Pub Date : 2022-03-22DOI: 10.7160/eriesj.2022.150105
L. Moravec, Jakub Ječmínek, G. Kukalová
The COVID-19 pandemic outbreak has upended the educational system worldwide, possibly with severe long-term consequences as most training institutions were forced to move to an online environment. Given the sudden transition to remote education, the main objective of this contribution is to evaluate the impact of distance education on examination results. We investigated the examination results of tax related subjects collected at the Czech University of Life Sciences in Prague during the period from 2014 to 2020. The sample consists of examination results of 120 different classes within 6 years with a total amount of 7268 observations. Firstly, we pivoted the data into the long format and performed binary logistic regression. Our findings suggest that the odds that student successfully passes the exam increases if the student was examined online compared to in-person. Additionally, we used KNN regression which enables us to predict success rate for an upcoming semester. According to our analysis, it is expected that on average 82 students out of 100 will successfully pass the exam. The model was calibrated using cross-validation to choose optimal K.
{"title":"Evaluation of final examination performance at Czech University of Life Sciences during the COVID-19 outbreak","authors":"L. Moravec, Jakub Ječmínek, G. Kukalová","doi":"10.7160/eriesj.2022.150105","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150105","url":null,"abstract":"The COVID-19 pandemic outbreak has upended the educational system worldwide, possibly with severe long-term consequences as most training institutions were forced to move to an online environment. Given the sudden transition to remote education, the main objective of this contribution is to evaluate the impact of distance education on examination results. We investigated the examination results of tax related subjects collected at the Czech University of Life Sciences in Prague during the period from 2014 to 2020. The sample consists of examination results of 120 different classes within 6 years with a total amount of 7268 observations. Firstly, we pivoted the data into the long format and performed binary logistic regression. Our findings suggest that the odds that student successfully passes the exam increases if the student was examined online compared to in-person. Additionally, we used KNN regression which enables us to predict success rate for an upcoming semester. According to our analysis, it is expected that on average 82 students out of 100 will successfully pass the exam. The model was calibrated using cross-validation to choose optimal K.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"41 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88409398","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 : 2022-03-22DOI: 10.7160/eriesj.2022.150101
İbrahim Yaşar Kazu, Cemre Kurtoğlu Yalçin
The emergence of instructional technologies has made inevitable changes in educational settings. The flipped classroom that integrates education with technology has grown in popularity in recent years. This study intends to investigate the relationship between secondary school teachers’ and their students’ flipped classroom readiness. Data were collected through a scale for flipped classroom readiness of teachers and their students. There were 745 participants randomly selected from 5th and 8th grade students and 233 teachers from five different secondary schools in Elazig, Turkey. It is concluded that teachers and students are generally ready to apply this model. Additionally, there is a positive relationship between teachers and their students’ technology self-efficacy. Also, the students whose teachers are open-minded have more positive opinions on the flipped classroom. The study hopes to contribute to the increase in the usage of the flipped classroom in educational settings regarding both teachers’ and their students’ readiness. It has pedagogical implications for teachers to be trained and given more knowledge about the model so that the more the teacher is informed with the flipped classroom the more students can benefit.
{"title":"The Relationship Between Secondary School Teachers and Students’ Readiness of Using Flipped Classroom","authors":"İbrahim Yaşar Kazu, Cemre Kurtoğlu Yalçin","doi":"10.7160/eriesj.2022.150101","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150101","url":null,"abstract":"The emergence of instructional technologies has made inevitable changes in educational settings. The flipped classroom that integrates education with technology has grown in popularity in recent years. This study intends to investigate the relationship between secondary school teachers’ and their students’ flipped classroom readiness. Data were collected through a scale for flipped classroom readiness of teachers and their students. There were 745 participants randomly selected from 5th and 8th grade students and 233 teachers from five different secondary schools in Elazig, Turkey. It is concluded that teachers and students are generally ready to apply this model. Additionally, there is a positive relationship between teachers and their students’ technology self-efficacy. Also, the students whose teachers are open-minded have more positive opinions on the flipped classroom. The study hopes to contribute to the increase in the usage of the flipped classroom in educational settings regarding both teachers’ and their students’ readiness. It has pedagogical implications for teachers to be trained and given more knowledge about the model so that the more the teacher is informed with the flipped classroom the more students can benefit.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87103879","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 : 2022-03-22DOI: 10.7160/eriesj.2022.150104
Renata Halásková, Beáta Mikušová Meričková, Martina Halásková
A current issue is the evaluation of the efficiency of various types of education service providers. This paper aims to evaluate the efficiency of the services of secondary education provided by a variety of types of providers. The evaluation of secondary education is performed on a sample of 26 grammar schools in the Prešov region of the Slovak Republic. The method of data envelopment analysis (DEA) is used. The results of the efficiency of 26 grammar schools in the period 2012-2013 to 2016-2017 showed that grammar schools from the sample established by all providers (public, private, church entity) reached the full efficiency score. By contrast, six grammar schools were evaluated as the least efficient. The evaluation of the set of grammar schools based on the average efficiency score also showed that, from the viewpoint of the types of providers, public grammar schools reach higher efficiency scores, in comparison with church and private grammar schools. These findings expand on the theory of public goods with respect to their production and render valuable information for not only education providers but also creators of regional strategic plans in education policies.
{"title":"Efficiency of Public and Private Service Delivery: The Case of Secondary Education","authors":"Renata Halásková, Beáta Mikušová Meričková, Martina Halásková","doi":"10.7160/eriesj.2022.150104","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150104","url":null,"abstract":"A current issue is the evaluation of the efficiency of various types of education service providers. This paper aims to evaluate the efficiency of the services of secondary education provided by a variety of types of providers. The evaluation of secondary education is performed on a sample of 26 grammar schools in the Prešov region of the Slovak Republic. The method of data envelopment analysis (DEA) is used. The results of the efficiency of 26 grammar schools in the period 2012-2013 to 2016-2017 showed that grammar schools from the sample established by all providers (public, private, church entity) reached the full efficiency score. By contrast, six grammar schools were evaluated as the least efficient. The evaluation of the set of grammar schools based on the average efficiency score also showed that, from the viewpoint of the types of providers, public grammar schools reach higher efficiency scores, in comparison with church and private grammar schools. These findings expand on the theory of public goods with respect to their production and render valuable information for not only education providers but also creators of regional strategic plans in education policies.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"235 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85450951","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 : 2021-12-20DOI: 10.7160/eriesj.2021.140401
Zulal Ayar
The current zeitgeist in language teacher education dwells on teacher identity regarding it as one of the big buzzwords to explore and critically reflect teacher qualities from a socio-cognitive perspective. Drawing from this current trend, the research intended to disambiguate three English language instructors’ sense of self-efficacy, perceptions, professional identity and professional competence in one of the most established and prestigious state universities in the country through the qualitative case study method. After selecting ESP practitioners following convenience sampling, autobiographies, informal dialogues, classroom observations, opening interviews, post-observation interviews, and field notes were utilized to gather data. Having scrutinized the professional identities of instructors through the lens of self-efficacy beliefs, perceptions, and professional competence, the study exposed that professional competence came to the fore being the best mediator to gain awareness of professional teacher identity. However, self-efficacy did not subserve as a predictor in exploring the complexity of teacher identity due to discordance with perceptions and realities of identity issues. Finally, some suggestions for further considerations were stated to be operationalized within the EFL context of in-service language teacher education.
{"title":"Investigating Professional Teacher Identity through ESP Courses: Voices from Three EFL Instructors via Case Studies","authors":"Zulal Ayar","doi":"10.7160/eriesj.2021.140401","DOIUrl":"https://doi.org/10.7160/eriesj.2021.140401","url":null,"abstract":"The current zeitgeist in language teacher education dwells on teacher identity regarding it as one of the big buzzwords to explore and critically reflect teacher qualities from a socio-cognitive perspective. Drawing from this current trend, the research intended to disambiguate three English language instructors’ sense of self-efficacy, perceptions, professional identity and professional competence in one of the most established and prestigious state universities in the country through the qualitative case study method. After selecting ESP practitioners following convenience sampling, autobiographies, informal dialogues, classroom observations, opening interviews, post-observation interviews, and field notes were utilized to gather data. Having scrutinized the professional identities of instructors through the lens of self-efficacy beliefs, perceptions, and professional competence, the study exposed that professional competence came to the fore being the best mediator to gain awareness of professional teacher identity. However, self-efficacy did not subserve as a predictor in exploring the complexity of teacher identity due to discordance with perceptions and realities of identity issues. Finally, some suggestions for further considerations were stated to be operationalized within the EFL context of in-service language teacher education.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"33 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87060124","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 : 2021-12-20DOI: 10.7160/eriesj.2021.140405
Aneta Mazouchová, Tereza Jedličková, L. Hlaváčová
This paper aims to reveal the beliefs of students and fresh university graduates about teaching statistics during their university studies with focus on using statistical software. The objective is to detect the approach of faculties to statistics education and to find out which didactic materials and teaching methods are mainly used. Students’ opinions are captured by means of a questionnaire survey and analysed both quantitatively and qualitatively. The results show the increasing importance of quantitative research and the necessity of improving statistical thinking. Unfortunately, the teaching methods used in various statistical courses are outdated and unattractive for most students. They call for an active and modern approach. Teaching statistics with the statistical software support seems to be the right way to make statistics accessible to students. The recommendation is to take students’ notions into account when preparing statistical courses.
{"title":"Statistics Teaching Practice at Czech Universities with Emphasis on Statistical Software","authors":"Aneta Mazouchová, Tereza Jedličková, L. Hlaváčová","doi":"10.7160/eriesj.2021.140405","DOIUrl":"https://doi.org/10.7160/eriesj.2021.140405","url":null,"abstract":"This paper aims to reveal the beliefs of students and fresh university graduates about teaching statistics during their university studies with focus on using statistical software. The objective is to detect the approach of faculties to statistics education and to find out which didactic materials and teaching methods are mainly used. Students’ opinions are captured by means of a questionnaire survey and analysed both quantitatively and qualitatively. The results show the increasing importance of quantitative research and the necessity of improving statistical thinking. Unfortunately, the teaching methods used in various statistical courses are outdated and unattractive for most students. They call for an active and modern approach. Teaching statistics with the statistical software support seems to be the right way to make statistics accessible to students. The recommendation is to take students’ notions into account when preparing statistical courses.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82678118","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 : 2021-12-20DOI: 10.7160/eriesj.2021.140403
Oğuzhan Nacaroğlu, Oktay Bektaş, Mustafa Tüysüz
The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.
{"title":"Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students","authors":"Oğuzhan Nacaroğlu, Oktay Bektaş, Mustafa Tüysüz","doi":"10.7160/eriesj.2021.140403","DOIUrl":"https://doi.org/10.7160/eriesj.2021.140403","url":null,"abstract":"The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"16 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85968650","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 : 2021-12-20DOI: 10.7160/eriesj.2021.140402
Gustavo Ferro, C. Romero
We are interested in how codified knowledge is produced around the globe (which inputs are used to produce scientific articles and patented inventions) and the efficiency of the process (how do the best performers produce more with the same inputs or produce the same with less inputs). Using a Data Envelopment Analysis (DEA) efficiency frontier approach, we aim to determine which countries are more efficient at producing codified knowledge. We proxy knowledge production by publications and patents, obtained through human (researchers) and non-human (R&D expenditure) resources. We built a 15-year database with more than 800 observations of these and other variables. Our findings enable us to distinguish efficiency by country, geographical region, and income area. We run four different specifications and correlate the results with partial productivity indexes seeking consistency. Under constant returns to scale, the most traditional producers of knowledge are not fully efficient. Instead, small countries with limited resources appear to be efficient. When we add environmental conditions, both sets of countries are efficient producers of knowledge outputs. High-income regions, on the one hand, and East Asia, North America, and Europe and Central Asia, on the other, are the most efficient regions at producing knowledge.
{"title":"The Productive Efficiency of Science and Technology Worldwide: A Frontier Analysis","authors":"Gustavo Ferro, C. Romero","doi":"10.7160/eriesj.2021.140402","DOIUrl":"https://doi.org/10.7160/eriesj.2021.140402","url":null,"abstract":"We are interested in how codified knowledge is produced around the globe (which inputs are used to produce scientific articles and patented inventions) and the efficiency of the process (how do the best performers produce more with the same inputs or produce the same with less inputs). Using a Data Envelopment Analysis (DEA) efficiency frontier approach, we aim to determine which countries are more efficient at producing codified knowledge. We proxy knowledge production by publications and patents, obtained through human (researchers) and non-human (R&D expenditure) resources. We built a 15-year database with more than 800 observations of these and other variables. Our findings enable us to distinguish efficiency by country, geographical region, and income area. We run four different specifications and correlate the results with partial productivity indexes seeking consistency. Under constant returns to scale, the most traditional producers of knowledge are not fully efficient. Instead, small countries with limited resources appear to be efficient. When we add environmental conditions, both sets of countries are efficient producers of knowledge outputs. High-income regions, on the one hand, and East Asia, North America, and Europe and Central Asia, on the other, are the most efficient regions at producing knowledge.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"87 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85278083","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 : 2021-12-20DOI: 10.7160/eriesj.2021.140406
L. Samková, Lukáš Rokos, L. Vízek
This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically.
{"title":"A Joint Assessment of Reasoning about General Statements in Mathematics and Biology","authors":"L. Samková, Lukáš Rokos, L. Vízek","doi":"10.7160/eriesj.2021.140406","DOIUrl":"https://doi.org/10.7160/eriesj.2021.140406","url":null,"abstract":"This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"73 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86101269","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 : 2021-12-20DOI: 10.7160/eriesj.2021.140404
S. Yildirim
This study aims to analyze the views of geography teacher students on the GIS course conducted with screencasts during the distance education process. Furthermore, the study reveals, along with the reasons, how the process of capturing and sharing screencasts with students can assist instructors. At the end of the term, 27 students studying in the second year of the geography teaching undergraduate program were asked about their opinions of the lesson. The data were collected through a structured evaluation form consisting of open-ended questions to evaluate the course. In the analysis of the comments obtained, MAXQDA software, which is frequently used in qualitative data analysis, was applied. The expressions in the answers were analyzed using the content analysis technique. Overall, the results prove that the beneficial aspects of the GIS course, which consists of applications and is conducted with screencast, outweigh the theory. Thanks to the screencast model, students can use their time efficiently and watch the videos repeatedly whenever and wherever they want. Nevertheless, the results reveal that extra methods are required to motivate students to transfer theoretical information and that screencasts have some disadvantages.
{"title":"Use of Screencast in Distance Education GIS Lessons: Students' Views","authors":"S. Yildirim","doi":"10.7160/eriesj.2021.140404","DOIUrl":"https://doi.org/10.7160/eriesj.2021.140404","url":null,"abstract":"This study aims to analyze the views of geography teacher students on the GIS course conducted with screencasts during the distance education process. Furthermore, the study reveals, along with the reasons, how the process of capturing and sharing screencasts with students can assist instructors. At the end of the term, 27 students studying in the second year of the geography teaching undergraduate program were asked about their opinions of the lesson. The data were collected through a structured evaluation form consisting of open-ended questions to evaluate the course. In the analysis of the comments obtained, MAXQDA software, which is frequently used in qualitative data analysis, was applied. The expressions in the answers were analyzed using the content analysis technique. Overall, the results prove that the beneficial aspects of the GIS course, which consists of applications and is conducted with screencast, outweigh the theory. Thanks to the screencast model, students can use their time efficiently and watch the videos repeatedly whenever and wherever they want. Nevertheless, the results reveal that extra methods are required to motivate students to transfer theoretical information and that screencasts have some disadvantages.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"113 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80677255","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 : 2021-09-30DOI: 10.7160/eriesj.2021.140302
Markéta Šnýdrová, Lucie Depoo, I. Šnýdrová
The article deals with the evaluation of university graduates’ attitudes towards job characteristics based on their generation. Research shows that the attitudes of individuals in the labor market are currently changing. However, the question is to what extent this change is related to the entry of a new generation or to what extent generational affiliation plays a role in the different attitudes of individuals in the labor market. Therefore, the aim is to test the proposition whether the age of a graduate, respectively his / her affiliation to the generation X, Y or Z affects attitudes towards job characteristics. The partial goal of the article is to identify the main attitudes of searched generations to employment, the second partial goal is to identify attitudes to the evaluation of the benefits of university study in relation to employment. This paper evaluates data from the case study of a selected business university. The return rate of primary survey was representative for the graduates of the case university. The results obtained were statistically tested. Analysis of differences between age and selected factors was used. The analysis showed statistically significant differences between members of generation X, Y and Z in all investigated factors.
{"title":"How University Graduation Shapes Attitudes Toward Employment in Different Generations Operating at Job Market?","authors":"Markéta Šnýdrová, Lucie Depoo, I. Šnýdrová","doi":"10.7160/eriesj.2021.140302","DOIUrl":"https://doi.org/10.7160/eriesj.2021.140302","url":null,"abstract":"The article deals with the evaluation of university graduates’ attitudes towards job characteristics based on their generation. Research shows that the attitudes of individuals in the labor market are currently changing. However, the question is to what extent this change is related to the entry of a new generation or to what extent generational affiliation plays a role in the different attitudes of individuals in the labor market. Therefore, the aim is to test the proposition whether the age of a graduate, respectively his / her affiliation to the generation X, Y or Z affects attitudes towards job characteristics. The partial goal of the article is to identify the main attitudes of searched generations to employment, the second partial goal is to identify attitudes to the evaluation of the benefits of university study in relation to employment. This paper evaluates data from the case study of a selected business university. The return rate of primary survey was representative for the graduates of the case university. The results obtained were statistically tested. Analysis of differences between age and selected factors was used. The analysis showed statistically significant differences between members of generation X, Y and Z in all investigated factors.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"15 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85095515","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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