Learning Attitudes Of Students Research Articles

A Study of Student Learning Attitude Towards E-Learning In The Pandemic Era

This study aims to examine student learning attitudes towards e-learning as a learning medium in the pandemic era. This research begins with a survey as input for a quantitative approach. The collected data was then analysed and checked for validation using Pearson's correlation. The results showed that students were ready for class changes from face-to-face to e-learning and considered that e-learning was better in terms of presenting materials and assignments. 82% of students consider Online learning ensures the effectiveness for presenting the work in class. 62% of them respond to adjustments and mastery of technology and applications on computers and the internet can be handled properly so that it can be said that students have good digital competence. However, 50% of students still prefer face-to-face classes to virtual classes because they think face-to-face classes are better in interacting with teachers and friends.

The Impact of Online Quizzes on Student Success

In today’s modern world, the pace of technological development can be con-sidered exponential. Education must constantly adapt to this dynamic devel-opment. It must be able to innovate, to use modern tools and methods that are effectively integrated into the learning process. Education should provide an appropriate learning environment to meet changing needs, one way of which is e-learning. This environment can be an excellent support for the learning process; however, it will hardly be effective without developing the right student learning attitude. The e-learning environment gives freedom and independence to the individual, at the same time. For the learner's individual endeavor to be successfully completed as expected, control and continuous feedback are needed. 
 One way to do this is through self-quizzing. Self-quizzes, divided into units, related to the learning material, with appropriate difficulty and amount, can help to understand and engrave the processed material, and thus improve the effectiveness of learning. Self-quizzes create the opportunity for imme-diate feedback, which is a very important feature of an e-learning environ-ment. According to many scientific research, immediate feedback can greatly help maintain interest and motivation, and quizzes are suitable tools for this purpose. 
 In our research, we sought to answer the question of how the continuous, self-monitoring practice opportunity provided by online quizzes affects stu-dent achievement. In the case of an online course held at the University of 
 Dunaújváros in 2019, we examined whether students who continuously per-form self-quizzes will be more effective by the end of the learning process than their peers who are less receptive to independent self-quizzing. We also addressed the effect of the nature of time spent on self-reflexive quizzing on learning success.

TEACHING EFFECTIVENESS FOR ENGINEERING FOURTH YEAR UNDERGRADUATE LEARNING DURING SCHOOL RESTRICTIONS

The school restrictions caused by pandemics have changed the teaching strategy. This study aims to examine the effectiveness of teaching strategies with the aids of a learning management system on student performance. A fourth-year course called Concurrent Engineering course of Faculty of Manufacturing Engineering at the Universiti Teknikal Malaysia Melaka was selected to demonstrate the merits of the strategies. The course was offered once per year which is only semester 2 every session. For this purpose, a set of the questionnaire was distributed to 33 students after the summative assessment. The teaching effectiveness was measured through course contents, knowledge, attitude, students’ satisfaction that adopted from existing literature. The results of the study were analyzed using descriptive analysis involving mean and standard deviation. Teachers’ attitude is the most influential factor for teaching effectiveness. The highest item in this factor is the teacher has created a teaching and learning environment that stimulates positive learning attitudes of students with a mean of 4.35 and standard deviation of 0.689. The impact of teaching effectiveness can be seen from the results of formative and summative assessments. The results show that the overall performance of students was good with 6.25% students attained grade A-. The performance is better in comparison to the previous session. And indicated that the new teaching strategy does not result in a decrease in student performance below what is normally achieved. The findings of this study show that technology is a must and must be parallel to teachers' attitude cannot be ignored to deliver effective teaching that can stimulate a positive learning environment.

The Effect of Physical Activity on Social Development, Self-Esteem and Learning Attitude of Middle School Students

초록·키워드 목차 오류제보하기 The purpose of this study was to analyze the effect on social development, self-esteem, and learning attitude of middle school students by constructing a physical activity program called "rope skipping" and "Daejanggong". The 63 middle school students had to perform 10 sessions of Daejanggong and rope skipping. The measures of the study were social development inventory, Rosenberg self-esteem scale and learning attitude inventory. The physical activity programs were organized through expert consultation, prior research, and student interviews to improve research participants" sociality, self-esteem, and learning attitude. The results of this study were as follows: First, physical activity gives a positive impact on the social development of students. Second, physical activity was found to improve middle school students" self-esteem. Third, physical activity improves the learning attitude of students, and the more strenuous activity it was, the higher academic performance was shown. The discussion of how physical activity affects and enhances exercise participation rate on adolescents were presented. #Social development #Self-esteem #Learning attitude #Middle school students IntroductionMethodsResultsDiscussionReferences

The Relationship between Stress, Self-Esteem and Learning Attitudes of Female Middle School Students

The purpose of this study was to examine the relationship between stress, self-esteem, and learning attitude of female middle school students. The participants of this study were composed of 367 female middle school students. The stress inventory, self-esteem scale, and learning attitude inventory were used after verifying reliability and validity. The collected data were analyzed through SPSS 23.0 and the significance level was set to .05. The results of this study were as follows. First, there was no significant difference in stress, self-esteem, and learning attitude of female middle school students according to grades. Second, it was found that the stress of female middle school had a negative effect on self-esteem. Third, it was found that female middle school students’ stress had a negative effect on their learning attitude. Fourth, it was found that the self-esteem of female middle school students had a positive effect on their learning attitude. In this study, various methods to positively affect the stress, self-esteem, and learning attitude of female middle school students were discussed.

Personal DNA Testing Increases Pharmacy Students’ Confidence and Competence in Pharmacogenomics

Objective. Pharmacogenomics, a key tool in personalized medicine, and therapeutic drug management is projected to become an integral part of pharmacy practice. This study describes an innovative pedagogy that used several interactive learning methods to increase learners' competence and perceptions in pharmacogenomics.Methods. First-year student pharmacists at the Medical College of Wisconsin participated in lectures, discussions, and patient care laboratory training on the topic of pharmacogenomics. These students were given the opportunity to undergo personal pharmacogenomics testing. Before and after these activities, participants were surveyed about their attitudes towards the use of pharmacogenomics in current and future practice.Results. Forty-five students participated in this voluntary personal pharmacogenomics testing and completed pre-course and post-course surveys. Significant improvements were seen in 22 of the 27 surveys questions responses from the pre-course to the post-course surveys. Student learning outcomes, competencies, and attitudes towards pharmacogenomics improved from a relatively neutral perception of pharmacogenomics to one of more confidence.Conclusion. This study demonstrated that participation in a novel pedagogy that included voluntarily individual pharmacogenomics testing was beneficial to student pharmacists by improving knowledge, interest, and confidence in pharmacogenomics and its incorporation into their future pharmacy practice.

MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN MATEMATIKA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP SISWA KELAS VII MTSS DARUSSALAM AMPING PARAK

This research is motivated by the monotonous teacher teaching method, which requires students to remember the material without asking to understand the concept of learning mathematics. So that mathematics learning has not achieved the expected results. To solve this problem, the Discovery Learning model (guided discovery) is a solution that will be tried. The goal is that there is a change in student learning attitudes and teacher teaching so that they will get good learning outcomes and achieve KKM. This research model uses a quantitative approach with experimental methods, with a random research design on the subject. The population in this study were students of class VII MTsS Darussalam Amping Parak for the 2020/2021 academic year which consisted of two classes. The sampling technique was carried out randomly, class VIIB as the experimental class and VIIA as the control class. The instrument used in this study was a reliable essay final test. The data analysis technique used is the one-party t test. Hypothesis testing using the one-party t-test, obtained t = 3.21 and t table = 1.67. Because tcount> ttable, this research hypothesis is accepted. So, it can be concluded that the mathematics learning outcomes of students using the Discovery Learning Model are better than the mathematics learning outcomes of students taught using conventional learning in class VII students of MTsS Darussalam Amping Parak for the 2020/2021 academic year

Effect of pubertal timing on learning adaptation in junior high school students

Objective To explore the influence of pubertal timing on learning adaptation in junior high school students, so as to provide reference for the prevention and intervention of junior high school students' learning adaptation. Methods From April to June 2019, 1 677 students were sampled by stratified cluster sampling from three middle schools in Zhoukou and Xiangcheng, Henan Province. The Chinese version of Youth Development Scale and Learning Adaptation Scale were used for questionnaire survey. Results The scores of learning task, learning attitude and learning achievement of female students were higher than those of male students, and the differences were statistically significant(t=-2.34, -2.14, -5.81, P Conclusion The pubertal timing of junior high school students is closely related to learning adaptation, and pubertal timing will lead to the increased risk of learning adaptation of junior high school students. Schools should carry out corresponding health education and provide professional psychological counseling services, so as to improve the learning adaptation among early starters.

피드백유형에 따른 중학생의 학습의욕 및 학습태도의 관계

피드백유형에 따른 중학생의 학습의욕 및 학습태도의 관계

Enhanced conceptual understanding, 21st century skills and learning attitudes through an open inquiry learning model in Physics

The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pre-test-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000<0.05; Z=-3.387, p=0.001<0.05). Students achieved high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students’ holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers.

Study of factors affecting student learning outcomes in Real Analysis lectures during the Covid-19 pandemic

The competencies to be achieved in the Real Analysis course are 1) prove simple math statements with familiar concepts and 2) develop critical, creative, structured, and systematically thinking skills. This competence can be improved by using flow proof-based teaching materials and direct interaction in class between lecturers and students. During the Covid-19 pandemic, direct interaction in class was replaced with online learning. Of course, online interactions will affect student learning outcomes. What are the factors that affect student learning outcomes in real analysis lectures during the Covid-19 pandemic? By using a questionnaire, data about these factors were obtained. The factors affecting of learning outcomes during the Covid-19 pandemic are student background, learning attitude, and learning style. In particular, the indicators that influence student learning outcomes are the ease of obtaining internet access, the need for time to study that is not in accordance with the schedule, not confident in solving Real Analysis problems/exercises, not being able to understand Real Analysis material independently, and student learning styles.

Evaluating student attitudes and learning at remote collegiate soil judging events

AbstractAs with many aspects of teaching, the COVID‐19 pandemic forced soil judging teams to attempt new strategies towards achieving student learning outcomes. Soil judging Regions IV and V hosted remote regional contests in October 2020 in place of traditional, in‐person contests typically held each fall. We conducted pre‐ and post‐contest surveys to assess student learning outcomes, attitudes, and reflections on the remote contest experience compared to past, in‐person contest experiences. We received 108 total responses from students who participated in the Region IV and Region V remote soil judging contests (>80% response rate). In self‐reported learning outcomes, there were no significant gains post‐contest and there were minimal differences between students in Regions IV and V. Female students, students with more soil judging experience, and students who had taken more soil science courses agreed more strongly that soil science is important, that they planned to pursue careers in soil science, and that they gained important skills from soil judging. Finally, students who previously participated in contests reported that they gained more knowledge and enjoyed in‐person contests more than the remote contests held in Fall 2020. Thus, while it is possible to replicate some aspects of the soil judging experience in a remote contest, other aspects that are critical to student engagement are lost when teams are unable to gather at the contest location and examine soils in the field.

The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students

Supplemental Instruction (SI) has been a successful implementation into Colleges and Universities across the globe. SI has been found to reduce attrition and improve learning and success rate among participating students. At the City College of New York, we recently implemented SI into Organic Chemistry I courses to further support struggling students with the content and concept learning of Organic Chemistry, which is considered a difficult course with a high attrition rate. Our motivation for this research was to examine the impact of SI integration in a large lecture format Organic Chemistry course while assisting students learn and succeed in this challenging course. The objective of this research is to examine whether supplemental instruction (SI) impacts participants’ learning achievement, attitudes, and learning competencies. The experimental design was based on a quasi-experimental approach which included a questionnaire of open-ended and Likert-scaled questions that was distributed to SI participants, and SI participants’ grades were compared to the grades of non-SI participants. Data suggest that integrating Supplemental Instruction (SI) into Organic Chemistry courses positively impacts students’ attitudes towards the content and experience in the course, helps them better understand concepts and materials, improves students’ problem-solving skills, and is effective in improving students’ achievement, success, and the learning. SI participants had an overall passing average of 81%, compared to about 50% for non-SI participants. SI participation provided the participants with a unique and individualized learning experience that resulted in an enhanced conceptual understanding.

Socially shared regulation of learning in game-based collaborative learning environments promotes algorithmic thinking, learning participation and positive learning attitudes

ABSTRACT This study examined whether socially shared regulation of learning (SSRL) enhances students’ algorithmic thinking performance, promotes learning participation and improves students’ learning attitudes through game-based collaborative learning. The students learned algorithmic knowledge and completed programing tasks using Kodu, a new visual programing language made specifically for creating games. The teaching and learning program lasted for six weeks, during which time the students attended a 45-minute algorithmic thinking class every week. Students in the experimental group were engaged in SSRL, whereas students in the control group were not. All the students completed three algorithmic thinking tests and a learning attitudes questionnaire. The results revealed that the students in both groups gained knowledge during the game-based collaborative learning and that there was not a significant difference between the two groups with respect to learning performance. However, SSRL had significant effects on student learning participation and learning attitudes. The results suggested that game-based collaborative learning environments enhanced students’ algorithmic thinking performance. In addition, SSRL, when incorporated in game-based collaborative learning environments, promoted student participation in learning and improved students’ attitudes towards learning. This study provides important insights into game-based collaborative learning with SSRL intervention for instructional design.

How Did Prospective Elementary School Teacher Learn Citizenship Education during the Pandemic Covid-19 in Indonesia?

Number of problems as cause of Covid-19 pandemic have continued to appear in various sectors as it rapidly spreads. In education sector, students are no longer able to study freely in classroom and even go to school to study. In this case, changing the way of learning is a form of consistency to educate them in various situations and conditions, especially during the Covid-19 pandemic. In this study, we investigated how the response of students through prospective elementary school teachers in Indonesia to learn Citizenship Education which was implemented remotely at home with an online learning scheme during the Covid-19 Pandemic. We used qualitative and quantitative research method in this study. To collect data, we used questionnaires distributed to 508 students in the Special Region of Yogyakarta, Bandung City, Cirebon City West Java Province by using Google Form. In addition, we also conducted some interviews with a number of students by using an online application to obtain valid data. Based on the research, there were good and bad student learning attitudes in the Citizenship Education course. A good student learning attitude was shown by enthusiasm in the learning-based video, while the bad attitude of students is shown by the lack of effectiveness in understanding the concept of Citizenship Education.

Tantangan Dunia Pendidikan di Nusa Tenggara Timur dalam Menyikapi Era Disrupsi & Era New Normal

World Changes currently was entering the era of industrial revolution 4.0, namely the fourth world industrial revolution where the information technology has become the basis of human life. The changes due to digital technology have resulted on disruption that will change many aspects of human life in the future, including the learning patterns and attitudes of students. This is a world challenge education in East of Nusa Tenggara regarding the readiness in the New Normal era and the challenges of the Era of Industrial Revolution 4.0. The method used in this study is a qualitative approach and the main source is human which ismean that the researcher himself as an instrument by paying attention to the researcher's ability to ask, to track, to observe, to understand andto make abstract. The results of this study are the inability and unpreparedness of the parents to facilitate their children to live in the era of industrial revolution 4.0 due to economic factors, and the availability of other facilities in the form of Android phones and cellular networks as a means of supporting virtual learning that has not been evenly accessedby the students in East of Nusa Tenggara. In conclusion, it is the reflection for all components of educational institutions that conventional or traditional models learningshould be removed. if the educators are still busy with the past romanticism, then our world of education will static and will be swept away in the world of globalization competition.

Effect of integrating IoT courses at the freshman level on learning attitude and behaviour in the classroom

As a technology the effect of the Internet of Things (IoT) is so strong that it has changed the way of living. The transition is also apparent in the field of education, as statutory technical training bodies have made IoT a mandatory course in engineering education. But in terms of design and instruction, implementing this course at the freshman-level is difficult. The target, of course, must be planned in such a way as to link newly enrolled learners to engineering disciplines and promote professional learning. This paper focuses on the freshman level designing and implementing of the course. A reliability test was performed to assess the internal consistency between student learning attitude, student engagement actions in the classroom and acceptance of technology. In addition, it analyzed the effect of gender differentiation. One hundred and twenty-three First Year Engineering Students participated in a survey questionnaire based on the five - point Likert scale provided at the end of the course. The findings show Cronbach’s alpha value of 0.93 for 12 test items, suggesting that the questionnaire was suitable for use as an assessment method for assessing how successful the course is in terms of learning attitude, behavioral engagement, and acceptance of technology. The reliability test results show a high correlation between acceptance of the technology and the behavioral engagement of the student. The internal consistency between the learning attitude with the conducted acceptance of the technology, and the result showed α = 0.715, making slight connection between two. Further the effect of gender on these parameters analyzed and found to be insignificant.

Meningkatkan Aktivitas dan Prestasi Belajar Matematika Materi Bangun Ruang Sisi Lengkung melalui Penerapan Model Pembelajaran Kooperatif Tipe STAD pada Siswa Kelas IX SMP LPMD Suka Maju Rambah

The purpose of this study was to describe the change in learning attitudes of students IX SMP LPMD Suka Maju Rambah in the 2017/2018 academic year regarding the increase in mathematics learning activities on curved side space building materials after learning through the application of the STAD cooperative learning model. The type of research used is a classroom action research, with a design used in two cycles. The population in this study were students of class IX SMP LPMD Suka Maju Rambah. Each cycle includes planning, action, observation, and reflection. The first cycle's learning outcomes showed that 26 students who completed learning whose score reached ≥ 75 were 26 students, or the percentage reached 78.78%. In the results of reflection in cycle I, it was found that the active involvement of students was 12 students, or the percentage was only 36.36%. Learning outcomes in cycle II, there was an increase in the number of students who completed, namely as many as 31 students or 93.93%, with 15.15%. Meanwhile, students' activeness in the second cycle also increased to 23 students, or 69.69%, with an increase of 33.33%. So it can be concluded that the application of the STAD learning model can improve activities and mathematics learning outcomes of students in grade IX at SMP LPMD Suka Maju, Rambah.

Learning Attitude: Student Perception on Pandemic Covid-19 in Bandung, Indonesia

At the time of the COVID-19 pandemic in Indonesia, several learning changes occur in higher education, such as the implementation of online learning. This change is a concrete step for the government to overcome the spread of the COVID-19 virus in Indonesia. However, the change of learning to online has several obstacles in its implementation where both students and teachers are still not used to online learning. This study investigates student knowledge about covid 19 and its implications for student learning attitudes and behavior. An online survey using google forms to students of undergraduate and postgraduate programs at the School of Economics, Pasundan, Bandung, Indonesia, has as many as 247 students. The researchers used a nonparametric structural equation modeling approach to identify the effect of student knowledge about COVID-19 on attitudes and learning behavior. The study results identified that student knowledge had a positive influence on student attitudes and negatively affected learning behavior. This condition indicates that the increasing threat of covid 19, which students know, will be more positive in their actions; however, their learning behavior will decrease. For this reason, it is necessary to take comprehensive steps by the parties concerned to implement effective policies in reducing the impact of covid 19 to improve student learning behavior. The novelty of this research is that no research identifies a model of the influence of knowledge regarding the impact of covid 19 on student behavior and learning behavior in Indonesia.

Kelas Kita Based Blended Learning: Biology Learning Model to Improve Student Activities, Attitudes, and Achievements

In the current era of technological development, the flow of information and knowledge is very quickly updated, so that facilities are needed to compensate, especially in the field of education. Conventional learning models can support interactions between teachers and students, but on the other hand, this model is less able to provide facilities in the form of access to information anytime and anywhere. These weaknesses can be overcome by online learning, so that a blended learning solution appears, which still considers the interaction of teachers and students and expands learning opportunities because it is not limited to time and place. This study aimed to determine the effectiveness of blended learning based on kelas kita network sites in improving student achievement, activities, and learning attitudes. The subjects of this study were two classes of MA students (experimental class of 33 students and control class of 34 students) in Cirebon, Indonesia. The biological material chosen in this study was environmental change. The study design used a Pretest-Posttest control group. Data collection techniques employed observation, tests, and questionnaires. From the results of the study, it provides information that the experimental class applied blended learning model had significantly different achievements, activities, and learning attitudes (sig 0.05) compared to the control class. Students had an enthusiastic attitude because they were given the opportunity to explore their potential in studying literature based on kelas kita network. The implication of this research is that a blended learning model can be developed and applied to other materials, even in other subjects.