Pub Date : 2023-06-20DOI: 10.5296/ijld.v13i2.21115
Christoph M. Paulus
In this study we wanted to show how different the mean values of the four empathy components Empathic Concern, Perspective Taking, Fantasy, and Personal Distress are in a total of 7 age groups between 15 and over 60 years old. Using questionnaire data from the German version of the Interpersonal Reactivity Index of a total of 9 156 subjects, we were able to show that, with the exception of the variable Fantasy, the youngest group in particular consistently exhibited the weakest expressions, and although the respective mean values differed significantly in some cases, the deviations were very small. Thus, we refute the assumption that empathy decreases with increasing age and were able to show that especially the affective components show a high stability. Finally, we advise against the formation of a total score on empathy because of the unclear diagnostic interpretability.
{"title":"Are Differences in Empathy Age-Related?","authors":"Christoph M. Paulus","doi":"10.5296/ijld.v13i2.21115","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.21115","url":null,"abstract":"In this study we wanted to show how different the mean values of the four empathy components Empathic Concern, Perspective Taking, Fantasy, and Personal Distress are in a total of 7 age groups between 15 and over 60 years old. Using questionnaire data from the German version of the Interpersonal Reactivity Index of a total of 9 156 subjects, we were able to show that, with the exception of the variable Fantasy, the youngest group in particular consistently exhibited the weakest expressions, and although the respective mean values differed significantly in some cases, the deviations were very small. Thus, we refute the assumption that empathy decreases with increasing age and were able to show that especially the affective components show a high stability. Finally, we advise against the formation of a total score on empathy because of the unclear diagnostic interpretability.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81370571","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 : 2023-06-11DOI: 10.5296/ijld.v13i2.20933
YNurli Abu Bakar, Maz Ainy Abd Aziz, Zarinah Abdul Rasit, Marshita Hashim, Kamaruzzaman Muhammad
The widespread COVID-19 outbreak in 2020 has forced various organisations to transform their operations from traditional to more advanced approaches through digital technologies. Likewise, fast-changing technologies have also influenced the education system in higher learning institutions (HLI) on the importance of online learning and digital literacy. Earlier studies found several issues related to online learning. Although digital literacy was recognised as a fundamental component to improve students’ performance, the extent to which it improves academic performance remains speculative. This study proposes a relationship between digital literacy and academic performance and highlights the influence of self-efficacy in the relationship. Using a survey method, data were gathered from accounting students studying at one of Malaysia’s public universities. The SEMPLS results indicate a significant positive relationship between digital literacy and academic performance. There is also evidence of the indirect relationship between digital literacy and academic performance, which is influenced by self-efficacy.
{"title":"Online Learning During COVID-19 Pandemic: The Mediating Role of Self-Efficacy in the Relationship Between Digital Literacy and Academic Performance","authors":"YNurli Abu Bakar, Maz Ainy Abd Aziz, Zarinah Abdul Rasit, Marshita Hashim, Kamaruzzaman Muhammad","doi":"10.5296/ijld.v13i2.20933","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.20933","url":null,"abstract":"The widespread COVID-19 outbreak in 2020 has forced various organisations to transform their operations from traditional to more advanced approaches through digital technologies. Likewise, fast-changing technologies have also influenced the education system in higher learning institutions (HLI) on the importance of online learning and digital literacy. Earlier studies found several issues related to online learning. Although digital literacy was recognised as a fundamental component to improve students’ performance, the extent to which it improves academic performance remains speculative. This study proposes a relationship between digital literacy and academic performance and highlights the influence of self-efficacy in the relationship. Using a survey method, data were gathered from accounting students studying at one of Malaysia’s public universities. The SEMPLS results indicate a significant positive relationship between digital literacy and academic performance. There is also evidence of the indirect relationship between digital literacy and academic performance, which is influenced by self-efficacy.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77578018","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 : 2023-05-27DOI: 10.5296/ijld.v13i2.20982
Veronica L. Ford, Kimberly Haigh, G. Hernández
Trauma and toxic stress are known to have devastating effects on child development and the number of children reporting Adverse Childhood Experiences (ACEs) is continuously on the rise. Exposure to trauma has been proven detrimental to children’s mental and physical health, socio-emotional wellbeing, behavior, and academic performance leading to decreased school engagement, and increased high school dropout rates. Additionally, the negative effects of trauma and adversity on students’ abilities to process and retain information are sometimes outwardly manifested in the learning environment making classroom management and teaching challenging for educators. Educators have a unique opportunity to intervene and provide support to negate the effects of childhood trauma and ACEs by utilizing trauma-informed practices with their students. This paper explores how engaging education professionals in training on the implementation of trauma-transformational practices - through Child Wellness Institute’s Healing Hearts Series: Trauma 101 Workshop - promotes their ability to build healthy connections with their students that foster healing while learning and improves educational outcomes.
{"title":"Healing Hearts and Fostering Connections: Mitigating Behavioral Challenges in the Classroom Through Educator Training on Trauma-Transformational Practices","authors":"Veronica L. Ford, Kimberly Haigh, G. Hernández","doi":"10.5296/ijld.v13i2.20982","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.20982","url":null,"abstract":"Trauma and toxic stress are known to have devastating effects on child development and the number of children reporting Adverse Childhood Experiences (ACEs) is continuously on the rise. Exposure to trauma has been proven detrimental to children’s mental and physical health, socio-emotional wellbeing, behavior, and academic performance leading to decreased school engagement, and increased high school dropout rates. Additionally, the negative effects of trauma and adversity on students’ abilities to process and retain information are sometimes outwardly manifested in the learning environment making classroom management and teaching challenging for educators. Educators have a unique opportunity to intervene and provide support to negate the effects of childhood trauma and ACEs by utilizing trauma-informed practices with their students. This paper explores how engaging education professionals in training on the implementation of trauma-transformational practices - through Child Wellness Institute’s Healing Hearts Series: Trauma 101 Workshop - promotes their ability to build healthy connections with their students that foster healing while learning and improves educational outcomes.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75365231","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 : 2023-05-25DOI: 10.5296/ijld.v13i2.21021
Mofoluwawo Esther Omoniyi
Education has been viewed by the international community as a fundamental human right and key development index. A key to sustainable development, peace and stability within and among countries. The rot in Nigerian society has affected the standard of value and moral character formation, greatly. This has manifested in so many anti-social vices exhibited by the Nigerian citizens. Antisocial vices exhibited include violent crimes, lack of accountability, greed, indiscipline, corruption, disrespect to constituted authority and a host of other vices. These have posed a serious moral problem for the Nigerian state and have set back all sincere efforts targeted at achieving sustainable development goals by 2030. This paper is out to examine how social studies education can serve as a veritable tool in achieving value re-orientation and sustainable development in Nigeria. The paper adopts descriptive approach and content analysis as its methodologies. Using a systematic random sampling method, a total of 100 respondents from five secondary schools in the two local government areas within Oyo metropolis was used. The data collected was analyzed using descriptive statistics of mean and standard deviation. The paper concludes that the problem is not lack of wealth but lack of essential value system in Nigerian society and that re – orientation in educational system would lead to redemption, and as well salvage the national character and image, which would lead to vibrant economy and sustainable development. The author suggests that the re - orientation of positive values through social studies education would promote national image, respect for human and corporate values while faithful and honest individual children and citizens should be rewarded and celebrated. It is high time the Nigerian government shunned the idea of celebrating mediocrity.
{"title":"Social Studies Education: A Veritable Tool for Achieving Value Re-Orientation and Sustainable Development in Nigeria","authors":"Mofoluwawo Esther Omoniyi","doi":"10.5296/ijld.v13i2.21021","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.21021","url":null,"abstract":"Education has been viewed by the international community as a fundamental human right and key development index. A key to sustainable development, peace and stability within and among countries. The rot in Nigerian society has affected the standard of value and moral character formation, greatly. This has manifested in so many anti-social vices exhibited by the Nigerian citizens. Antisocial vices exhibited include violent crimes, lack of accountability, greed, indiscipline, corruption, disrespect to constituted authority and a host of other vices. These have posed a serious moral problem for the Nigerian state and have set back all sincere efforts targeted at achieving sustainable development goals by 2030. This paper is out to examine how social studies education can serve as a veritable tool in achieving value re-orientation and sustainable development in Nigeria. The paper adopts descriptive approach and content analysis as its methodologies. Using a systematic random sampling method, a total of 100 respondents from five secondary schools in the two local government areas within Oyo metropolis was used. The data collected was analyzed using descriptive statistics of mean and standard deviation. The paper concludes that the problem is not lack of wealth but lack of essential value system in Nigerian society and that re – orientation in educational system would lead to redemption, and as well salvage the national character and image, which would lead to vibrant economy and sustainable development. The author suggests that the re - orientation of positive values through social studies education would promote national image, respect for human and corporate values while faithful and honest individual children and citizens should be rewarded and celebrated. It is high time the Nigerian government shunned the idea of celebrating mediocrity.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78101625","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 : 2023-05-24DOI: 10.5296/ijld.v13i3.21010
Filippos Evangelou
This paper attempts to explore the views of postgraduate students of the Hellenic Open University on the use of Open Educational Resources (OER) as teaching tools in teaching and learning for primary school students and more specifically the potential and limitations of OER. In this context, the research sample consisted of twenty-six (26) postgraduate students of the Hellenic Open University, who simultaneously worked as teachers in various Primary Schools in Greece. The sampling method followed was “convenience sampling”. The research tool for data collection was the use of an appropriately designed anonymous questionnaire in the form of a written questionnaire. It contained two open-ended questions which were considered - for the purposes of the research - as a questionnaire in the form of an open-ended structured interview. From the analysis and processing of the research data, the main conclusions are: i) the main potentials of OER as teaching tools recorded by the research subjects are open and easy access to information and virtual environments, reuse and continuous adaptation, modernization and innovation, variety and different forms of OER, saving financial resources, saving time for the teacher, etc. ii) the main constraints are the difficulty of quality control of OER, copyright restrictions, the lack of pedagogical and teaching criteria, the lack of logistical infrastructure, the need for internet access, the amount of time the teacher has to spend to identify them, the lack of knowledge and training on OER, the difficulty of finding OER relevant to the subjects, the lack of accessibility tools for students with special educational needs.
{"title":"The Use of Open Educational Resources as Teaching Tools in Primary Education: Activities by Postgraduate Students of the Hellenic Open University","authors":"Filippos Evangelou","doi":"10.5296/ijld.v13i3.21010","DOIUrl":"https://doi.org/10.5296/ijld.v13i3.21010","url":null,"abstract":"This paper attempts to explore the views of postgraduate students of the Hellenic Open University on the use of Open Educational Resources (OER) as teaching tools in teaching and learning for primary school students and more specifically the potential and limitations of OER. In this context, the research sample consisted of twenty-six (26) postgraduate students of the Hellenic Open University, who simultaneously worked as teachers in various Primary Schools in Greece. The sampling method followed was “convenience sampling”. The research tool for data collection was the use of an appropriately designed anonymous questionnaire in the form of a written questionnaire. It contained two open-ended questions which were considered - for the purposes of the research - as a questionnaire in the form of an open-ended structured interview. From the analysis and processing of the research data, the main conclusions are: i) the main potentials of OER as teaching tools recorded by the research subjects are open and easy access to information and virtual environments, reuse and continuous adaptation, modernization and innovation, variety and different forms of OER, saving financial resources, saving time for the teacher, etc. ii) the main constraints are the difficulty of quality control of OER, copyright restrictions, the lack of pedagogical and teaching criteria, the lack of logistical infrastructure, the need for internet access, the amount of time the teacher has to spend to identify them, the lack of knowledge and training on OER, the difficulty of finding OER relevant to the subjects, the lack of accessibility tools for students with special educational needs.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90564434","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 : 2023-05-11DOI: 10.5296/ijld.v13i2.20896
E. Bravo
This study utilized the data visualization technique to explore the enrollment and graduation data of Cagayan State University- Carig Campus (CSU Carig). The study analyzed data for first-time full-time first year students entering the university from the first semester of school year 2018-2019 school year to the second semester of school year 2021-2022.The findings revealed that there were more female students enrolled in the eight colleges of the campus than male students, with the average ratio being 6:7. Most colleges had retention rates of 85% or greater, which was relatively high. However, the College of Veterinary Medicine had a retention rate of 72.47% in 2021–2022 which was substantially lower than that of the other colleges.The study also found that in terms of gender, the retention rates varied significantly across the colleges. The College of Industrial Technology has the largest male to female ratio, which may indicate that the technical and blue collar-related nature of the degrees it offers may draw a greater share of male students. On the other hand, the College of Arts and Sciences has the lowest male to female ratio, which suggests that women are more likely to pursue careers in the humanities, social sciences, and the arts.The retention rate for male students at the College of Engineering and Architecture was 62.13% in the academic year 2019–2020, but it significantly rose to 92.63% in 2020-2021 and 88.45% in 2021-2022, while it remained consistently higher than 80% for female students throughout all three academic years.With 100% of students graduating in the academic year 2021–2022, the College of Medicine achieved the highest graduation rate. These findings provide useful insights for CSU Carig that can help them in their decision-making about academic programs, student support services, and overall institutional performance.
{"title":"From Data to Insights: An Analysis of Enrollment, Retention and Completion Rates at the Cagayan State University","authors":"E. Bravo","doi":"10.5296/ijld.v13i2.20896","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.20896","url":null,"abstract":"This study utilized the data visualization technique to explore the enrollment and graduation data of Cagayan State University- Carig Campus (CSU Carig). The study analyzed data for first-time full-time first year students entering the university from the first semester of school year 2018-2019 school year to the second semester of school year 2021-2022.The findings revealed that there were more female students enrolled in the eight colleges of the campus than male students, with the average ratio being 6:7. Most colleges had retention rates of 85% or greater, which was relatively high. However, the College of Veterinary Medicine had a retention rate of 72.47% in 2021–2022 which was substantially lower than that of the other colleges.The study also found that in terms of gender, the retention rates varied significantly across the colleges. The College of Industrial Technology has the largest male to female ratio, which may indicate that the technical and blue collar-related nature of the degrees it offers may draw a greater share of male students. On the other hand, the College of Arts and Sciences has the lowest male to female ratio, which suggests that women are more likely to pursue careers in the humanities, social sciences, and the arts.The retention rate for male students at the College of Engineering and Architecture was 62.13% in the academic year 2019–2020, but it significantly rose to 92.63% in 2020-2021 and 88.45% in 2021-2022, while it remained consistently higher than 80% for female students throughout all three academic years.With 100% of students graduating in the academic year 2021–2022, the College of Medicine achieved the highest graduation rate. These findings provide useful insights for CSU Carig that can help them in their decision-making about academic programs, student support services, and overall institutional performance.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91225903","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 : 2023-04-26DOI: 10.5296/ijld.v13i2.20939
Robb Elton
Determining what must be included in a common description for what constitutes disorder is a crucial task for resolving the debate over whether giftedness is a disorder, and if ethics/responsibility demands its inclusion in the Diagnostic and Statistical Manual (DSM). Without a clear and agreed-upon definition of what constitutes a disorder, it is difficult to make meaningful comparisons between different conditions or to assess the relative costs and benefits of including certain conditions in future DSM editions. Moreover, it is important to establish clear criteria for what constitutes a disorder non-illness (DNI) and disorder underlying-illness (DUNI) as spectral in the context of mental health, education, and intelligence research, drawing on the insights and expertise of researchers, clinicians—including the gifted. By doing so, we can promote a more productive and evidence-based conversation around the inclusion of giftedness in the DSM and whether giftedness demands heightened, and just attention, which would invigorate the perspectives of social inclusion and social acceptance thereby. Using thematic analysis to evaluate arguments has contributed to the suggestion that a resolution to this argument already exists.
{"title":"Giftedness as Disorder: Examining the Dimensionality of the Debate","authors":"Robb Elton","doi":"10.5296/ijld.v13i2.20939","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.20939","url":null,"abstract":"Determining what must be included in a common description for what constitutes disorder is a crucial task for resolving the debate over whether giftedness is a disorder, and if ethics/responsibility demands its inclusion in the Diagnostic and Statistical Manual (DSM). Without a clear and agreed-upon definition of what constitutes a disorder, it is difficult to make meaningful comparisons between different conditions or to assess the relative costs and benefits of including certain conditions in future DSM editions. Moreover, it is important to establish clear criteria for what constitutes a disorder non-illness (DNI) and disorder underlying-illness (DUNI) as spectral in the context of mental health, education, and intelligence research, drawing on the insights and expertise of researchers, clinicians—including the gifted. By doing so, we can promote a more productive and evidence-based conversation around the inclusion of giftedness in the DSM and whether giftedness demands heightened, and just attention, which would invigorate the perspectives of social inclusion and social acceptance thereby. Using thematic analysis to evaluate arguments has contributed to the suggestion that a resolution to this argument already exists.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136380010","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 : 2023-04-25DOI: 10.5296/ijld.v13i2.20819
C. van de Sande
Students lose valuable ground over breaks from school, and this issue is even more problematic given the detrimental effects of the COVID-19 pandemic on student progress and learning. The Keep in School Shape (KiSS) Program represents a way of engaging students in reviewing previously learned material that they need to maintain over academic breaks. The KiSS program repurposes existing online survey software to nudge students to engage in daily retrieval practice opportunities via text message or email, together with supporting resources, including hints, solutions, and empowering feedback messages. This paper describes the design of the KiSS Program and presents select results for a run of the KiSS Program during the 2022 winter break involving introductory level Calculus students at a large university. Findings indicate that such a program can get students to voluntarily rehearse previously learned material over breaks from school, and that students use the program in ways that are consistent with a growth mindset.
学生们在休学期间失去了宝贵的学习机会，考虑到2019冠状病毒病大流行对学生的进步和学习产生的不利影响，这个问题就更成问题了。KiSS (Keep in School Shape)项目是一种让学生在课间休息时复习之前学过的材料的方法。KiSS计划重新利用现有的在线调查软件，通过短信或电子邮件，以及支持资源，包括提示、解决方案和授权反馈信息，推动学生参与日常检索练习机会。本文描述了KiSS项目的设计，并介绍了2022年寒假期间KiSS项目的选择结果，该项目涉及一所大型大学的微积分入门级学生。研究结果表明，这样的项目可以让学生在休息时间自愿排练以前学过的材料，并且学生以与成长心态一致的方式使用该项目。
{"title":"Engaging Students in Retrieval Practice Over Academic Breaks","authors":"C. van de Sande","doi":"10.5296/ijld.v13i2.20819","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.20819","url":null,"abstract":"Students lose valuable ground over breaks from school, and this issue is even more problematic given the detrimental effects of the COVID-19 pandemic on student progress and learning. The Keep in School Shape (KiSS) Program represents a way of engaging students in reviewing previously learned material that they need to maintain over academic breaks. The KiSS program repurposes existing online survey software to nudge students to engage in daily retrieval practice opportunities via text message or email, together with supporting resources, including hints, solutions, and empowering feedback messages. This paper describes the design of the KiSS Program and presents select results for a run of the KiSS Program during the 2022 winter break involving introductory level Calculus students at a large university. Findings indicate that such a program can get students to voluntarily rehearse previously learned material over breaks from school, and that students use the program in ways that are consistent with a growth mindset.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90908455","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 : 2023-04-11DOI: 10.5296/ijld.v13i1.20724
The study aims to investigate the job motivators (JMs) that support organizational commitment (OC) for Vietnamese banking service personnel. There are six motivators: Work-itself; Working Physical Environment; Opportunities for promotion; Wages; Subsidies and Fringe Benefits; Relationships with Coworkers and Higher-ups. This study’s theoretical methodology is to analyze JMs among banking service employees. Additionally, to enhance these theories regarding research variables, the previous constructs were utilized. The Likert scale is the quantitative data collection tool. Finally, a research framework is developed along with a fresh questionnaire.In the study, an integrated model was hypothesized, and six motivators directly impacted OC. Further, this research also investigated the relationship between associations between OC and several personal and professional traits (e.g., Age, Sex, Marital status, Education, Job position, Knowledge about labor law, Tenure in a job, Job role, Monthly income, and Type of bank). This research evaluated Vietnamese banking service employees’ attitudes and perceptions regarding OC. The 521 paper questionnaires are distributed to all Vietnamese banking service personnel. After reviewed, 96% of them responded the questionnaires. Frequencies, percentages and corresponding statistics are calculated for all socio-demographic variables. To assess the job correlation index’s motivators, Cronbach’s alpha was calculated. Each factor’s mean and standard deviation were recorded. For each variable in the quantitative model, Pearman’s correlation was computed. In order to identify the predictors of both overall satisfaction and OC, multiple regression analysis was utilized.
{"title":"A Quantitative Study on A Relationship between Job Motivators and Organizational Commitment","authors":"","doi":"10.5296/ijld.v13i1.20724","DOIUrl":"https://doi.org/10.5296/ijld.v13i1.20724","url":null,"abstract":"The study aims to investigate the job motivators (JMs) that support organizational commitment (OC) for Vietnamese banking service personnel. There are six motivators: Work-itself; Working Physical Environment; Opportunities for promotion; Wages; Subsidies and Fringe Benefits; Relationships with Coworkers and Higher-ups. This study’s theoretical methodology is to analyze JMs among banking service employees. Additionally, to enhance these theories regarding research variables, the previous constructs were utilized. The Likert scale is the quantitative data collection tool. Finally, a research framework is developed along with a fresh questionnaire.In the study, an integrated model was hypothesized, and six motivators directly impacted OC. Further, this research also investigated the relationship between associations between OC and several personal and professional traits (e.g., Age, Sex, Marital status, Education, Job position, Knowledge about labor law, Tenure in a job, Job role, Monthly income, and Type of bank). This research evaluated Vietnamese banking service employees’ attitudes and perceptions regarding OC. The 521 paper questionnaires are distributed to all Vietnamese banking service personnel. After reviewed, 96% of them responded the questionnaires. Frequencies, percentages and corresponding statistics are calculated for all socio-demographic variables. To assess the job correlation index’s motivators, Cronbach’s alpha was calculated. Each factor’s mean and standard deviation were recorded. For each variable in the quantitative model, Pearman’s correlation was computed. In order to identify the predictors of both overall satisfaction and OC, multiple regression analysis was utilized.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78606546","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 : 2023-04-07DOI: 10.5296/ijld.v13i2.20889
Filippos Evangelou
The purpose of this study is to investigate the views and attitudes of active Greek teachers in Primary Education on the implementation of Collaborative Teaching (CT) as a social form of teaching organization regarding the way of cooperation and organization of relationships between students during the teaching and learning process. More specifically, it seeks to investigate whether the application of CT ensures students’ active participation in the learning and teaching process, creates friendly relationships between group members, improves students’ social skills, limits individuality and engages students’ self-expression, and improves students’ academic performance compared to traditional teaching where they work individually. The research sample consisted of two hundred and ten Greek teachers. A structured questionnaire was used to conduct the research and collect data. The main findings of the research are summarized as follows: (i) A fairly high percentage of teachers state that the implementation of CT ensures the active participation of students in the learning and teaching process, creates friendly relationships between group members and improves students’ social skills; (ii) A high percentage of teachers state that the implementation of CT improves students’ academic performance compared to traditional teaching where they work individually.
{"title":"Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers","authors":"Filippos Evangelou","doi":"10.5296/ijld.v13i2.20889","DOIUrl":"https://doi.org/10.5296/ijld.v13i2.20889","url":null,"abstract":"The purpose of this study is to investigate the views and attitudes of active Greek teachers in Primary Education on the implementation of Collaborative Teaching (CT) as a social form of teaching organization regarding the way of cooperation and organization of relationships between students during the teaching and learning process. More specifically, it seeks to investigate whether the application of CT ensures students’ active participation in the learning and teaching process, creates friendly relationships between group members, improves students’ social skills, limits individuality and engages students’ self-expression, and improves students’ academic performance compared to traditional teaching where they work individually. The research sample consisted of two hundred and ten Greek teachers. A structured questionnaire was used to conduct the research and collect data. The main findings of the research are summarized as follows: (i) A fairly high percentage of teachers state that the implementation of CT ensures the active participation of students in the learning and teaching process, creates friendly relationships between group members and improves students’ social skills; (ii) A high percentage of teachers state that the implementation of CT improves students’ academic performance compared to traditional teaching where they work individually.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76594658","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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