomy in carrying online learning, more is needed to know about the washback effect of online learning from the perspective of learners. Thus, this research investigates students' assessment, learning outcomes, evaluation, and problems faced. This study described the English Language Education students’ view of the independent assessment, learning outcome, and evaluation of English online learning from the perspective of English Language Education students. The researchers employed a descriptive quantitative approach and a survey method to collect the data. This study included 100 participants using a purposive sampling technique. For data collection, the researchers employed a questionnaire with 33 questions sent via Google Forms and disseminated to WhatsApp groups and an interview. The data were then coded and tabulated using percentage-based basis values. The findings of this study indicated that, first, students' attitudes regarding the independent assessment of e-learning assessment were 85% showing a favorable result. In the meantime, certain lecturers' respondents needed to provide more feedback and were absent from certain lecturers during learning. Second, the student's view of the learning outcome of using e-learning was positive (68%) because the online meeting coincided with the learning process. Third, the students' perspectives on the evaluation of using e-learning fall under the category of the fair. (65%) During the pandemic, poverty has hindered students' access to and involvement in learning. Those who come from economically disadvantaged families cannot provide appropriate resources for online learning. Long-term lack of infrastructure and access will jeopardize educational achievements.
{"title":"EFL Students’ Perception on E-Learning in Post-Pandemic: Assessment, Learning Outcome, Evaluation & Problem Faced","authors":"Fatchul Mu’in, Nanik Mariani, N. Nasrullah, R. Amelia","doi":"10.31849/utamax.v5i1.11615","DOIUrl":"https://doi.org/10.31849/utamax.v5i1.11615","url":null,"abstract":"Online learning has been experienced by students worldwide with benefits and challenges. Even though previous research has been done on the unreadiness of teachers and students, their lack of technological skills, and their lack of autonomy in carrying online learning, more is needed to know about the washback effect of online learning from the perspective of learners. Thus, this research investigates students' assessment, learning outcomes, evaluation, and problems faced. This study described the English Language Education students’ view of the independent assessment, learning outcome, and evaluation of English online learning from the perspective of English Language Education students. The researchers employed a descriptive quantitative approach and a survey method to collect the data. This study included 100 participants using a purposive sampling technique. For data collection, the researchers employed a questionnaire with 33 questions sent via Google Forms and disseminated to WhatsApp groups and an interview. The data were then coded and tabulated using percentage-based basis values. The findings of this study indicated that, first, students' attitudes regarding the independent assessment of e-learning assessment were 85% showing a favorable result. In the meantime, certain lecturers' respondents needed to provide more feedback and were absent from certain lecturers during learning. Second, the student's view of the learning outcome of using e-learning was positive (68%) because the online meeting coincided with the learning process. Third, the students' perspectives on the evaluation of using e-learning fall under the category of the fair. (65%) During the pandemic, poverty has hindered students' access to and involvement in learning. Those who come from economically disadvantaged families cannot provide appropriate resources for online learning. Long-term lack of infrastructure and access will jeopardize educational achievements.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79442838","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 : 2023-03-09DOI: 10.31849/utamax.v5i1.9973
N. Simbolon
Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers.
{"title":"English Medium Instruction (EMI) in Higher Education: Insights from Indonesian Vocational Lecturers","authors":"N. Simbolon","doi":"10.31849/utamax.v5i1.9973","DOIUrl":"https://doi.org/10.31849/utamax.v5i1.9973","url":null,"abstract":"Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers. \u0000 ","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82592931","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 : 2023-03-07DOI: 10.31849/utamax.v5i1.12116
Jihane Benmassoud, Aicha Bouchara
Worldwide, women represent 35% of all students enrolled in science, technology, engineering, and mathematics (STEM) fields. In Morocco, 42.2% of women are engineering graduates. This study aims to investigate university students’ attitudes, experiences, and awareness about men and women in STEM education and employment. An online questionnaire was adopted to collect both quantitative and qualitative data. Using convenient sampling, 181 STEM university students participated in this study from four different institutions in Morocco which are: Faculty of Sciences and Techniques in Tangiers, The School of Technology in Essaouira, Hassan II Institute of Agronomy and Veterinary Sciences in Rabat, and the Higher School of Technical Education in Mohammadia. The findings show that the majority of students (83.2%) do not perceive the STEM fields as typically masculine. A minority (6.7%) believes that some professors behave differently with male and female students. Moreover, most respondents (55.6%) were not aware of the underrepresentation of women in STEM fields and were unable to recognize the importance of their contributions to fixing society’s challenges. This study, therefore, is relevant for decision makers in higher educational institutions to reconsider the methods and contents of STEM education in order to enhance a gender responsive pedagogy
{"title":"Women in STEM Education and Employment: Insights from University Students in Morocco","authors":"Jihane Benmassoud, Aicha Bouchara","doi":"10.31849/utamax.v5i1.12116","DOIUrl":"https://doi.org/10.31849/utamax.v5i1.12116","url":null,"abstract":"Worldwide, women represent 35% of all students enrolled in science, technology, engineering, and mathematics (STEM) fields. In Morocco, 42.2% of women are engineering graduates. This study aims to investigate university students’ attitudes, experiences, and awareness about men and women in STEM education and employment. An online questionnaire was adopted to collect both quantitative and qualitative data. Using convenient sampling, 181 STEM university students participated in this study from four different institutions in Morocco which are: Faculty of Sciences and Techniques in Tangiers, The School of Technology in Essaouira, Hassan II Institute of Agronomy and Veterinary Sciences in Rabat, and the Higher School of Technical Education in Mohammadia. The findings show that the majority of students (83.2%) do not perceive the STEM fields as typically masculine. A minority (6.7%) believes that some professors behave differently with male and female students. Moreover, most respondents (55.6%) were not aware of the underrepresentation of women in STEM fields and were unable to recognize the importance of their contributions to fixing society’s challenges. This study, therefore, is relevant for decision makers in higher educational institutions to reconsider the methods and contents of STEM education in order to enhance a gender responsive pedagogy","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73137370","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 : 2023-01-21DOI: 10.31849/utamax.v4i3.9570
Abidin Pammu, Rezza Dewintha, Mutia Sari Nursafira
This paper reports the findings drawn from a six-month survey on first-year students’ perception of Extensive Reading intervention in a basic general English course program at Hasanuddin University. This survey study aimed to reveal the extent to which the samples agreed on some aspects of language learning’s positive impacts from attending a reading intervention semester. Other aspects were also examined to the degree of improvement, such as students’ beliefs about eclecticism, self-confidence, and social identity. Data were obtained from questionnaire surveys consisting of 7 close-ended statements and four rating scales from 120 fresh undergraduates. The scaling of “strongly agreement” was tallied from the total samples to obtain the trend. The greater the percentage of the agreement rate, the stronger the perceptions, so as the higher the tendency of the positive impact of extensive reading. The findings came up with encouraging results where a greater proportion of the samples reported significant improvement in aspects contributing to language learning. These include improved vocabulary, writing skills, reading rate, comprehension, confidence, and motivation. The study also revealed the perceived gaining of social identity and reduced degree of eclecticism in dealing with English texts. The findings support the previous research that confirms assurance of reading improvement through extensive reading. The survey warrants pedagogical implications for teachers to constantly embark high intensity of reading activities for students to inculcate reading habits so as to improve personal study skills and encourage autonomous learning.
{"title":"University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen","authors":"Abidin Pammu, Rezza Dewintha, Mutia Sari Nursafira","doi":"10.31849/utamax.v4i3.9570","DOIUrl":"https://doi.org/10.31849/utamax.v4i3.9570","url":null,"abstract":"This paper reports the findings drawn from a six-month survey on first-year students’ perception of Extensive Reading intervention in a basic general English course program at Hasanuddin University. This survey study aimed to reveal the extent to which the samples agreed on some aspects of language learning’s positive impacts from attending a reading intervention semester. Other aspects were also examined to the degree of improvement, such as students’ beliefs about eclecticism, self-confidence, and social identity. Data were obtained from questionnaire surveys consisting of 7 close-ended statements and four rating scales from 120 fresh undergraduates. The scaling of “strongly agreement” was tallied from the total samples to obtain the trend. The greater the percentage of the agreement rate, the stronger the perceptions, so as the higher the tendency of the positive impact of extensive reading. The findings came up with encouraging results where a greater proportion of the samples reported significant improvement in aspects contributing to language learning. These include improved vocabulary, writing skills, reading rate, comprehension, confidence, and motivation. The study also revealed the perceived gaining of social identity and reduced degree of eclecticism in dealing with English texts. The findings support the previous research that confirms assurance of reading improvement through extensive reading. The survey warrants pedagogical implications for teachers to constantly embark high intensity of reading activities for students to inculcate reading habits so as to improve personal study skills and encourage autonomous learning. \u0000 ","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76027051","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 : 2022-12-29DOI: 10.31849/utamax.v4i3.11125
Novhira Putri Paino, Trisnawati Hutagalung
The development of Web-based platform in teaching English could help teachers to utilize technology in an effort to create more attractive teaching and learning process during online learning. This R&D study works on the development of biographical text materials using Animaker's web-assisted audio-visual teaching materials at the high school level. The frame development model proposed by Borg and Gall consists of 6 stages, namely Potential and Problems, Data Collection, Product Design, Product Validation, Product Revision, and Dissemination. The testing result of Animaker's web-assisted audio-visual teaching materials at the high school level shows an average score of 83.43% which indicates the Animaker-based audio-visual teaching materials are valid and feasible to use in High School Level. The average results of the feasibility assessment of operating audio-visual teaching materials with the aid of Animaker's web at the high school level based on the validator's perception, namely material experts 76.87% and design experts 90% fall into the criteria of good and very good. These results showed that Animaker web - assisted audio - visual teaching materials at the high school level can be used by teachers to create more creative atmosphere in the online class by utilizing technology to motivate and improve students' skills.
{"title":"Developing Biographical Texts by Audio-visual Teaching Materials: Animaker-Web for High School Students","authors":"Novhira Putri Paino, Trisnawati Hutagalung","doi":"10.31849/utamax.v4i3.11125","DOIUrl":"https://doi.org/10.31849/utamax.v4i3.11125","url":null,"abstract":"The development of Web-based platform in teaching English could help teachers to utilize technology in an effort to create more attractive teaching and learning process during online learning. This R&D study works on the development of biographical text materials using Animaker's web-assisted audio-visual teaching materials at the high school level. The frame development model proposed by Borg and Gall consists of 6 stages, namely Potential and Problems, Data Collection, Product Design, Product Validation, Product Revision, and Dissemination. The testing result of Animaker's web-assisted audio-visual teaching materials at the high school level shows an average score of 83.43% which indicates the Animaker-based audio-visual teaching materials are valid and feasible to use in High School Level. The average results of the feasibility assessment of operating audio-visual teaching materials with the aid of Animaker's web at the high school level based on the validator's perception, namely material experts 76.87% and design experts 90% fall into the criteria of good and very good. These results showed that Animaker web - assisted audio - visual teaching materials at the high school level can be used by teachers to create more creative atmosphere in the online class by utilizing technology to motivate and improve students' skills.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72378960","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 : 2022-11-29DOI: 10.31849/utamax.v4i3.11449
Faidah Yusuf, Ameer Ali
Research on the use of digital technology in promoting English Foreign Language (EFL) students’ self-directed learning of listening skills has been widely acknowledged in the literature. However, few empirical studies have been conducted on interactive worksheets as mediated instruction in the teaching of listening. This study used a qualitative method, and seventy-seven students were selected from the Education Department at State University of Makassar. This research instrument is used in interviews. Grounded in a web-based learning approach, the researchers investigated the students’ perceived experiences in conducting the “liveworksheet” website and its potential to promote their self-learning, activeness, and autonomy in listening practices. As a result, the study highlights several significant findings: students’ self-directed learning, automatic scoring, accessing the website, students’ vocabulary mastery, students’ learning autonomy, and students’ technology skills. Moreover, this study suggests employing web-based “liveworksheet” activities in a technology-mediated EFL learning environment, thus increasing their self-directed learning and ease to make distance learning happen through the website. Therefore, this study highlighted the advantages of in-making live worksheets for teachers and students in answering live worksheets which are very important to support, provide interesting learning, and get their learning outcomes
{"title":"Exploring Students’ Perception on using Live worksheet as Self-directed Learning of Listening Skills in Online Education","authors":"Faidah Yusuf, Ameer Ali","doi":"10.31849/utamax.v4i3.11449","DOIUrl":"https://doi.org/10.31849/utamax.v4i3.11449","url":null,"abstract":"Research on the use of digital technology in promoting English Foreign Language (EFL) students’ self-directed learning of listening skills has been widely acknowledged in the literature. However, few empirical studies have been conducted on interactive worksheets as mediated instruction in the teaching of listening. This study used a qualitative method, and seventy-seven students were selected from the Education Department at State University of Makassar. This research instrument is used in interviews. Grounded in a web-based learning approach, the researchers investigated the students’ perceived experiences in conducting the “liveworksheet” website and its potential to promote their self-learning, activeness, and autonomy in listening practices. As a result, the study highlights several significant findings: students’ self-directed learning, automatic scoring, accessing the website, students’ vocabulary mastery, students’ learning autonomy, and students’ technology skills. Moreover, this study suggests employing web-based “liveworksheet” activities in a technology-mediated EFL learning environment, thus increasing their self-directed learning and ease to make distance learning happen through the website. Therefore, this study highlighted the advantages of in-making live worksheets for teachers and students in answering live worksheets which are very important to support, provide interesting learning, and get their learning outcomes","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82488102","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}
This study was conducted to determine the relationship of computer games addiction, and class performance of Adventist Academy Iloilo Senior High School students in online classes enrolled in School Year 2021-2022. The study employed a descriptive-correlational analysis utilizing 16 student-respondents by answering a researchers-made Google form survey as the research instrument and measured using the following statistical tools: standard deviation, mean, and Pearson's r correlation coefficient. The inferential tests were set at 0.05 alpha level. The findings of the study showed that the level of computer games addiction of the respondents when taken as a whole is “average” and when grouped according to gender, the male is “high” and the female is “low” ; their level of class performance when taken as a whole is “average” and when grouped according to gender, the male has “average” and the female has “high” level of class performance; and a significant relationship of computer games addiction, and class performance when taken as a whole and when grouped according to gender is noted. The correlation coefficient is negative meaning that if there is a higher level of computer games addiction, there will be a lower level of class performance. This study implies that learners are encouraged to control their time spent in playing computer games since it affects their class performance. Parents and teachers are asked to form a partnership and use different strategies to help in improving the students’ class performance.
{"title":"Computer Games Addiction and Class Performance of Selected Philippine Senior High School Students","authors":"Leah Mae Fancubila Farillon, Kathleen Seth Fancubila Farillon, Eulalia Fancubila Farillon","doi":"10.31849/utamax.v4i3.10292","DOIUrl":"https://doi.org/10.31849/utamax.v4i3.10292","url":null,"abstract":"This study was conducted to determine the relationship of computer games addiction, and class performance of Adventist Academy Iloilo Senior High School students in online classes enrolled in School Year 2021-2022. The study employed a descriptive-correlational analysis utilizing 16 student-respondents by answering a researchers-made Google form survey as the research instrument and measured using the following statistical tools: standard deviation, mean, and Pearson's r correlation coefficient. The inferential tests were set at 0.05 alpha level. The findings of the study showed that the level of computer games addiction of the respondents when taken as a whole is “average” and when grouped according to gender, the male is “high” and the female is “low” ; their level of class performance when taken as a whole is “average” and when grouped according to gender, the male has “average” and the female has “high” level of class performance; and a significant relationship of computer games addiction, and class performance when taken as a whole and when grouped according to gender is noted. The correlation coefficient is negative meaning that if there is a higher level of computer games addiction, there will be a lower level of class performance. This study implies that learners are encouraged to control their time spent in playing computer games since it affects their class performance. Parents and teachers are asked to form a partnership and use different strategies to help in improving the students’ class performance.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83658109","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 : 2022-11-28DOI: 10.31849/utamax.v4i3.11353
M. Limbong, Jitu Halomoan Lumbantoruan
The Indonesian government encourages all teachers to be certified in the hope of improving teachers’ performance. The purpose of this study was to explore the effect of teacher certification on teacher performance in the northern Toraja region. Utilizing quantitative methods approach, this study randomly sampled 94 students and teachers. The students were subject to a distribution instrument to evaluate the performance of certified and uncertified teachers. To support the quantitative data a short interview was conducted to 10 randomly selected teachers regarding their perception of the relation between certification and teacher performance. The collected data were subjected to validation test, reliability test and simple linear regression test. The results show that there are 33.75% students strongly disagree with the performance of certified teachers who have been certified but there are 65.85% who agree and strongly agree with the performance of teachers who have been certified. While teachers who have not been certified 35.16% strongly disagree and disagree with the performance of teachers who have not been certified and only 53.88% agree and strongly agree. Conclusively, there is an effect of teacher certification on teaching performance although not very significant between certified and uncertified teachers. Some recommendations for the government regarding the current practice of teacher certification are included.
{"title":"The Effect of Government Teacher Certification on Teaching Performance: Certified vs uncertified","authors":"M. Limbong, Jitu Halomoan Lumbantoruan","doi":"10.31849/utamax.v4i3.11353","DOIUrl":"https://doi.org/10.31849/utamax.v4i3.11353","url":null,"abstract":"The Indonesian government encourages all teachers to be certified in the hope of improving teachers’ performance. The purpose of this study was to explore the effect of teacher certification on teacher performance in the northern Toraja region. Utilizing quantitative methods approach, this study randomly sampled 94 students and teachers. The students were subject to a distribution instrument to evaluate the performance of certified and uncertified teachers. To support the quantitative data a short interview was conducted to 10 randomly selected teachers regarding their perception of the relation between certification and teacher performance. The collected data were subjected to validation test, reliability test and simple linear regression test. The results show that there are 33.75% students strongly disagree with the performance of certified teachers who have been certified but there are 65.85% who agree and strongly agree with the performance of teachers who have been certified. While teachers who have not been certified 35.16% strongly disagree and disagree with the performance of teachers who have not been certified and only 53.88% agree and strongly agree. Conclusively, there is an effect of teacher certification on teaching performance although not very significant between certified and uncertified teachers. Some recommendations for the government regarding the current practice of teacher certification are included.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79350036","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 : 2022-11-27DOI: 10.31849/utamax.v4i3.11037
Eko Prastyo, Dylmoon Hidayat
Lecturers are human resources who have the main role in higher education. However, as significant assets of higher education, lecturers often indicate a low level of job satisfaction and organizational commitment, which is caused by unprofessional and disproportionate task load division procedures and systems as well as ineffective leadership styles which then lead to the intention of lecturers leaving the organization. Therefore, this study aims to examine the effects of instructional leadership and task load on lecturers’ organizational commitment and job satisfaction. This is an experimental study which uses quantitative methods by using a structured questionnaire that is distributed to 60 lecturers who work at the Dental Faculty of IIK Bhakti Wiyata Kediri. The Partial Least Square (PLS) is used in this study as a statistical tool to test research hypotheses. The findings indicate that instructional leadership has positive effects on organizational commitment (p = 0.297) and job satisfaction (p = 0.301), while task load has negative effects on organizational commitment (p = -0.553) and job satisfaction (p = -0.364). These findings have implications for the importance of the ability of leaders in higher education to be able to manage proportional and fair workload assignments to increase lecturers’ organizational commitment to the organization. The findings also encourage the ability of leaders in higher education to be able to build closer social relationships with lecturers both psychologically and emotionally to understand their level of job satisfaction in order to achieve organizational goals effectively.
{"title":"A Closer Look on Lecturer’s Organizational Commitment and Job Satisfaction: A Survey on Selected University","authors":"Eko Prastyo, Dylmoon Hidayat","doi":"10.31849/utamax.v4i3.11037","DOIUrl":"https://doi.org/10.31849/utamax.v4i3.11037","url":null,"abstract":"Lecturers are human resources who have the main role in higher education. However, as significant assets of higher education, lecturers often indicate a low level of job satisfaction and organizational commitment, which is caused by unprofessional and disproportionate task load division procedures and systems as well as ineffective leadership styles which then lead to the intention of lecturers leaving the organization. Therefore, this study aims to examine the effects of instructional leadership and task load on lecturers’ organizational commitment and job satisfaction. This is an experimental study which uses quantitative methods by using a structured questionnaire that is distributed to 60 lecturers who work at the Dental Faculty of IIK Bhakti Wiyata Kediri. The Partial Least Square (PLS) is used in this study as a statistical tool to test research hypotheses. The findings indicate that instructional leadership has positive effects on organizational commitment (p = 0.297) and job satisfaction (p = 0.301), while task load has negative effects on organizational commitment (p = -0.553) and job satisfaction (p = -0.364). These findings have implications for the importance of the ability of leaders in higher education to be able to manage proportional and fair workload assignments to increase lecturers’ organizational commitment to the organization. The findings also encourage the ability of leaders in higher education to be able to build closer social relationships with lecturers both psychologically and emotionally to understand their level of job satisfaction in order to achieve organizational goals effectively.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"1866 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86528663","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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