Pub Date : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-229-238
Ž. Bjelajac, B. Banović
The exponential growth of crime, violence, and wrongdoing is linked to dysfunction in restraining aggressive impulses, leading to neglect and disrespect of others’ feelings, rights, and needs. Two basic forms of communication, verbal and nonverbal, serve individuals to interact and exchange ideas and attitudes with other people in everyday life situations, including within the framework of criminal investigations and criminal justice. The purpose of this study was to draw an analogy between verbal communication (oral speech, written speech) and nonverbal communication (body language, gestures, and silence), with the tendency to explore different components of nonverbal communication and place them in the context of criminal profiling as a method for detecting lies in nonverbal communication. The aim of this study was to emphasize the importance of nonverbal communication as an equal part of the communication process, and often a predominant one in this domain, which helps us demystify suspects, perpetrators, and criminal acts.
{"title":"Criminal Profiling as a Method of Detecting Lies in Nonverbal Communication","authors":"Ž. Bjelajac, B. Banović","doi":"10.23947/2334-8496-2024-12-1-229-238","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-229-238","url":null,"abstract":"The exponential growth of crime, violence, and wrongdoing is linked to dysfunction in restraining aggressive impulses, leading to neglect and disrespect of others’ feelings, rights, and needs. Two basic forms of communication, verbal and nonverbal, serve individuals to interact and exchange ideas and attitudes with other people in everyday life situations, including within the framework of criminal investigations and criminal justice. The purpose of this study was to draw an analogy between verbal communication (oral speech, written speech) and nonverbal communication (body language, gestures, and silence), with the tendency to explore different components of nonverbal communication and place them in the context of criminal profiling as a method for detecting lies in nonverbal communication. The aim of this study was to emphasize the importance of nonverbal communication as an equal part of the communication process, and often a predominant one in this domain, which helps us demystify suspects, perpetrators, and criminal acts.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"67 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140663934","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-89-101
Olivera Milutinović, S. Anđelić, Dušan Garabinović, Momčilo Bajac
The subject of this paper is human resources in the field of science and technology in the Republic of Serbia. The aim is to establish the state and tendencies regarding the number and structure of human resources in the mentioned field. Accordingly, several research questions were defined. Open data (2018-2021) of the Statistical Office of the Republic of Serbia were used. The results showed that the average number of employees who have either higher education or are employed in the field of science and technology was 991.9 thousand and on average their number was growing. The majority were women, whose number and share increased on average. The average number of employees who have higher education and are employed in the field of science and technology was 501.4 thousand and their number was growing on average, including people of both genders. The majority were women, whose share was constant with a tendency to minimal decrease. The average number of employees aged 15-74 who are employed in the field of science and technology was 731.2 thousand and on average their number was growing, including persons of both genders. The majority were women, whose share was constant with a tendency to minimal increase. The most important sector in the field of science and technology was education. It is concluded that there are positive tendencies regarding the number of human resources in the field of science and technology in Serbia, especially when it comes to women.
{"title":"Management and Organization of Human Resources in Science and Technology of the Republic of Serbia","authors":"Olivera Milutinović, S. Anđelić, Dušan Garabinović, Momčilo Bajac","doi":"10.23947/2334-8496-2024-12-1-89-101","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-89-101","url":null,"abstract":"The subject of this paper is human resources in the field of science and technology in the Republic of Serbia. The aim is to establish the state and tendencies regarding the number and structure of human resources in the mentioned field. Accordingly, several research questions were defined. Open data (2018-2021) of the Statistical Office of the Republic of Serbia were used. The results showed that the average number of employees who have either higher education or are employed in the field of science and technology was 991.9 thousand and on average their number was growing. The majority were women, whose number and share increased on average. The average number of employees who have higher education and are employed in the field of science and technology was 501.4 thousand and their number was growing on average, including people of both genders. The majority were women, whose share was constant with a tendency to minimal decrease. The average number of employees aged 15-74 who are employed in the field of science and technology was 731.2 thousand and on average their number was growing, including persons of both genders. The majority were women, whose share was constant with a tendency to minimal increase. The most important sector in the field of science and technology was education. It is concluded that there are positive tendencies regarding the number of human resources in the field of science and technology in Serbia, especially when it comes to women.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"26 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140660947","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-103-117
Nina Kristl, Katja Jeznik
The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.
{"title":"Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education","authors":"Nina Kristl, Katja Jeznik","doi":"10.23947/2334-8496-2024-12-1-103-117","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-103-117","url":null,"abstract":"The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"6 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140663450","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-57-76
Waskito Waskito, R. Wulansari, Rifelino Rifelino, Aprilla Fortuna, Abel Nyamapfene, Siti 'Afiat Jalil
Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.
教育工作者必须对学生的学习进行评估，以确定学生在学习过程中对教材的掌握情况。遗憾的是，教育者实施评估的效果并不理想，其不足之处在于现有的评估方法只注重对学生进行评估，而没有对评估结果进行反馈。同时，这种反馈对学生的学习至关重要，它可以帮助学习者评估自己无法看到和感受到的表现，也是激励学生、通知或信息以及强化的工具。因此，本研究旨在开发一种基于建构主义反馈的学习评价方法。本研究采用的方法是研究与开发（R&D）。研发完成后，将实施建构主义反馈式学习评价法，以了解其对学生适应能力、决策能力、解决问题能力和创造能力的影响。研究采用独立样本 t 检验和线性回归分析作为数据分析技术，描述了评价对这些技能的影响。结果表明，基于反馈的建构主义评价法分为五个阶段：准备评价材料、诊断性评价、学习评价、学习评价和反思。它能有效地影响学生的技能，如适应能力、决策能力、解决问题的能力和创造力。由此可以得出结论，建构主义反馈式评价法能够提高学生的适应能力、决策能力、解决问题的能力和创造力。本研究的新颖之处在于在反馈式评价中融入了建构主义，而现有的评价并没有突出建构主义评价的一面。
{"title":"Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills","authors":"Waskito Waskito, R. Wulansari, Rifelino Rifelino, Aprilla Fortuna, Abel Nyamapfene, Siti 'Afiat Jalil","doi":"10.23947/2334-8496-2024-12-1-57-76","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-57-76","url":null,"abstract":"Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"58 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661907","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-119-132
Ivana Kovačević, Mateja Manojlović
The aim of this experimental research was to explore if the future HR managers are susceptible to the base rate neglect (BRN) bias and if the visual presentation of the base rates improves their reasoning. The BRN bias is a tendency to disregard a priori probabilities that are explicitly given for the class of observed objects. In this study, BRN is seen as the case of decision-making bias in the work-related context. Although it is inevitable part of the decision-making processes concerning employees`, the topic is not sufficiently studied. A total of 65 participants, enrolled in the master studies of HRM, were subjected to 4 different types of BRN tasks, in which five different HR activities were described. They were varied within subjects, representativeness of description, and format of base rate. Within each task there were five different situations that make 20 tasks in total. The two-way repeated-measures ANOVA revealed that the proportion of biased answers was significantly higher on the representative tasks when the tasks presented visually, with no interaction between representativeness and format of task. Results are in line with previous studies that observed an effect of BRN on decision-making process. Yet, unexpectedly, visual presentation of base rates did not facilitate unbiased reasoning implying that some other form of presentation might be more appropriate for the task.
{"title":"Base Rate Neglect Bias: Can it be Observed in HRM Decisions and Can it be Decreased by Visually Presenting the Base Rates in HRM Decisions?","authors":"Ivana Kovačević, Mateja Manojlović","doi":"10.23947/2334-8496-2024-12-1-119-132","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-119-132","url":null,"abstract":"The aim of this experimental research was to explore if the future HR managers are susceptible to the base rate neglect (BRN) bias and if the visual presentation of the base rates improves their reasoning. The BRN bias is a tendency to disregard a priori probabilities that are explicitly given for the class of observed objects. In this study, BRN is seen as the case of decision-making bias in the work-related context. Although it is inevitable part of the decision-making processes concerning employees`, the topic is not sufficiently studied. A total of 65 participants, enrolled in the master studies of HRM, were subjected to 4 different types of BRN tasks, in which five different HR activities were described. They were varied within subjects, representativeness of description, and format of base rate. Within each task there were five different situations that make 20 tasks in total. The two-way repeated-measures ANOVA revealed that the proportion of biased answers was significantly higher on the representative tasks when the tasks presented visually, with no interaction between representativeness and format of task. Results are in line with previous studies that observed an effect of BRN on decision-making process. Yet, unexpectedly, visual presentation of base rates did not facilitate unbiased reasoning implying that some other form of presentation might be more appropriate for the task.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"43 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664317","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-77-87
O. Badmus, L. Jita
This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.
本研究调查了职前教师对 "科学本质"（NOS）的要素和基本原理的认识。有关职前科学教师和新手科学教师教学实践技能差距的文献已经证实，这反映了他们在专业培训和最终课堂实践方面的不足。本研究通过一组前测和一组后测的准实验设计，考察了职前教师对 "新科学教学法 "这些方面（要素和原理）的认识。在此期间，研究人员作为科学教学法模块（科学史和科学哲学）的主持人，对为期两年的教学干预、作业和演示进行了刺激。本研究提出了三个研究问题和两个假设。136 名（112 名生命科学教师和 24 名物理科学教师）职前教师参与了研究。研究工具为 "NOS要素"（ENOS）和 "NOS理由"（RNOS）。15 位经验丰富的科学教育工作者对这些工具进行了信度检验，在清晰度、连贯性和相关性三个维度上的 Cronbach alpha 值分别为 0.83、0.91 和 0.86。采用 t 检验和方差分析对数据进行了分析。研究发现，干预措施有效地提高了教师对 NOS 要素和基本原理的认识。准备更充分的教师（更多知识顺序[MKO]有可能改善学习者的近端发展区[ZPD]）意味着有能力指导学习者进行高质量和有效的学习。建议使用本研究中的工具，对职前教师进行有关 NOS 的基础培训，以提高教学效果。
{"title":"Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction","authors":"O. Badmus, L. Jita","doi":"10.23947/2334-8496-2024-12-1-77-87","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-77-87","url":null,"abstract":"This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"43 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140662391","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-219-227
Dejan Dašić, Marija Ilievska Kostadinović, Minja Vlajković, Marko Pavlović
The subject of this paper is the interdependence of communication and digital literacy, as original entities, and especially digital communication and science and scientific knowledge. In the present day, digital literacy is a necessary ability for scientific professionals. The concept of digital literacy is increasingly prevalent in the 21st century. Scientific research requires the capacity to efficiently use digital tools, platforms, and databases as technology continues to improve at an unparalleled rate. The capacity to get and assess data from a variety of online sources is a crucial component of digital literacy for scientific professionals. In order to encourage cooperation and creativity across scientific groups, digital literacy is vital. Moreover, scientific professionals that possess digital literacy are better equipped to disseminate their research findings to a larger audience. The essence is that the higher the level of digital literacy, the easier it is to find suitable and therefore the best forms of communication.
{"title":"Digital Literacy in the Service of Science and Scientific Knowledge","authors":"Dejan Dašić, Marija Ilievska Kostadinović, Minja Vlajković, Marko Pavlović","doi":"10.23947/2334-8496-2024-12-1-219-227","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-219-227","url":null,"abstract":"The subject of this paper is the interdependence of communication and digital literacy, as original entities, and especially digital communication and science and scientific knowledge. In the present day, digital literacy is a necessary ability for scientific professionals. The concept of digital literacy is increasingly prevalent in the 21st century. Scientific research requires the capacity to efficiently use digital tools, platforms, and databases as technology continues to improve at an unparalleled rate. The capacity to get and assess data from a variety of online sources is a crucial component of digital literacy for scientific professionals. In order to encourage cooperation and creativity across scientific groups, digital literacy is vital. Moreover, scientific professionals that possess digital literacy are better equipped to disseminate their research findings to a larger audience. The essence is that the higher the level of digital literacy, the easier it is to find suitable and therefore the best forms of communication.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"55 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140660880","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-1-17
H. Retnawati, Kana Hidayati, E. Apino, I. Rafi, Munaya Nikma Rosyada
Statistical literacy (hereafter SL) has been considered an important learning outcome in statistics learning in higher education, yet studies that focus on investigating the factors and conditions that influence students’ SL, especially mathematics education students, are still limited. This study seeks to uncover the factors and conditions that significantly contribute to the SL of mathematics education students. This survey study involved 1,287 mathematics education students from 21 higher education institutions in Indonesia. Linear regression analysis involving four predictor variables (i.e., gender, status of higher education institution, laptop ownership, and research preference) was performed to determine the variables that contributed significantly in predicting SL achievement. The results revealed that gender, higher education institution’s status, and laptop ownership contributed significantly, but research preference was not significant in predicting mathematics education students’ SL. Furthermore, laptop ownership was found to have the highest contribution in predicting mathematics education students’ SL. All findings and their implications are discussed.
{"title":"Exploring Influential Factors and Conditions Shaping Statistical Literacy Among Undergraduate Students in Mathematics Education","authors":"H. Retnawati, Kana Hidayati, E. Apino, I. Rafi, Munaya Nikma Rosyada","doi":"10.23947/2334-8496-2024-12-1-1-17","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-1-17","url":null,"abstract":"Statistical literacy (hereafter SL) has been considered an important learning outcome in statistics learning in higher education, yet studies that focus on investigating the factors and conditions that influence students’ SL, especially mathematics education students, are still limited. This study seeks to uncover the factors and conditions that significantly contribute to the SL of mathematics education students. This survey study involved 1,287 mathematics education students from 21 higher education institutions in Indonesia. Linear regression analysis involving four predictor variables (i.e., gender, status of higher education institution, laptop ownership, and research preference) was performed to determine the variables that contributed significantly in predicting SL achievement. The results revealed that gender, higher education institution’s status, and laptop ownership contributed significantly, but research preference was not significant in predicting mathematics education students’ SL. Furthermore, laptop ownership was found to have the highest contribution in predicting mathematics education students’ SL. All findings and their implications are discussed.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"39 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661392","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-201-207
A. Belousova, Svetlana Gorshkova, Yulya Tushnova
Athletic motivation is actively studied in the sports psychology. The study of the juniors’ motivation is crucial for exploring the reasons to quit the sport, the fac-tors that reduce an athlete’s productivity, the principles of building support pro-grams for young athletes. The purpose of the study was to study the basic needs satisfaction and the hierarchy of young athlete conscious motives. The study involved juniors, in the amount of 133 people aged 13-16 years (M=15.1; SD=1.6; 59.4% men). The following methods were used: the essay “Why I came into sports”, “Method of paired comparisons” by V.V. Skvortsov (modified by I.A. Akindinova), as well as statistical methods (descriptive statistics, W - Kendall, Chi-squared test, Kruskal-Wallis H - test). Personal, professional and status conscious motives were found out to form a complex motivation for sports activities. Conscious motives for sports activities differ among juniors in various sports. The least satisfied needs are those for acceptance needs and self-expression. The type of sport does not determine the satisfaction of the junior needs. The prospect of the study is to create a model of motivation for a young athlete. The results can be used in the activities of sports institutions.
{"title":"Basic Needs Satisfaction and Conscious Motives for Sports Activities of Juniors","authors":"A. Belousova, Svetlana Gorshkova, Yulya Tushnova","doi":"10.23947/2334-8496-2024-12-1-201-207","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-201-207","url":null,"abstract":"Athletic motivation is actively studied in the sports psychology. The study of the juniors’ motivation is crucial for exploring the reasons to quit the sport, the fac-tors that reduce an athlete’s productivity, the principles of building support pro-grams for young athletes. The purpose of the study was to study the basic needs satisfaction and the hierarchy of young athlete conscious motives. The study involved juniors, in the amount of 133 people aged 13-16 years (M=15.1; SD=1.6; 59.4% men). The following methods were used: the essay “Why I came into sports”, “Method of paired comparisons” by V.V. Skvortsov (modified by I.A. Akindinova), as well as statistical methods (descriptive statistics, W - Kendall, Chi-squared test, Kruskal-Wallis H - test). Personal, professional and status conscious motives were found out to form a complex motivation for sports activities. Conscious motives for sports activities differ among juniors in various sports. The least satisfied needs are those for acceptance needs and self-expression. The type of sport does not determine the satisfaction of the junior needs. The prospect of the study is to create a model of motivation for a young athlete. The results can be used in the activities of sports institutions.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"69 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664217","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 : 2024-04-24DOI: 10.23947/2334-8496-2024-12-1-169-183
Nikola Radivojević, Vladisalva Pajić, Sead Osmanović
The purpose of this paper is to examine the influence of the most significant organizational factors on primary school achievements, with a note that the achievement of the school is expressed through the quality of outcome knowledge. The research was conducted on a sample of 460 employees, from 21 primary schools, of which 439 are professionals and 21 are principals in the South Bačka County, Republic of Serbia. The collected data were processed using the Gretl software and AMOS for modelling structural equations. More precisely, the research is based on the application of exploratory and confirmatory factor analysis. A neural network based on a standard multilayer perceptron model was used in the paper to test the validity of the obtained results of the AMOS model. The results of the research show that school management is the most important factor in school achievement and that this influence is most pronounced through teaching staff and school infrastructure. The results, also show that teachers’ competencies have the strongest direct influence on the quality of outcome knowledge. The results obtained indicate that decision-makers and creators of social policies must pay special attention to the selection of school principals as well as their professional education, while school principals to the selection of teachers. Future researchers are recommended to use the Sobel test to precisely determine the indirect influences of school management on school achievement.
{"title":"The Influence of Organizational Factors on the School’s Achievements","authors":"Nikola Radivojević, Vladisalva Pajić, Sead Osmanović","doi":"10.23947/2334-8496-2024-12-1-169-183","DOIUrl":"https://doi.org/10.23947/2334-8496-2024-12-1-169-183","url":null,"abstract":"The purpose of this paper is to examine the influence of the most significant organizational factors on primary school achievements, with a note that the achievement of the school is expressed through the quality of outcome knowledge. The research was conducted on a sample of 460 employees, from 21 primary schools, of which 439 are professionals and 21 are principals in the South Bačka County, Republic of Serbia. The collected data were processed using the Gretl software and AMOS for modelling structural equations. More precisely, the research is based on the application of exploratory and confirmatory factor analysis. A neural network based on a standard multilayer perceptron model was used in the paper to test the validity of the obtained results of the AMOS model. The results of the research show that school management is the most important factor in school achievement and that this influence is most pronounced through teaching staff and school infrastructure. The results, also show that teachers’ competencies have the strongest direct influence on the quality of outcome knowledge. The results obtained indicate that decision-makers and creators of social policies must pay special attention to the selection of school principals as well as their professional education, while school principals to the selection of teachers. Future researchers are recommended to use the Sobel test to precisely determine the indirect influences of school management on school achievement.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140659649","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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