Level Of Ability Research Articles

A meta-synthesis study on the effect of critical thinking on improving language skills

The current meta-synthesis study investigated the effective strategies for improving critical thinking ability among EFL/ESL learners, and the relationship between language learning skills and critical thinking ability. To achieve this aim, meta-synthesis was selected as the design of the study. Therefore, some databases were searched using the defined key terms, in order to select the related qualitative, quantitative, and mixed-method studies. As a result, 550 articles were found, 43 articles of which were included in the final review. Using thematic analysis, the obtained data from these 43 articles were analyzed in 6 steps and then coded for each research question. Although no single method was proposed in this study as the best to improve critical thinking, it was indicated that a number of them together can be effective when properly implemented. It was shown that all 4 language skills can be improved by enhancing the level of critical thinking ability among EFL/ESL learners.

Factors influencing positive psychological capital of dental hygiene students

Objectives: This study aimed to explore ways to improve the level of positive psychological capital of dental hygiene students. After comparing the levels of positive psychological capital, social support, and emotional regulation ability of dental hygiene students and identifying correlations, the sub-factors of social support and emotional regulation ability that affect positive psychological capital were identified. Methods: A survey of 70 questions was conducted targeting 310 dental hygiene students in Gyeonggi-do and Chungcheong-do. The results were subjected to exploratory factor analysis, frequency analysis, t-test, oneway ANOVA, correlation analysis, and multiple regression analysis using the PASW statistics 18.0 program. Results: The level of positive psychological capital was high when students had high grades and perceived positive relationships with professors and peers (p<0.001). Factors highly correlated with positive psychological capital include ‘self-emotional regulation ability’ among ‘emotion regulation abilities’ (r=0.665, p<0.001), and ‘emotional support related to daily life’ recognized ‘social support’ (r=0.635, p<0.001), followed by ‘social support’ (r=0.602, p<0.001). Factors affecting positive psychological capital include ‘self-emotion recognized ability’ (β=0.377, p<0.001), ‘quality of professor relationship’ (β=0.201, p<0.001), and ‘emotion control ability’. Among ‘social support’, ‘emotional support related to daily life’ (β=0.201, p=0.003) and ‘grades’ (β=0.159, p<0.001), and among ‘social support’, ‘social-related support’ (β=0.149, p=0.016), followed by ‘grade’ (β=0.076, p=0.043) were identified. Conclusions: To improve the positive psychological capital of dental hygiene students, efforts should be made to improve self-emotion regulation ability, professor relationships, emotional support related to daily life, and social support.

SOCIO-PHYSIOLOGICAL FACTORS OF FORMING COMMUNICATIVE TOLERANCE AMONG UNIVERSITY LECTURERS IN THE EDUCATIONAL ENVIRONMENT

By analyzing the impact of social psychological factors, the article delves into how university lecturers cultivate communicative tolerance throughout their professional development. Purpose of the study. The study aims to identify the specific socio-psychological factors that have shaped the communicative tolerance of university lecturers. Materials and methods of research. Utilizing theoretical approaches, the research involved an in-depth analysis of fundamental concepts within psychological and philosophical frameworks. Additionally, the study employed various mathematical statistical methods, such as correlation, factor, and cluster analyses, to explore the complex interplay of factors influencing communicative tolerance. In the study, various diagnostic tools were utilized as well, i.e. the Tolerance Index express questionnaire (by G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova), the Communicative Tolerance Questionnaire (by V.V. Boyko), Methodology for the evaluation of the level of empathic abilities (by V.V. Boyko), the Sixteen Personality-factor questionnaire (16 PF) (by R. Cattell), Methodology for the Diagnosis of interpersonal relationships (DME) (by T. Leary). Research results. The findings of the research provide a theoretical analysis of communicative tolerance development, shedding light on its significance and role within the professional realm of lecturers. The insufficient development of critical thinking among university lecturers has been validated through empirical data analysis, highlighting the impact of various internal and external social psychological factors on their communicative tolerance. Factors such as empathy, emotional maturity, emotional-volitional qualities, communicative qualities, positive communicative attitude, social maturity, and professional maturity play a significant role in shaping the level of communicative tolerance exhibited by university lecturers. Additionally, a strong statistical correlation was identified in the study, emphasizing the need for further research in this area. The study found a strong statistical link (ρ<0.01) between positive communication attitude and communication tolerance, despite the absence of a statistically significant correlation between empathic abilities and communication tolerance. Research findings indicated that teachers who demonstrated moderate levels of empathy also displayed the greatest communication tolerance. Additionally, significant connections were uncovered between communication tolerance and various characteristics, such as emotional-volitional traits like “emotional stability” (ρ<0). Practical implications. The obtained results of the study could be used in additional vocational training, job placement and job training schemes in order to improve the professional competence of teaching staff.

The Influence of Openness on the Risk Management of "X" University Students Who Use Artificial intelligence in Malang City

This research was conducted with the aim of exploring the level of openness and risk management abilities possessed by "X" University students in Malang City regarding the development of artificial intelligence (AI) technology in the millennial era. Using a quantitative approach and probability sampling method, 377 respondents became research subjects. The research results show that the majority of students show a sufficient level of openness (78.26%), although their risk management towards AI tends to be high (47.5%). Further analysis revealed that openness had a significant influence on students' risk management abilities (p < 0.05). In conclusion, these findings highlight the need for a balanced approach between openness to innovative technology such as AI and awareness of the importance of risk management in dealing with its impact, especially for academic communities such as students at "X" University in Malang City.

READINESS OF TEACHERS OF GEOGRAFHY OF SPECIAL SCHOOLS IN SLOVAK REPUBLIC TO USE THE ELECTRONIC MANUAL WITH IT SUPPORT

The purpose of the article is to highlight the level of readiness of teachers of geography of special schools of the Slovak Republic (on the example of 14 of special and inclusive education institutions of the Košice Region) to the use of an electronic didactic manual on IT support. Teachers of the Department of Special Pedagogy of the Pedagogical Faculty of the Catholic University in Ruzomberok together with teachers of the geography of special schools prepared an electronic didactic manual on IT support taking into account modern requirements to the level of knowledge, abilities and psychophysical capabilities of school children with special education needs. The manual has helped to raise the level of geographical learning among school children of special school. The convincing results of the pedagogical experiment are described in the previous article «Using a didactic tool with IT-support for teaching geography in a special school in Slovakia». However, in the course of studying the question the researchers concluded that success in the work depends on the level of readiness of the teacher for this work. Namely, the presence of interest and motivation to the introduction of innovative forms of training for the subjects of the education process the attitude of the teacher to the organization of the education process, the level of professional training (possession of the means and technologies of training). To obtain objective and unbiased results Google Form has conducted a survey of teachers of geography. The first set of questions – the reference one – provided an opportblocky to explain the answers of the second set of questions – the informative one. The statistical processing of the survey results supports the assumption that the quality of the IT-supported e-manual is largely dependent on the teacher’s readiness. The results also show that the majority of teachers of geography surveyed are well aware of the benefits of this teaching tool and are now ready to put the manual into practice. However, due to the rapid progress in the use of information and communication technologies the teachers of special schools do not deny the need to improve their professional knowledge of the use of ICT in postgraduate teacher training.

PENGGUNAAN MEDIA KARTU SUKU KATA BERGAMBAR UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS II SDK WOLOMELI

This research was motivated by the low reading ability of class II students at SDK Wolomeli. Learning to read in lower grades is the initial foundation for the development of science. Learning with syllable card media is considered capable of facilitating and strengthening students' memories, increasing insight and skills, attracting students' interest in recognizing several syllables so that students can respond to the meaning of images as a support for students' imagination which provides a connection between the content of learning material and the world. virtual reality through picture imagery, so that students' abilities can develop. This research aims to improve beginning reading skills using illustrated syllable card media for class II students at SDK Wolomeli. The research carried out was classroom action research which cycled through four stages, namely planning, implementation, observation and reflection with the research subjects, namely 13 class II students at SDK Wolomeli, consisting of 5 womens and 8 mens. The results obtained are based on the results of the cycle I and cycle II tests. Students' ability in initial reading has increased. The first cycle of class II students obtained a result of 38% and the second cycle test obtained a result of 71% and there was an increase of 33% so that the level of students' reading ability was included in the quite good category.

The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency. Data was collected through an initial test to assess the level of English speaking ability before intervention with Talkpal.AI and a final test after a certain period of using the application. Then, an independent t-test was conducted with significant results. The findings of this study show that students have not widely used Talkpal.AI because they do not know the Talkpal.AI tool and are not facilitated by the institution. Participants in the experimental group showed considerably improved speaking fluency and clarity compared to the control group. In addition, survey results showed that participants had a positive perception of using Talkpal.AI to support English learning. This study confirms that Talkpal.AI positively impacts improving English speaking in a university setting. The implications of this research highlight the potential of Talkpal.AI as an effective tool in supporting English language learning in higher education institutions, as well as suggesting further integration of this type of technology in the English language teaching curriculum. Hopefully, this research provide valuable insights into the effectiveness of using Talkpal.AI in improving English speaking skills among university students. The results of this study can provide helpful information for developing more effective English learning strategies in the academic environment.

RESEARCHING OF IMAGINATION OF PRIMARY-SCHOOL-AGE CHILDREN WITH AUTISM SPECTRUM DISORDERS

The expediency of a differentiated approach to the diagnosis of the imagination of primary-school-age children with autism spectrum disorders (ASD) is substantiated. The connection imagination with other mental processes is indicated. The difficulties associated with the process of researching the cognitive activity of children with autism are identified. The educational abilities of the child which should be paid special attention in researching the imagination of children with ASD are singled out. It is noted that the imagination of children with ASD develops with certain features. The method of researching the development of the imagination of primary-school-age children with typical and impaired development is described. It contains the following components: study of the level of development of verbal and non-verbal imagination, visual and figurative thinking, prognostic skills. The level of ability to forecast, to establish cause-and-effect relationships, diagnoses the formation of an internal plan of action and reflection are determined in the methodology. The results of the researching of the development of imagination and prognostic skills of primary-school-age children with typical and impaired development are described and analyzed. Children with typical and impaired development towards their level of development of verbal and non-verbal imagination, visual thinking, development of prognostic skills, cause-and-effect relationships, formation of an internal action plan are compared. It is concluded that it is important for children with ASD to develop their imagination, as it contributes to the improvement of learning, socialization and adaptation skills.

The Level of Ability of Basic Backhand Short Serve Techniques in Badminton Learning

The Level of Ability of Basic Backhand Short Serve Techniques in Badminton Learning

KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN MASALAH KONTEKSTUAL SISTEM PERSAMAAN LINEAR DUA VARIABEL BERBANTUAN GEOGEBRA

The purpose of this study is to describe students' ability to think creatively when facing SPLDV problems in certain contexts using the help of Geogebra. This research is qualitative research that uses the case study method to deeply understand students' creative thinking abilities. Two grade VIII junior high school students with varying initial ability levels of SPLDV were the subjects of this study. The instruments used include the SPLDV initial ability test, creative thinking ability test using Geogebra, and interview guidelines. The creative thinking test consists of four question points that measure indicators of fluency, flexibility, and novelty, with a completion time of 45 minutes. The results showed that students with high abilities could achieve the creative category (TKBK 3) because they were able to meet all indicators of fluency and novelty. Students can provide various alternative answers and use various logical strategies in solving problems. On the other hand, students with low abilities tend to fall into the less creative category (TKBK 1) because they can only meet the fluency indicator. Although subjects can provide a variety of alternative answers that are appropriate, they have not been able to describe the use of diverse strategies in solving problems.

PERSEPSI PARA PENDIDIK TERHADAP TANTANGAN – TANTANGAN DALAM PENGAJARAN BAHASA INGGRIS

This study aims to explore teachers' perceptions of challenges in English language teaching and the strategies they use to overcome these challenges. This study used a qualitative approach with a judgement sampling method. The participants selected were 23 teachers who teach English at all levels of education, ranging from primary school to university. The data was collected through a survey distributed using google form, the survey was conducted to gather the experiences, and opinions of the teachers regarding the challenges they face in teaching English. The results showed that the different ability levels of students, time constraints, availability of teaching resources, and the perception of English as a foreign language were the main challenges faced by the teachers. To overcome these challenges, teachers use various strategies, including attending training and seminars, using technology in teaching, and conducting continuous evaluation and assessment. In addition, collaboration among teachers and increased professional training are also considered important in overcoming challenges in English language teaching. The findings provide valuable insights for the development of more effective strategies and policies to improve the quality of English language teaching in schools.

Penerapan Strategi Pembelajaran Scaffolding Dalam Membentuk Kemandirian Peserta Didik

The application of problem-based learning strategies with scaffolding aims to help students overcome difficulties in understanding the material according to their level of ability, with the aim of increasing their understanding of the material taught by the teacher. This strategy also aims to stimulate students' creative thinking and create a learning environment that is inclusive, supportive and challenging for students. Learning support provided by teachers can be in the form of instructions, warnings, motivation, dividing problems into steps that are easier to understand, and providing examples according to students' abilities. This research is library research by collecting information from books and journals. This article explains scaffolding strategies and stages in the learning process. From the results of this research, it can be concluded that the scaffolding strategy can be an alternative for educators in building and increasing student learning independence

Особенности интеллектуального развития при расстройстве аутистического спектра (РАС)

<p style="text-align: justify;">The article presents an overview of the current understanding of the intellectual development of children and adults with autism spectrum disorder (ASD). A review of research indicates a wide heterogeneity in the levels of intellectual development in autism (from severe intellectual disability to giftedness) and demonstrates a lack of specific cognitive and intellectual profiles. The assessment of "strengths" and "weaknesses" of individual cognitive abilities and/or subtests of the measures comes to the fore. At the same time, the incidence of ASD and intellectual disability is higher than in the general population (33% to 70% in the studies reported in this article), indicating that these conditions are comorbid. These rates vary according to the methodological design of the studies, especially the type of data used (administrative, medical, educational, etc.) and the instruments used to assess intellectual ability. For example, Wechsler tests may underestimate scores in children and adults with ASD because of the large number of verbal instructions that are difficult for people with severe communication difficulties. Comprehensive nonverbal intelligence tests (e.g., Leiter-3 or UNIT-2) are the most appropriate methods. Assessing the level of intellectual ability in people with autism spectrum disorders in Russia is complicated by the existing deficit of methods, the elimination of which is an important task that researchers face.</p>

Type Diversity of Institutional Investors and Opportunistic Acquisitions

Institutional investors of different types have been shown to exert differential influences on firm strategic decisions individually. Yet, research has largely overlooked how institutional investors of different types can collectively affect firm decision-making. This study investigates the legal type diversity of institutional ownership (hereafter “investor type diversity”) and its influence on corporate acquisitions. Because institutional investors with different legal types have distinct interests and objectives, investor type diversity can create principal–principal conflicts and prevent institutional investors from undertaking coordinated actions, weakening their collective power and ability to play a governance role. We posit that investor type diversity will be positively associated with CEOs’ opportunistic acquisitions because the dilution of shareholder governance, resulting from investor type diversity, grants CEOs the leeway to champion acquisitions aligned more with their personal gains. We also argue that the positive influence of investor type diversity on opportunistic acquisitions will be stronger when CEOs possess a higher level of general managerial ability. However, acquisitions pursued in the presence of higher investor type diversity will be associated with poorer performance. Findings from a sample of 2,106 U.S. firms lend support to our arguments. This study advances strategy research by highlighting the importance of investor type diversity in shaping shareholder governance effectiveness.

Literacy in Pandemic: Practices, Challenges, and Coping Strategies of MKO’s in Online and Modular Learning Modalities

This paper investigated the literacy practices, challenges, and coping strategies of the More Knowledgeable Others (MKO) in helping the learners accomplish literacy tasks included in the online and modular worksheets during the lockdown period because of COVID-19 pandemic. MKO is a person who has a better understanding or a higher ability level than the learner; this includes the teachers, the parents, and the guardians. This study focused on the parents and guardians as they assume two significant roles during the time of pandemic, namely a teacher and a parent. Two hundred six parents and guardians were surveyed, and selected respondents were requested to participate in the semi-structured interview to provide opportunities to express their experiences during the pandemic. The results revealed that MKO’s practices include their role as a: (1) support in children’s school tasks; (2) spending read aloud time with their children; and (3) their use of Internet and gadgets. For the challenges, four subthemes emerged: (1) duality of roles; (2) lack of knowledge and skills; (3) Internet connectivity; and (4) financial challenges. With the challenges come MKO’s coping strategies: (1) managing time wisely; (2) they provide unfathomable moral support; and (3) their faith in God. With the findings, this paper recommends creation of consultative body among parents so they can be included in the curriculum design for the education of their children.

Особенности речемыслительной деятельности детей 5-7 лет в цифровую эпоху

The aim of the study is to determine the nature of the influence of the digital environment on the development of thinking and speech among modern preschoolers aged 5-7. The scientific novelty of the study lies in presenting the results of a conceptual-inferential and phenomenological analysis of speech material (children’s stories), which showed a slowdown in the ontogenesis of their cognitive development, which, of course, is one of the most important problems of the digital age. According to the data obtained during the diagnostics, the thinking and speech of children in more than 20% cases are at an average level, which is expressed in their ability to logically construct an oral text, grammatically correctly connect words in a sentence, using figurative and expressive means. In 14% of children, the level of cognitive abilities does not correspond to the age norm, which undoubtedly causes some concern among teachers and requires clarification of such an underdevelopment. Consciousness and thinking in such children develop according to a simplified model, through the operation with simple concepts and syntactic constructions. The research findings showed that the active use of digital devices by children for virtual immersion can lead to the formation of a digital worldview in the future, to a simplified model of speech communication.

Implementation of TPACK through Lesson Study: Pre-service Science Teachers' Initial Knowledge in an Earth and Space Science Course

Teaching and learning at school cannot be replaced by robots or technology. However, teachers who cannot adapt to technological developments will be unable to compete in the field. TPACK is an educational theory that discusses the teacher knowledge needed to integrate technology into education effectively. Teachers with TPACK skills cannot only prepare students with scientific knowledge, but they can also integrate technology into science learning. Therefore, the long-term goal of this research is to instil the TPACK aspect of pre-service science teachers in order to prepare teachers who can compete in the development of Industry 4.0. The research method was descriptive quantitative research, where the process of implementing aspects of TPACK through lesson study was explained clearly, as well as descriptions of meaningful numbers related to the initial TPACK abilities of pre-service science teachers. A random sampling method was used to select 62 pre-service science teachers who attended the earth and space science course in the science education program at Universitas Negeri Medan. The results of the study indicated that the TPACK ability level of pre-service science teachers was generally still low. It is hoped that this initial data can be a reference for researchers in implementing aspects of TPACK through lesson study in earth and space science courses. Keywords: TPACK, Pre-service Science Teachers, Earth and Space

Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty: implications for identification and support

BackgroundThis study explored the impact of different cut‐off points used to identify children with reading difficulties on the distribution of these children across the three poor reader groups predicted by the simple view of reading (dyslexia, specific comprehension difficulty and mixed difficulty). Additionally, the study investigated whether the cognitive profiles of these poor reader groups remained consistent across varying levels of reading impairment.MethodsThis study included 209 primary school children from New Zealand, in Years 4–6 and aged 8–10 years, who experienced reading comprehension difficulties. Using a two‐step cluster analysis, participants were assigned to one of three poor reader groups: dyslexia, specific comprehension difficulty (SCD) and mixed difficulty. We examined the distribution of children across these groups at eight levels of reading comprehension difficulty and conducted strengths and weaknesses profiles at four levels of reading ability across 14 tests that assessed a range of reading‐related skills. Additionally, we compared the performance of children in these groups who performed above and below the 10th percentile on a reading comprehension assessment across these tests.ResultsThe results showed that the proportion of children assigned to each group varied across the reading levels, with children at the lower end of the reading comprehension continuum more likely to exhibit the mixed difficulty profile than the SCD and dyslexia profiles. Overall, the research found that dyslexia, SCD and mixed difficulty profiles could be identified at all levels of reading comprehension difficulty, though weaknesses in their reading‐related skills increased as reading comprehension difficulties also increased.ConclusionsOur findings suggest that struggling readers demonstrate distinct cognitive profiles across all levels of reading ability. These results have important implications for identifying and supporting struggling readers, as well as enhancing our understanding of the underlying mechanisms of reading difficulties. The possible relationship between the results obtained in this study and tiered models of reading support is discussed.

UJI VALIDITAS KONTEN INSTRUMEN KEMAMPUAN REPRESENTASI MATEMATIS DALAM MENYELESAIKAN MASALAH BANGUN DATAR

Planar material is one of the materials that will be found again in several subsequent materials. In plane material, students' mathematical representation abilities need to be considered so that students are able to solve problems well. The aim of this research is to analyze the level of validity and reliability of the test instrument for junior high school students' mathematical representation abilities in solving flat shape problems. The research method used is a quantitative descriptive method. By using the Aiken's V formula, the expert validation results obtained an average V value of 0.93, which means that the questions have a very high level of validity and can be used. Meanwhile, the results of the reliability calculation show that the r value is 0.94, which means that the question has a very strong correlation coefficient and can be used. So this instrument can be used by teachers to measure the level of students' mathematical representation abilities in solving flat shape problems.

Research on the Influence Mechanism of Artificial Intelligence Capability on Ambidextrous Innovation

With the continuous development and widespread adoption of artificial intelligence (AI) technology, enterprises have realized the importance of possessing artificial intelligence capabilities to enhance organizational performance. However, there is still a relative lack of empirical research on how to build AI capabilities, and how AI capabilities impact organizational innovation performance. Based on the resource-based theory, this study constructs a conceptual model of “AI Capabilities - Organizational Response (Organizational Learning and Organizational Agility) - Ambidextrous Innovation”, exploring the direct impact of AI capabilities on ambidextrous innovation, and the mediating effects of organizational learning and organizational agility, also the moderating role of digital strategy in this linkage. With data from 253 survey questionnaires of Chinese enterprises, the results indicate that: first, AI capabilities have a significantly positive impact on organizational ambidextrous innovation; second, organizations with high levels of organizational learning ability and agility can better leverage AI capabilities to promote the development of ambidextrous innovation; Thirdly, digital strategy has played an active role in regulating the influence path of two-way innovation within the organization and provided sufficient boundary conditions; fourth, The data capability, technological capability, and fundamental resource capability of AI capabilities have differentiating effects on exploratory and exploitative innovations. The findings of this research hold significant theoretical and managerial value for understanding the driving mechanisms of organizational innovation performance in the era of AI.