Pub Date : 2023-04-06DOI: 10.18844/cjes.v18i3.8792
This research aims to answer teachers' needs in utilizations DSLW to improve story writing skills for fourth-grade elementary school students. The research flow for developing teaching materials for researchers uses the Dick and Carey model. Effectiveness testing was conducted using an independent sample t-test to determine the effectiveness of digital storytelling products based on local wisdom (DSLW) to improve story writing skills. However, in the small group test, the product was revised before the large group trial was carried out; in the large group trial, the product was final and could be implemented in elementary schools. Keywords: Digital Storytelling, Local Wisdom, Writing Skills.
{"title":"Usage digital storytelling based on local wisdom (DSLW): Improving story writing skills","authors":"","doi":"10.18844/cjes.v18i3.8792","DOIUrl":"https://doi.org/10.18844/cjes.v18i3.8792","url":null,"abstract":"This research aims to answer teachers' needs in utilizations DSLW to improve story writing skills for fourth-grade elementary school students. The research flow for developing teaching materials for researchers uses the Dick and Carey model. Effectiveness testing was conducted using an independent sample t-test to determine the effectiveness of digital storytelling products based on local wisdom (DSLW) to improve story writing skills. However, in the small group test, the product was revised before the large group trial was carried out; in the large group trial, the product was final and could be implemented in elementary schools.\u0000Keywords: Digital Storytelling, Local Wisdom, Writing Skills.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46446653","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 : 2023-04-01DOI: 10.18844/cjes.v18i3.7972
F. Alanazi, Mustafa Ali Khalaf, Mohammed Saleh Alzamil, Abdo Noman
In recent years, there has been a remarkable increase in the intensity and frequency of natural disasters.There is no doubt that a thorough knowledge of natural disasters and an adequate awareness of how to protect against their negative consequences will spare many individuals considerable losses. Accordingly, the present study aims to investigate students’ level of awareness of natural disasters within a cross-cultural perspective. Twelve schools in Saudi Arabia, Egypt and Yemen were selected (four schools from each country). The total research sample consisted of 180 sixth and ninth grade students randomly selected from the targeted schools, with 60 students from each country. Semi-structured interviews were implemented. The results indicate that the majority of students in these three countries have a false or complete lack of perception of the phenomena of earthquakes and volcanoes. Only 20.6% of students in these three countries had a completely correct perception of how earthquakes occur. An analysis of students’ drawings of this phenomenon revealed that, on average,only 13.3% were able to clarify the scientific reason for earthquakes; the highest percentage of correct answers came from the students of the Arab Republic of Egypt (15.0%), followed by Saudi students (13.3%) and then Yemeni students (11.7%). Furthermore, it was found that the religious understanding, culture and day-to-day experiences of thelearners in these countries influence their cognizance and analysis of natural events, and that they develop intricate understanding and theories based on their beliefs and experiences.
{"title":"A cross-cultural study of students’ awareness of natural disasters: voices from KSA, Yemen and Egypt","authors":"F. Alanazi, Mustafa Ali Khalaf, Mohammed Saleh Alzamil, Abdo Noman","doi":"10.18844/cjes.v18i3.7972","DOIUrl":"https://doi.org/10.18844/cjes.v18i3.7972","url":null,"abstract":"In recent years, there has been a remarkable increase in the intensity and frequency of natural disasters.There is no doubt that a thorough knowledge of natural disasters and an adequate awareness of how to protect against their negative consequences will spare many individuals considerable losses. Accordingly, the present study aims to investigate students’ level of awareness of natural disasters within a cross-cultural perspective. Twelve schools in Saudi Arabia, Egypt and Yemen were selected (four schools from each country). The total research sample consisted of 180 sixth and ninth grade students randomly selected from the targeted schools, with 60 students from each country. Semi-structured interviews were implemented. The results indicate that the majority of students in these three countries have a false or complete lack of perception of the phenomena of earthquakes and volcanoes. Only 20.6% of students in these three countries had a completely correct perception of how earthquakes occur. An analysis of students’ drawings of this phenomenon revealed that, on average,only 13.3% were able to clarify the scientific reason for earthquakes; the highest percentage of correct answers came from the students of the Arab Republic of Egypt (15.0%), followed by Saudi students (13.3%) and then Yemeni students (11.7%). Furthermore, it was found that the religious understanding, culture and day-to-day experiences of thelearners in these countries influence their cognizance and analysis of natural events, and that they develop intricate understanding and theories based on their beliefs and experiences.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47577557","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 : 2023-03-31DOI: 10.18844/cjes.v18i3.7902
Taufik Agung Pranowo, Arip Febrianto, Richma Hidayati
Self-resilience is the most important part of students' learning process at school. Middle school students tend to follow patterns from their peers in dealing with self-resilience. This study aims to investigate the impact of peers on the self-resilience of eight grade students at MTs Negeri 4 Magelang. This research includes correlational research with a quantitative approach. Inferential analysis is selected as the data analysis. The population of this study was 160 students. The sample was 61 students. A simple random is chosen as sampling technique. The instrument employed was a self-resilience questionnaire. To determine the quality of the questionnaire scale, the Bivariate Person (Moment Products) validity test and Cronbach's alpha reliability test were employed with a value of 0.901 which is belong to the very reliable category. Hypothesis testing is tested using simple regression. The results of the study showcase that peers have a significant impact on students' self-reliance. Peers have contributed to self-resilience by 14.9%. The significance level based on the simple regression test is 0.001 which is smaller than 0.05. This study concluded that peers have a significant impact on the self-reliance of eight grade students at MTs Negeri 4 Magelang. Keywords: self resilience, student, learning, junior high school students, peer friend
自我恢复能力是学生在学校学习过程中最重要的部分。中学生在处理自我恢复能力方面往往遵循同龄人的模式。本研究旨在调查同伴对MTs Negeri 4 Magelang八年级学生自我恢复力的影响。本研究包括定量方法的相关研究。数据分析选用推理分析法。这项研究的对象是160名学生。样本为61名学生。选择一个简单的随机数作为采样技术。所采用的工具是一份自我恢复力问卷。为了确定问卷量表的质量，采用了双变量人（矩积）有效性检验和Cronbachα信度检验，其值为0.901，属于非常可靠的类别。假设检验使用简单回归进行检验。研究结果表明，同龄人对学生的自立能力有显著影响。同伴对自我恢复力的贡献率为14.9%。基于简单回归测试的显著性水平为0.001，小于0.05。本研究得出结论，同伴对MTs Negeri 4 Magelang八年级学生的自立有显著影响。关键词：自我恢复力、学生、学习、初中生、同伴朋友
{"title":"The impact of peer friend toward self-resilience","authors":"Taufik Agung Pranowo, Arip Febrianto, Richma Hidayati","doi":"10.18844/cjes.v18i3.7902","DOIUrl":"https://doi.org/10.18844/cjes.v18i3.7902","url":null,"abstract":"Self-resilience is the most important part of students' learning process at school. Middle school students tend to follow patterns from their peers in dealing with self-resilience. This study aims to investigate the impact of peers on the self-resilience of eight grade students at MTs Negeri 4 Magelang. This research includes correlational research with a quantitative approach. Inferential analysis is selected as the data analysis. The population of this study was 160 students. The sample was 61 students. A simple random is chosen as sampling technique. The instrument employed was a self-resilience questionnaire. To determine the quality of the questionnaire scale, the Bivariate Person (Moment Products) validity test and Cronbach's alpha reliability test were employed with a value of 0.901 which is belong to the very reliable category. Hypothesis testing is tested using simple regression. The results of the study showcase that peers have a significant impact on students' self-reliance. Peers have contributed to self-resilience by 14.9%. The significance level based on the simple regression test is 0.001 which is smaller than 0.05. This study concluded that peers have a significant impact on the self-reliance of eight grade students at MTs Negeri 4 Magelang.\u0000Keywords: self resilience, student, learning, junior high school students, peer friend","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44579987","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 : 2023-03-31DOI: 10.18844/cjes.v18i3.8787
G. Musakhanova, A. Kalybekova, S. Polatova, Gulsim Lekerova, Dildar Kistaubaeva, Didar K. Azizkhanova
The article discusses methods and ethno-pedagogical approachesinKazakh customs, traditions, rituals of creative work, pedagogical competitions where students get the opportunity to demonstrate theoretical knowledge, erudition, and originality of thinking. This is a comprehensive monitoring study to show the experiences of teaching students ethno-pedagogical and other pedagogical approaches for forming a civil and patriotic worldview among students and preserving ethno-cultural traditions. Dialectical principles were used as the methodological basis of the study, making it possible to identify the main characteristics of the studied phenomena and processes in their interconnection for determining the trends in their formation and development. The results of the study shows the pedagogical potential of the ethno-cultural traditions of the Kazakh people is determined in its value -semantic aspect in the patriotic education of university students, taking into account modern socio-cultural conditions, traditions of the Kazakh people. Keywords: patriotism, folk pedagogy, traditions, customs, patriotic education, university.
{"title":"Ethno-cultural education in Kazakhstan, civic values and self-identity: Findings from a survey of undergraduates","authors":"G. Musakhanova, A. Kalybekova, S. Polatova, Gulsim Lekerova, Dildar Kistaubaeva, Didar K. Azizkhanova","doi":"10.18844/cjes.v18i3.8787","DOIUrl":"https://doi.org/10.18844/cjes.v18i3.8787","url":null,"abstract":"The article discusses methods and ethno-pedagogical approachesinKazakh customs, traditions, rituals of creative work, pedagogical competitions where students get the opportunity to demonstrate theoretical knowledge, erudition, and originality of thinking. This is a comprehensive monitoring study to show the experiences of teaching students ethno-pedagogical and other pedagogical approaches for forming a civil and patriotic worldview among students and preserving ethno-cultural traditions.\u0000Dialectical principles were used as the methodological basis of the study, making it possible to identify the main characteristics of the studied phenomena and processes in their interconnection for determining the trends in their formation and development. The results of the study shows the pedagogical potential of the ethno-cultural traditions of the Kazakh people is determined in its value -semantic aspect in the patriotic education of university students, taking into account modern socio-cultural conditions, traditions of the Kazakh people.\u0000Keywords: patriotism, folk pedagogy, traditions, customs, patriotic education, university.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44371018","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 : 2023-03-31DOI: 10.18844/cjes.v18i3.8760
H. Marhadi, S. Sapriya, K. Hakam, D. Budimansyah
This research is motivated by the problem of the contribution of project-based learning (PBL) to the learning process which only helps the teacher's task or has a significant contribution to the acquisition of student knowledge. The aim of the research is to investigate the effectiveness of PBL in involving students in the learning process, the contribution of PBL to authentic, iterative, collaborative, and student discipline learning. The research method used is factorial design analysis using structural equation models. The participants involved in this study were 250 teachers who used PBL in their learning process. The findings show that all the main aspects of learning methods such as authentic, disciplined, collaborative, repetitive learning and student engagement are significantly correlated with PBL. Through these main aspects, PBL is able to involve students optimally in participating in the learning process. They can be more optimal in obtaining new knowledge and information in the learning process. So, in addition to optimizing student involvement in the learning process, PBL also facilitates students to optimally acquire knowledge in the learning process.
{"title":"The role of the problem-based learning approach in optimizing student involvement in the learning process","authors":"H. Marhadi, S. Sapriya, K. Hakam, D. Budimansyah","doi":"10.18844/cjes.v18i3.8760","DOIUrl":"https://doi.org/10.18844/cjes.v18i3.8760","url":null,"abstract":"This research is motivated by the problem of the contribution of project-based learning (PBL) to the learning process which only helps the teacher's task or has a significant contribution to the acquisition of student knowledge. The aim of the research is to investigate the effectiveness of PBL in involving students in the learning process, the contribution of PBL to authentic, iterative, collaborative, and student discipline learning. The research method used is factorial design analysis using structural equation models. The participants involved in this study were 250 teachers who used PBL in their learning process. The findings show that all the main aspects of learning methods such as authentic, disciplined, collaborative, repetitive learning and student engagement are significantly correlated with PBL. Through these main aspects, PBL is able to involve students optimally in participating in the learning process. They can be more optimal in obtaining new knowledge and information in the learning process. So, in addition to optimizing student involvement in the learning process, PBL also facilitates students to optimally acquire knowledge in the learning process. \u0000 ","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156766","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 : 2023-03-20DOI: 10.18844/cjes.v18i2.7299
M. Rengkuan, Marleny Leasa, H. Sumampouw
This study aimed to determine the effects of project-based learning in the Covid-19 pandemic era on biology students' metacognitive and critical thinking skills in the genetics concept. The research model used was a quasi-experimental design. The population in this study were fifth semester students who offered genetics courses consisting of 4 classes A to D. Samples were taken randomly, that is classes A and B. The data were analyzed using the Anacova. The results show that students with the PjBL model have better metacognitive skills and thinking skills than those with conventional learning models. The PjBL model could be used as a reference to improve the metacognitive and critical thinking skills. Therefore, further research can be used to examine PjBL learning models on other higher thinking skills such as collaboration skills, problem-solving skills, and creative thinking skills. Keywords: project-based learning, metacognitive skills, critical thinking skills, genetic study
{"title":"Metacognitive and critical thinking skills of genetics of biology students with project-based learning","authors":"M. Rengkuan, Marleny Leasa, H. Sumampouw","doi":"10.18844/cjes.v18i2.7299","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.7299","url":null,"abstract":"This study aimed to determine the effects of project-based learning in the Covid-19 pandemic era on biology students' metacognitive and critical thinking skills in the genetics concept. The research model used was a quasi-experimental design. The population in this study were fifth semester students who offered genetics courses consisting of 4 classes A to D. Samples were taken randomly, that is classes A and B. The data were analyzed using the Anacova. The results show that students with the PjBL model have better metacognitive skills and thinking skills than those with conventional learning models. The PjBL model could be used as a reference to improve the metacognitive and critical thinking skills. Therefore, further research can be used to examine PjBL learning models on other higher thinking skills such as collaboration skills, problem-solving skills, and creative thinking skills. \u0000Keywords: project-based learning, metacognitive skills, critical thinking skills, genetic study","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42386175","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 : 2023-03-16DOI: 10.18844/cjes.v18i2.8748
V. Tran
In recent years, the factor structure of the teacher efficacy scale for in-service teachers has been validated and the significant impacts of the teacher efficacy on both teachers' outcomes (organizational commitment and job satisfaction) and students' outcomes (academic achievement and motivation) have been documented in different contexts of education. However, the present literature shows that there has been relatively little research on this field in the system of Vietnamese education. Therefore, the current study investigates the factor structure of the 24-item Vietnamese translation of the teachers’ sense of efficacy scale (TSES) for 397 in-service high school teachers. Factorial analysis revealed an adequate fit for the original TSES's three-factor structure, which included efficacy for instructional techniques, efficacy for classroom management and efficacy for student involvement. Cronbach's alpha coefficients showed good internal consistency for the overall scale and three subscales. The findings support the use of the TSES to measure teachers' efficacy in the context of Vietnam's educational system. Future research on teacher efficacy with subject expertise in Vietnamese schools should include teachers from primary, secondary and even tertiary universities. Keywords: Classroom management, factor structure, in-service teachers, instructional techniques, student involvement, teacher efficacy.
{"title":"Testing the factor structure of the teacher efficacy scale for in-service teachers","authors":"V. Tran","doi":"10.18844/cjes.v18i2.8748","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.8748","url":null,"abstract":"In recent years, the factor structure of the teacher efficacy scale for in-service teachers has been validated and the significant impacts of the teacher efficacy on both teachers' outcomes (organizational commitment and job satisfaction) and students' outcomes (academic achievement and motivation) have been documented in different contexts of education. However, the present literature shows that there has been relatively little research on this field in the system of Vietnamese education. Therefore, the current study investigates the factor structure of the 24-item Vietnamese translation of the teachers’ sense of efficacy scale (TSES) for 397 in-service high school teachers. Factorial analysis revealed an adequate fit for the original TSES's three-factor structure, which included efficacy for instructional techniques, efficacy for classroom management and efficacy for student involvement. Cronbach's alpha coefficients showed good internal consistency for the overall scale and three subscales. The findings support the use of the TSES to measure teachers' efficacy in the context of Vietnam's educational system. Future research on teacher efficacy with subject expertise in Vietnamese schools should include teachers from primary, secondary and even tertiary universities.\u0000Keywords: Classroom management, factor structure, in-service teachers, instructional techniques, student involvement, teacher efficacy.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44245725","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 : 2023-03-16DOI: 10.18844/cjes.v18i2.8791
Ricka Tesi Muskania, A. Maksum, I. M. Astra
Integrating local knowledge into the STEM (science, technology, engineering, and mathematics) learning process through PjBL (project-based learning) can help learners develop themselves as a whole that is oriented toward adequate science literacy skills. The study aims to examine the effectiveness of STEM-PjBL learning using BAJARDI (digital IPA teaching materials) to improve the science literacy of learners. This is a quasi-experimental study with two groups of control experiments. Experimental classes use BAJARDI in the STEM-PjBL learning process, while control classes use conventional learning models. The research sample consisted of 120 students from a Class IV elementary school. The sample technique used is a random sampling. Scientific literacy test instruments are used to collect data. The validity of an instrument is determined by the Aiken index, while the reliability of the instrument is measured by the alpha Cronbach coefficient. Independent-Samples T The information is analyzed using test and quantitative descriptive statistics. This research identified a substantial difference in the average value of science literacy between the experimental and control groups (sig =. 00). The results of this research indicate that STEM-PjBL learning with BAJARDI is extremely effective in improving student science literacy. Keywords: STEM, Project based learning, local knowledge, scientific literacy.
{"title":"STEM-PjBL learning incorporates local knowledge to improve science literacy","authors":"Ricka Tesi Muskania, A. Maksum, I. M. Astra","doi":"10.18844/cjes.v18i2.8791","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.8791","url":null,"abstract":"Integrating local knowledge into the STEM (science, technology, engineering, and mathematics) learning process through PjBL (project-based learning) can help learners develop themselves as a whole that is oriented toward adequate science literacy skills. The study aims to examine the effectiveness of STEM-PjBL learning using BAJARDI (digital IPA teaching materials) to improve the science literacy of learners. This is a quasi-experimental study with two groups of control experiments. Experimental classes use BAJARDI in the STEM-PjBL learning process, while control classes use conventional learning models. The research sample consisted of 120 students from a Class IV elementary school. The sample technique used is a random sampling. Scientific literacy test instruments are used to collect data. The validity of an instrument is determined by the Aiken index, while the reliability of the instrument is measured by the alpha Cronbach coefficient. Independent-Samples T The information is analyzed using test and quantitative descriptive statistics. This research identified a substantial difference in the average value of science literacy between the experimental and control groups (sig =. 00). The results of this research indicate that STEM-PjBL learning with BAJARDI is extremely effective in improving student science literacy.\u0000Keywords: STEM, Project based learning, local knowledge, scientific literacy.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44651684","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 : 2023-03-11DOI: 10.18844/cjes.v18i2.7973
Raúl Delgado-Arenas, Antonio Aurelio Delgado-Llerena, Johnny Félix Farfán-Pimentel, Nilda Shirley Delgado-Corazao, Nilda Corazao-Marroquin, Rommel, Lizandro-Crispín
The present study had the motivation to identify the relationship between emotional competences and learning styles with the academic performance of students of the general chemistry curricular experience at the Professional School of Environmental Engineering. Methodologically, it was framed in the basic type, descriptive-correlational level, with a non-experimental design. The applied method was the hypothetical-deductive method. The data collection technique was the survey and the instruments were the respective tests for the study of each variable. The results of the research were obtained through the descriptive analysis of the variables and the inferential analysis to determine the level of correlation by means of Pearson's test. It was concluded that there is an average positive correlation of 0.853 points between the variables emotional competence and academic performance and 0.608 points between the variables learning style and academic performance. Keywords: Emotional competencies, learning styles, academic performance, attitudes, university students.
{"title":"Emotional competencies, learning styles and academic performance in university students","authors":"Raúl Delgado-Arenas, Antonio Aurelio Delgado-Llerena, Johnny Félix Farfán-Pimentel, Nilda Shirley Delgado-Corazao, Nilda Corazao-Marroquin, Rommel, Lizandro-Crispín","doi":"10.18844/cjes.v18i2.7973","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.7973","url":null,"abstract":"The present study had the motivation to identify the relationship between emotional competences and learning styles with the academic performance of students of the general chemistry curricular experience at the Professional School of Environmental Engineering. Methodologically, it was framed in the basic type, descriptive-correlational level, with a non-experimental design. The applied method was the hypothetical-deductive method. The data collection technique was the survey and the instruments were the respective tests for the study of each variable. The results of the research were obtained through the descriptive analysis of the variables and the inferential analysis to determine the level of correlation by means of Pearson's test. It was concluded that there is an average positive correlation of 0.853 points between the variables emotional competence and academic performance and 0.608 points between the variables learning style and academic performance.\u0000Keywords: Emotional competencies, learning styles, academic performance, attitudes, university students.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47330891","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 : 2023-03-10DOI: 10.18844/cjes.v18i2.8162
S. Sunarto, Z. Zainuddin, N. Nuraini
Labor recruiters usually use psychodiagnostic selection measures of the job seeker for the field of work and aspects of the personality. The purpose of this study was to analyze the effectiveness of personality development training with a psychological approach. The type of research used was a quasi-experimental design with a pretest-posttest control group. 80 sample from all majors at the medan state polytechnic was divided into two groups: interventions that trained students with psychology-based personality development training management (n=40) and controls with factual training models (n=40). The training intervention was carried out for three days. Data was measured through standard psychological questionnaires, analyzed independent t-test using spss. Psychology-based personality development training management is effective in improving student personality: aspects of ability, personality, and work productivity (p-value <0.05). This training management model provides a new understanding for universities so that students are more ready to work. Keywords: ability; management; personality development; psychology; training; work productivity
{"title":"Effect of psychology-based personality development training on the personality of vocational students","authors":"S. Sunarto, Z. Zainuddin, N. Nuraini","doi":"10.18844/cjes.v18i2.8162","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.8162","url":null,"abstract":"Labor recruiters usually use psychodiagnostic selection measures of the job seeker for the field of work and aspects of the personality. The purpose of this study was to analyze the effectiveness of personality development training with a psychological approach. The type of research used was a quasi-experimental design with a pretest-posttest control group. 80 sample from all majors at the medan state polytechnic was divided into two groups: interventions that trained students with psychology-based personality development training management (n=40) and controls with factual training models (n=40). The training intervention was carried out for three days. Data was measured through standard psychological questionnaires, analyzed independent t-test using spss. Psychology-based personality development training management is effective in improving student personality: aspects of ability, personality, and work productivity (p-value <0.05). This training management model provides a new understanding for universities so that students are more ready to work.\u0000Keywords: ability; management; personality development; psychology; training; work productivity","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44693063","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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