Mean Score Of Students Research Articles

Impacts of formative evaluation model towards improving students’ learning outcomes in online teaching platforms

Education is one of the areas that was affected by the Covid-19 pandemic. In the current situation, lecturers must have the ability to use the appropriate approach in the teaching and learning process. The majority of universities have used online teaching platforms in the teaching and learning process. However, Lecturers have many obstacles in the learning process. One of them is that the lecturer does not know the online-based evaluation platforms. This situation has decreased students’ knowledge. Therefore, innovation of the learning evaluation model is imperative to development. This study discusses the impacts of the Formative Evaluation Model (FEM) in improving students' learning outcomes. FEM is applied in KULINO as a Learning Management System (LMS). A total of 120 students and 2 lecturers were involved in this research. Using two learning approaches; one group used the summative evaluation model while the latter group used the FEM evaluation model. Questionnaires about students’ perceptions were distributed before and after the experimental learning process. There were differences in the mean scores between pre and post-test. The mean score of students’ attitude increased by 6.74 points and students’ knowledge mean score increased by 2.23 points.
 
 Keywords- Education, Formative evaluation model, Learning management system

Perception of nursing students towards educational quality in Khyber Pukhtankhwa Pakistan

Quality education is among the 17 Sustainable development goals recognized by the United Nations in September 2015. Quality education means that "Quality learners, a quality learning environment, quality materials, quality processes, and quality outcomes emphasize the necessity of focusing on all five key characteristics that are all vital aspects of education given by an education system". Objective: To assess the perception of nursing students towards educational quality in Khyber Pakhtunkhwa. Methods: A descriptive cross-sectional study was conducted in the nursing institutes of Khyber Pakhtunkhwa through a self-structured questionnaire from May 2022 to July 2022 having a sample size of 236. Results: The overall positive views of the students were (77%) towards the educational quality. The maximum mean score of students towards education quality was agree (45±9), then strongly agree (21±7), followed by neutral (14±3), strongly disagree (11±7), and disagree (9±6). Conclusions: There was a positive perception of students towards educational quality, but there are some factors that required paying attention.

Emotional Intelligence Among Medical Students and Its Relationship with Burnout

Burnout is associated with stress and mental health issues among medical students. Based on the previous studies, emotional intelligence (EI) has been proven to be protective against burnout. This cross-sectional study was conducted from December 2019 to January 2020 involving 182 medical students from a public university in Terengganu, Malaysia. The objective was to determine the level of EI among medical students and its relationship with burnout. They were requested to answer an online questionnaire that consisted of the Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) and Copenhagen Burnout Inventory (CBI). The mean score for students’ EI and burnout were calculated. The relationship between EI and burnout was analysed using Pearson correlation. Further analysis was done using simple linear regression. The findings show that more than half of the medical students had a high EI score (n = 105, 57.5%). The overall mean (SD) score of EI was 2.85 (0.52) which is also in the high category. The social competence domain score was noted to be higher than the personal competence domain. Burnout had a fair negative correlation with EI and it was statistically significant (r = –0.395, p < 0.001). An increase in one unit of the EI score will decrease the burnout score by 12.25 units. Thus, EI was significantly and negatively correlated with burnout among medical students. As it may play a role in helping medical students cope with stress and prevent burnout, training in EI is essential for their future professional development.

Interactive Lesson Video Model To Develop Pronunciation Skill The Tenth Grade Students’ English Pronunciation Skill : Research And Development.

This research was aimed to develop interactive video model for teaching pronunciation to the tenth grade students. This strategy was choosen because it could interested the students to learn pronunciation.
 The researcher applied Research and Development (R&D) design. The subject of this research was students of senior high school. The data of the research were quantitative and qualitative data. The quantitative data were the outcome of the pre-test and post-test results with included the results of experts content material and experts content of media toward the developed interactive video model.
 Based on the recapitulation results of interactive video model, the presentage of component mterial was 86,06% and the results of media was 84,74%. the results recapitulation of students mean score in students learning with interactive video model in pre-test was 62,58 and post-test was 75,70. It means the interactive video model included in “very feasibility” category. So, the interactive video model can use to teach reading in the classroom.

Analysis of Nursing Students' Stress Experienced In Simulation Education, Individualized Care Giving and Satisfaction Status

Amaç: Hemşirelik öğrencilerinin simülasyon eğitimi öncesi ve sonrası algıladıkları stres düzeyi ve bireyselleştirilmiş bakım verme algıları ile simülasyon eğitimi sonrası memnuniyet düzeylerinin belirlenmesidir.
 Gereç ve Yöntemler: Yarı-deneysel çalışma yöntemi kullanılarak yapılan bu araştırmanın örneklemini bir hemşirelik fakültesinde bulunan 148 öğrenci oluşturmuştur. Simulasyon eğitim öncesi ve sonrasında verilerin toplanması amacıyla sosyodemografik veri toplama formu, Hemşirelik Öğrencileri için Algılanan Stres Ölçeği, Bireyselleştirilmiş Bakım Skalası A (BBSA)-Hemşire Versiyonu ölçeği ile Öğrenmede Öğrenci Memnuniyeti ve Özgüven Ölçeği kullanılmıştır. Simülasyon eğitimi preeklemsi-eklemsi, postpartum hemoraji, gebelikte diyabet ve aile planlaması olmak üzere 4 vaka üzerinden yürütülmüştür. 
 Bulgular: Simülasyon eğitimi sonrası öğrencilerin algılanan stres ölçeği puan ortalaması (60,88±31,07) eğitim öncesine göre düşük, eğitim sonrası BBSA-Hemşire Versiyonu puan ortalaması (4,43±0,68) ise yüksek bulunmuştur. Eğitim öncesi dönemde mesleği sevdiğini belirten öğrencilerin stres puan ortalamaları (69,00±28,46) düşük, BBSA-Hemşire Versiyonu puan ortalaması (4,33±0,64) yüksektir. Mesleği isteyerek tercih eden öğrencilerin eğitim öncesi BBSA-Hemşire Versiyonu puan ortalaması (4,30±0,86) diğer öğrencilerle karşılaştırıldığında yüksektir. Öğrencilerin simülasyon eğitimi sonrası Öğrenmede Öğrenci Memnuniyeti Ölçeği Puan Ortalamaları 22,21±3,01 olarak bulunmuştur. 
 Sonuç: Gerçek hasta ile karşılaştıklarında olumlu deneyim yaşamalarını sağlayabilmek amacıyla verilen simülasyon eğitiminin öğrencilerin algıladıkları stres düzeyini azalttığı ve bireyselleştirilmiş bakım verme becerilerini arttırdığı görülmektedir. Aynı zamanda öğrencilere verilen simülasyon eğitimi ile öğrenciler üzerinde öğrenmede memnuniyet oluşturmaktadır.

RELATIONSHIP BETWEEN OBESITY RISK KNOWLEDGE AND BODY MASS INDEX AMONG SPORTS SCIENCE AND RECREATION STUDENTS BASED ON GENDER

Knowledge is a powerful indicator for prevention of obesity where knowledge related to the risk of obesity may influence the rate of obesity, especially among students. Maybe students with high knowledge on the risk of obesity have a normal body fatness and vice versa. However, the association between knowledge and obesity rate among students is inconclusive. Therefore, the purpose of this study was to identify the relationship between knowledge on risk of obesity and body mass index (BMI) among Sports Science and Recreation (FSR) students based on gender. The correlational study involved n =257 were male and n=179 were female students from FSR. The Obesity Risk Knowledge-10 Scale (ORK-10) Questionnaire was used to measure the level of knowledge on risk of obesity and BMI was used as an indicator for obesity rate. Results showed male students mean score for knowledge was 4.78 ± 1.58 and 4.71 ± 1.68 for female students. Mean BMI for each gender was 23.64 ± 4.90 for male and 21.89 ± 3.4 for female students. There were negative and weak correlation between knowledge and obesity rate for male students r=-0.174, p <.005 and positive and very weak correlation among female students r=0.076, p >.005. These results showed both male and female students ware having poor knowledge on risk of obesity, but they have a normal body fatness. Hence, knowledge on risk of obesity doesn’t influence the obesity rate among FSR students. Probably, FSR students actively engage in physical activity since it is part of academic program that demanding students to be physically active that indirectly maintain their BMI score. Conceivably, knowledge together with practice possibly will help for upkeep of normal body fatness.

University, Student and Entrepreneurship: A Case Study at Ahvaz Jundishapur University of Medical Sciences

Introduction: Students enter the labor market in a relatively short period of time and play an important role in the development of the country. The aim of this study was to determine the entrepreneurial spirit of students as a case study in the Faculty of Health of Ahvaz Jundishapur University of Medical Sciences in 2020.
 Methods: This cross-sectional and descriptive study was carried out in the year 2020. The study population was 248 students of the Faculty of Health of Ahvaz Jundishapur University of Medical Sciences. The sampling method in this study was random-stratified and the tool used in this study was a questionnaire that measured the entrepreneurial spirit of students with 50 items. Data analysis was performed using descriptive statistics and other independent t-test and ANOVA to determine the relationship between variables. The software used to analyze the data was SPSS 22.
 Result: The mean score of students' entrepreneurial spirit was average (27.34 ± 183.41). The success dimension (39.04 ± 6.42) had the highest score and the risk dimension (33.62 ± 7.04) had the lowest score. The mean score of entrepreneurial spirit was significantly different from employment status (p = 0.004, t = 2.88).While there was no significant difference with the variables of age, sex, degree and field of study (p> 0.05).
 Conclusion: This research can help managers, policy makers and planners in strengthening and promoting the level of entrepreneurship of students by using entrepreneurship development programs and trainings. In this regard, improving the spirit of risk-taking is an effective factor.

English Writing Performance of Students in Kurir Langit Barru Modern Mosque

This study aimed to determine students’ English writing performance in Kurir Langit Barru Modern Mosque. This study used a descriptive quantitative research design with a survey method. The purposive sampling technique was used to answer the research question with a total sample was 32 students. The data of the study was obtained using a writing test. The data analysis showed that the total mean score of students’ performances in writing the descriptive text was 69.68 and was categorized as good. This means that students in Kurir Langit Barru had good English writing performance, they do not have any difficulties in writing a descriptive text, although in some aspects their performance was fair.

Junior Secondary School Students Achievement in Computer Studies: A Closer Look at Modelling Instructional Approach

This study explored the effect of modelling instructional approach on junior secondary school students’ achievement in computer studies. The study adopted a pretest, post-test, non-equivalent control group design, three research questions and three null hypotheses guided the study. Four secondary schools were drawn for this study from co-educational secondary schools in Abakaliki Education zone was used for the study. Out of the four schools two were assigned to the treatment group while the remaining two were assigned to the control group through simple balloting. The treatment group was taught computer studies using modelling approach, while the control group was taught the same topics using the conventional approach. The instrument used for data collection is Computer Studies Achievement Test (CSAT). The instrument was subjected to face and content validation. It was also subjected to tests of internal consistency. A reliability index of 0.88 using Kuder-Richardson’s (K-R20) approach was obtained after pilot test of the instruments. The CSAT was further subjected to a test of stability using the test retest procedure which yielded a stability coefficient of 0.86. Research questions were answered using adjusted mean and standard deviation while the hypotheses were tested at 95% confidence level using the Analysis of Co-variance (ANCOVA). Summary of result reveals that modelling approach is superior to the conventional approach in enhancing students’ achievement in computer studies. There is no significant interaction between methods and gender on students mean achievement scores in computer studies. There is no significant difference in the mean computer studies achievement scores of male and female students who were taught computer studies using modelling approach Keywords: Modelling Instructions, Academic Achievement, gender, computer Studies DOI: 10.7176/JEP/13-26-07 Publication date: September 30 th 2022

English

The study investigated the effects of the WhatsApp Group Learning Platform (WGLP) on Senior Secondary School (SSS) Students' Learning Outcomes in Science, Technology, and Mathematics (STM) in Ekiti State, Nigeria. The sample comprised 100 SS II students from two public secondary schools in Ekiti State who were randomly selected from their classrooms. A multistage sampling technique was used to pick the sample. Data were collected using a self-created questionnaire called Science, Technology, and Mathematics Performance Tests (STMPT). The instrument's reliability was determined using the test-retest approach, which provided reliability co-efficient of 0.86. Descriptive and inferential statistics were used to analyze the data. The study question was answered using mean and standard deviation, while all the hypotheses were tested using a t-test statistical analysis tool at 0.05 level of significance. The results revealed that before the treatment, there was no significant difference between the mean scores of students in Science, Technology, and Mathematics in the experimental and control groups. The results also demonstrated that the pre-test and post-test mean scores of students exposed to STM using the WhatsApp Group Learning Platform and those exposed to traditional methods differed significantly. Based on the findings, it was recommended that the WhatsApp Group Learning Platform should be used to improve students’ performance in STM.   Key words: Science, technology, mathematics, WhatsApp, learning platform, students.

A Comparative Study of Case-Based Learning vs. Traditional Teaching Method in Pathology in Indian Medical Graduates

Background: There has been a substantial shift in the educational curriculum in Indian medical institutes with a more experiential approach toward teaching. One such method is case-based learning (CBL). Objectives: This study aimed to compare CBL with traditional method and gain students’ and teachers’ feedback. Methods: This was a cross-sectional study conducted in the Pathology Department among second-year bachelor of medicine and bachelor of surgery (MBBS) students. The students were divided into two groups of 75 students: group A was given anemia cases, and group B was given jaundice cases. After covering theory lectures on these topics, the students were given pre-test multiple-choice questions (MCQs). This was followed by this was followed by subdividing students into five groups and conducting three CBL sessions. This was followed by post-CBL test. Data were compared using paired t-test and analyzed using SPSS software version 16. Results: Out of 150, 110 students attended the pre-and post-CBL test and completed the feedback form. There was a significant improvement (P < 0.001) in the mean scores of students in both groups A and B from 8.31 and 7.54 to 13.44 and 12.71, respectively. Regarding the student feedback, it was revealed that 87% of the students agreed with the usefulness of CBL in better understanding of the topic and retention in memory. They also acclaimed that it encouraged their critical thinking and decision-making qualities. Among the faculties, all of them agreed with the incorporation of CBL in the routine curriculum. Conclusions: CBL improves students’ logical, analytical and clinical skills, which helps bridge the gap between theoretical knowledge and clinical skills. Rather than replacing, it serves better as an adjunct to the traditional lectures.

A Training Program Based on Integrating Future Thinking Skills and Classroom Interaction Patterns for Mathematics Teachers and Providing Their Students with Creative Solution Skills

The research aims to recognize the impact of the training program based on integrating future thinking skills and classroom interaction patterns for mathematics teachers and providing their students with creative solution skills. To achieve the goal of the research, the following hypothesis was formulated: There is no statistically significant difference at the level (0.05) between the mean scores of students of mathematics teachers whose teachers trained according to the proposed training program (the experimental group) and whose teachers were not trained according to the proposed training program (the control group) in Pre-post creative solution skills test. Research sample is consisted of (31) teachers and schools were distributed into two groups: experimental (15) and control group (16) and the student sample consisted of (310) male and female students and by (150) for the experimental group (whose teachers were trained according to the training program) and (160) for the control group (whose teachers were not trained in the training program). The researcher prepared a test for creative solving skills that consisted of (27) items of multiple choice and essay type. Its validity, stability, coefficient of difficulty, discriminatory power, and the effectiveness of the wrong alternatives were calculated. In analyzing the results, the researcher relied on a test and (T-test) for two independent samples and the size of the effect, and the results were as follows: there is a statistically significant difference at the level (0.05) between the average scores of mathematics teachers who trained their teachers according to the proposed training program (the experimental group) and who Their teachers did not train according to the proposed training program (the control group) in the post-creative solution skills test.

The Effect Of “Think-Aloud” Strategy On Students’ Inferential Reading Comprehension

There are four skills in English, namely speaking, writing, reading, and listening. One of those skills is reading which perceived a written text in order to understand its contents. To understand the contents of the text, the students faced many problems. Some of them don’t understand about the meaning of the words and lack in vocabularies and some of them think that reading is boring activity. This condition and situation caused some of the students feel bored when they joint in the reading class. In this research, the researcher was aimed to find out the effect of think-aloud strategy in teaching inferential reading comprehension at a vocational school SMK PELAYARAN SAMUDERA INDONESIA MEDAN in academic year 2021/2022. The method of this research is an experimental research. The researcher took data from the eleven (XI) grade students of nautical class A and B as the sample of the research. The nautical class A as experimental group and the nautical class B as control group. Each class consists of 30 students. Dealing with the research instrument of collecting the data, the researcher used a test which consisteds of pre-test and post-test and conducted before and after treatment. To analyze the data, the researcher applied the t-test. The result of this research showed that the students mean scores in reading comprehension who were taught by think-aloud strategy is higher, while the students mean scores in reading comprehension who were taught by the Group Discussion strategy is lower. The result of t-test computation pointed that tobservation is high while the value ttable is low . It shows that tobservation is higher than ttable ( to>tt). Therefore the alternative Hypothesis (Ha) is accepted while the null hypothesis (Ho) is rejected. In other word, it can be concluded that think-aloud strategy is effective to to increase the students inferential reading comprehension of students at SMK PELAYARAN SAMUDERA INDONESIA Medan.

THE USE OF TIME TOKEN METHOD IN IMPROVING STUDENTS’ SPEAKING SKILL AT THE SECOND GRADE OF ISLAMIC SENIOR HIGH SCHOOL MAN BANTAENG

This research aims to find out whether or not the implementation time token method is effective to improve the students’ speaking skill in term of fluency and accuracy at the second grade of Islamic senior high school MAN Bantaeng. This research used pre-experimental method. The population of this research consists of the second grade and the sample of the research is XI IIS 2 consists of 16 students at MAN Banteng, year 2021/2022. In collecting the data, the researcher gave a speaking test there was pre-test and post-test, while to analyze the data the researcher used t-test. The result of this researcher showed that the mean score in pre-test for fluency was 1.18 and post-test was 2.9. The mean score in pre-test for accuracy was 1.43 and in post-test was 3. And the total mean score of students’ speaking skill in pre-test was 2.6 and post-test 6. The degree of freedom significance 5% was 2.131 it was higher than the result of the significance difference of the post test that was 10,088. It means that by applying time token method in teaching speaking can help in improve the students’ speaking skill. Thus, concluded that improving students’ speaking skill is significantly better after getting treatment. So the alternative hypothesis is accepted and the null hypothesis is rejected. Therefore, it is proven that time token method can improve the students’ speaking skill.

Comparison of the effect of life skills education and acceptance and commitment on happiness and responsibility of physical education students

Happiness and responsibility are among the components on which students' mental health, performance and success depend. Therefore, the present study aimed to compare the effect of life skills education and acceptance and commitment on the happiness and responsibility of physical education students. A semi-experimental design was conducted (pre-test and post-test) with two experimental and one control group. 45 female physical education and sports teaching departments students in Kilis (Turkiye) with lower scores on the Oxford Argyle (1990) Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R), were selected by convenience sampling and randomly divided into two experimental groups (15 people in each group) and one control group (15 people). For the first group, life control education (8 sessions; week 2 one-hour session) and the second group, Acceptance and Commitment Therapy (8 sessions; week 2 one-hour session) was applied and the control group did not receive any education. Prior and after the education, the subjects completed the Argyle (1990) Oxford Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R). Multivariate analysis of covariance (MANCOVA) was used to analyze the data. The results showed that the mean scores of students' happiness and responsibility in the acceptance and commitment group compared to the life skills education group and in the life skills education group compared to the control group in the post-test increased significantly (p < 0.05). In conclusion, the results showed that commitment and acceptance education is more effective than life skills education in increasing the responsibility and happiness of physical education students.

ÜNIVERSİTE ÖĞRENCİLERİNİN MAHREMİYET BİLİNCİ

Amaç: Bu araştırma, üniversite öğrencilerinin mahremiyet bilincini ortaya çıkarmak amacıyla tanımlayıcı olarak yapılmıştır. Yöntem: Araştırmanın örneklemini, bir devlet üniversitesinde Hemşirelik, Fizik Tedavi ve Rehabilitasyon, Beslenme ve Diyetetik ile Mühendislik Bölümlerinde üniversite eğitimine yeni başlayan öğrenciler oluşturmaktadır (n=576). Araştırma verileri, Nisan 2021’de çevrim içi anket yoluyla Tanıtıcı Özellikler Formu ve Mahremiyet Bilinci Ölçeği kullanılarak toplanmıştır. Verilerin analizinde Mann-Whitney U ve Kruskal-Wallis testi kullanılmıştır. Bulgular: Öğrencilerin Mahremiyet Bilinci Ölçeği toplam puan ortalaması 4,49±0,42’dir. Kadın öğrencilerin Mahremiyet Bilinci Ölçeği “kendine ait mahremiyet bilinci” alt boyut ortalama puanı ve toplam ölçek ortalama puanı, erkek öğrencilere göre istatistiksel olarak daha yüksektir. Sağlıkla ilgili bir ortaöğretim kurumunda eğitim alan öğrencilerin “Başkalarının mahremiyetini sürdürmek için davranışlar” alt boyutu ortalama puanı ve toplam ölçek ortalama puanı, diğer öğrencilere göre istatistiksel olarak daha yüksektir (p<0,05). Öğrencilerin en yüksek ortalama puanı “Mahremiyetimi kesinlikle korumak isterim.” (4,71±0,59), en düşük ortalama puanı “Toplu taşıma araçlarını kullanırken başkalarının telefonlarına bakmamayı alışkanlık haline getirdim.” (4,22±0,96) maddesidir. Sonuç: Üniversite öğrencilerinin, yüksek düzeyde mahremiyet bilincine sahip olduğu saptanmıştır. Öğrencilerin kendi mahremiyetlerini korumaya ilişkin bilinci, başkalarının mahremiyetini korumaya yönelik bilince göre daha yüksektir. Üniversite eğitiminde, başkalarının mahremiyetini korumaya yönelik etkinliklerle öğrencilerin mahremiyet bilincinin geliştirilmesi önerilmektedir.

ACADEMIC ACHIEVEMENT IN RELATION TO COGNITIVE ABILITY AMONG SECONDARY SCHOOL STUDENTS

Various factors influence academic achievement of students including cognitive abilities. The purpose of this study is to investigate the relationship between academic achievement and cognitive ability of secondary school students. Academic achievement or academic performance is the outcome of education to which a student, teacher or institution has achieved their educational goals. 320 adolescents were recruited in this study, with respect to gender, locale and type of school from secondary schools of Amritsar district. The study falls under the domain of descriptive research. Researcher has used stratified random sampling technique to study academic achievement in relation to cognitive ability among secondary school students. Cognitive style inventory by Jha (2001) was used to study cognitive ability of the students. Scores of the previous class were taken for the academic achievement. Statistically significant mean difference was found in scores of academic achievement of secondary school students with respect to different cognitive abilities. The mean score of students with integrated style was higher than followed by systematic, split, undifferentiated and intuitive style. So teacher should focus on the students whose academic achievement is low and use different teaching materials like audio- visual, chart, real objects, and different teaching methods and teach according to the abilities of students which will help students to be successful in academics. Academic success and cognitive ability are positively associated, so schools should give pupils the chance to develop their cognitive abilities through reasoning classes and quiz competitions.

The Interaction between Virtual Reality Glasses Tracking Types and Cognitive Style to Develop English Vocabulary Skills and Immersion among Primary Stages Pupils with Learning Difficulties

This paper focuses on measuring the impact of interaction between virtual reality glasses tracking types (Positional - Rotational) and cognitive styles (Impulsivity - Reflectivity) to develop English vocabulary skills among primary-stage pupils with learning difficulties. Five instruments were utilized in the research process and the results reported the test. English vocabulary checklists were employed to identify the vocabulary that will be used in the course of the research. The test are as follows: an English test to identify the learning difficulties of students in the English Language, the test of mental ability to identify the IQ mean scores of students, a standard test of Kagan to measure the cognitive style (Impulsivity - Reflectivity), and pre and post-English vocabulary achievement test. However, immersion scale and the suggested English vocabulary skills program depend on positional - rotational tracking type. The participants were students in grade five and their number is 89 from the primary stage at Tarek Ibn Zaid school, Minia, Egypt. Using four groups of quasi-experimental design, the research followed applying tests of mental ability, English test to identify difficulties, and Cognitive style test of Kagan. It also followed a pre and post-testing procedure before and after applying for the virtual reality program and applying the immersion scale at the end of the program. The quantitative results of the study indicated that there was no interaction between virtual reality glasses tracking type (Positional - Rotational) because of the lack of direct relationship between cognitive style and virtual reality glasses tracking type, especially in immersion with learning and acquiring English vocabulary skills, and that there is no preferred pattern for virtual reality glasses tracking type with one of the cognitive methods that was dealt with in the research. This is most especially in learning and acquiring English vocabulary skills.

Exploring Students’ Learning Style and Proficiency at a University in Indonesia: A Quantitative Classroom Research

This study is designed to confirm whether there is a relationship between students’ learning styles and their English Proficiency at one of private universities in Indonesia. Using quantitative classroom research, 40 students were involved to fill out a questionnaire to explore their learning styles. Then, the students were also required to follow an Institutional English Proficiency Test (EPT) to measure their English ability. The result of the questionnaire is analyzed and presented in terms of visual, auditory, and kinesthetic categories of learning style, while the mean score of students’ English proficiency is presented in terms of low, medium, and high proficiency. The correlational analysis is then calculated to reveal to what extent learning style has a relation to English proficiency. This study bears a pedagogical implication for English teachers and practitioners while some limitations were also highlighted.

The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading Comprehension

Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training in metacognitive strategies could improve undergraduates’ online reading comprehension over the pandemic. The results of this study contribute to teacher education programs to teach and apply regularly metacognitive reading strategies. In a quasi-experimental design, the experimental group and control group underwent 14 sessions of training. Semi-structured interviews and a Metacognitive Reading Awareness Strategy Assessment were conducted among experimental students. The data were collected using the reading test, Metacognitive Reading Awareness Strategy inventory, and semi-structured interviews in Malaysia. The results of Repeated Measure ANOVA showed the mean scores of students in the metacognitive group were significantly higher than the mean score of the students in the conventional reading group (F= 1.3,82.3) = 215.973. p <0.001). The results of the Metacognitive Reading Awareness Strategy Assessment showed that students had more awareness of global reading strategies (M= 3.511), followed by supporting reading strategies (M=3.468) and problem-solving strategies (M= 3.427). The thematic analysis result supported that students were moderate users of planning and monitoring strategies while evaluative ones were less frequent. The results also revealed that students perceived that lack of vocabulary knowledge, heavy dependence on their teachers, and lack of strategy training were the main causes of their reading difficulties. The findings implied that EFL teachers should introduce metacognitive reading strategies through appropriate and systematic instructions to enable the students to implement them in their academic reading.