Learning Performances

A Web-based Intelligent Tutoring System is an educational platform that supports the teaching process with the aim of helping students navigate through the online course materials in order to achieve their learning goals. It has an ability to adapt an e-learning system to each individual learner according to his/her characteristics including the knowledge level, which usually come from uncertain information. Artificial intelligence techniques such as fuzzy logic and Bayesian networks are widely used to address uncertainty problems facing the intelligent tutoring systems. This research paper contributed to the field of research by developing an intelligent tutoring system, called FB-ITS using a combination of both the Bayesian network and fuzzy logic in order to support students in learning Excel. The system is validated and evaluated using an empirical method where the pre-test and post-test experiment was conducted in order to determine its effectiveness in providing learning to students. An experiment with 20 participants from undergraduate students yields positive results. It indicates that adapting learning material according to a knowledge level using a combination of Bayesian and fuzzy logic leads to better learning performance than using only the Bayesian network.

This study sought to compare and assess students’ experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching one section of an undergraduate English Literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/blended format were willing to invite students (Blended: n = 26; Traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = .045) than students in the traditional course. They also reported higher levels of learning outcomes (p = .45) and final grades (p = .192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends.

The study aims to determine the effects of absenteeism among fourth year high school students to learning performance. Specifically it sought to know the common causes and effects of absenteeism and to determine the relationship between absenteeism, learning performance and school performance among fourth year high school students in one Public High School, Batangas City, Philippines. The descriptive method utilizing the survey approach was used in this study. The study concluded that respondents believe that self-inquiry is the main reason for students' absences in class. Respondents likewise agree that absenteeism results to poor students' individual learning performance and school performance. It was further concluded that there is a significant relationship between the absenteeism and students' individual learning performance and school performance.

The study aims to determine the effects of absenteeism among fourth year students to their learning performance. The study utilized descriptive research method. The quantitative research techniques using Likert scale was used to rate the individual and school performance due to absenteeism. And also frequency test for the cause of it whether it is self-inquiry or a family problem. The respondents agree that self-inquiry is the main reason for a student to make an absence as what is being taken notice by other students. The teacher respondents look at the situation in a different angle, and most have agreed self-inquiry have caused the truancy of their students. Majority of the respondents see that the lack of family support had pushed absenteeism to what it is now. For the effect of absenteeism to student individual learning performance, both teacher and student population agreed that students perform poor in class followed by social relation with classmates and social relation with teachers. While for the effect of absenteeism to school performance all variables voiced out a poor result as a main factor.

The study aims to determine the effects of absenteeism among fourth year high school students to learning performance. Specifically it sought to know the common causes and effects of absenteeism and to determine the relationship between absenteeism, learning performance and school performance among fourth year high school students in one Public High School, Batangas City, Philippines. The descriptive method utilizing the survey approach was used in this study. The study concluded that respondents believe that self-inquiry is the main reason for students' absences in class. Respondents likewise agree that absenteeism results to poor students' individual learning performance and school performance. It was further concluded that there is a significant relationship between the absenteeism and students' individual learning performance and school performance.

Exploring how classroom attributes affect student satisfaction and performance in higher education classrooms continues to be a critical initiative among educators and researchers. Although specific classroom attributes and their impacts on student satisfaction and performance have been investigated independently, a holistic investigation of many of these attributes and their individual and cumulative impacts on student perceptions of their learning environments is missing. This paper takes a statistical approach to assess ambient, spatial, and technological attributes that can be found in higher education classrooms through an online survey conducted in six classrooms in a university. The paper provides insight for future evaluation of higher education learning environments by linking two Likert scales: one rating student satisfaction with classroom attributes and the other rating the impact of these attributes on student performance, and by analyzing the relationships between reported perceptions and student evaluations of different conditions. The results revealed that student perceptions rely heavily on spatial attributes, specifically visibility and furniture, and ambient attributes, specifically air quality and temperature, which are highly impacted by the design, management and maintenance of classrooms. The paper also investigated the impacts of non-classroom factors, including gender, seating location, cumulative GPA, college year and expected course grade, on student perceptions of learning environments. Results showed that perceptions of visibility, acoustics and furniture were more sensitive to non-classroom factors, followed by temperature, air quality, artificial lighting, room layout and software.

The study aims to determine the effects of absenteeism among fourth year students to their learning performance. The study utilized descriptive research method. The quantitative research techniques using Likert scale was used to rate the individual and school performance due to absenteeism. And also frequency test for the cause of it whether it is self-inquiry or a family problem. The respondents agree that self-inquiry is the main reason for a student to make an absence as what is being taken notice by other students. The teacher respondents look at the situation in a different angle, and most have agreed self – inquiry have caused the truancy of their students. Majority of the respondents see that the lack of family support had pushed absenteeism to what it is now. For the effect of absenteeism to student individual learning performance, both teacher and student population agreed that students perform poor in class followed by social relation with classmates and social relation with teachers. While for the effect of absenteeism to school performance all variables voiced out a poor result as a main factor.

Absztrakt:
A jelen tanulmány azt vizsgálja, hogy milyen különbségek vannak az egynyelvű és kétnyelvű személyek között az aktív és passzív szókincs, a tanulmányi teljesítmény és szótanulási képesség tekintetében, a szocio-kulturális háttér és a nyelvismeret függvényében. A felmérésben összesen 113 VIII. osztályos tanuló vett részt. Az iskolatípus (egytannyelvű és kéttannyelvű) illetve lakóhely (a település százalékos felosztását illetően többségi és kisebbségi magyar lakosság) mentén kialakított, eltérő nyelvi tapasztalatokkal rendelkező csoportok nyelvi készségeinek szintjén megmutatkozó különbségek arra engednek következtetni, hogy a kétnyelvűség pozitív hatással van egy harmadik nyelvtanulási helyzetben. Ezentúl a kétnyelvű környezetben élő személyek egyértelmű előnnyel rendelkeznek az idegen nyelvű szavak előhívását illetően, az egynyelvű környezetben, de kéttannyelvű iskolában tanulókkal való összehasonlításban. 

Kulcsszavak:
kétnyelvűség, kognitív kompetencia, szókincs, tanulmányi eredmények, figyelem

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Bilingual Environment: Blessing or Curse?
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Comparison of Cognitive Competences Among Monolingual and Bilingual Students


The current study examines the differences between monolingual and bilingual people considering their active and passive vocabulary, their learning performances and word learning abilities, relating to their socio-cultural background and command of language. In this survey the participants where 113 students from the 8-th grade. The differences derived from the type of school (monolingual or bilingual) respectively the inhabitance (considering the percental division of the settlement, Hungarian inhabitants in minority or majority) and the differing linguistic abilities of the test groups led us to the conclusion that biligualism has a positive effect on the  learning of a third language. Hence the students living in a bilingual environment have the advantage regarding the evocation of foreign terms, compared to the students from a monolingual environment studying in bilingual schools.

Keywords: bilingualism, cognitive competence, vocabulary, learning performance, attention


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Mediu bilingv: binecuvântare sau blestem
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Comparația competențelor cognitive între elevi monolingvi și bilingvi


Abstract: Studiul prezent examinează diferențele între persoanele monolingvi și bilingvi considerând cunoștințele lexicale active și pasive, performanța de studiu și abilitatea de îvățare a unei limbi, în contextul situației socio-culturale și cunoștinței de limbi. În această evaluare au participat 113 de elevi de clasa a 8-a. Diferențele bazate pe tipul de școală (monolingv sau bilingv), respectiv domiciliu (considerând diviziunea procentuală, populația maghiară în minoritate și în majoritate) și diferențele pe baza de abilitate lingvistică a experiențelor lingvistice a diferitelor grupuri, având cunoștințe de limbi diferite, arată concluzia că bilingvismul are un efect pozitiv în condiția de a învăța o a treia limbă. De aici înainte persoanele care trăiesc într-un mediu bilingv au un avantaj de a evoca termeni de limbă străină în comparație cu cei trăind într-un mediu monolingv dar dintr-o școală bilingvă.

Cuvinte-cheie: bilingvism, competență cognitivă, cunoștință lexicală, rezultate de studiu, atenție

This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using three formative assessments or a post-test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty-six students were the respondents involved in a non-randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction (t = 1.68, p.474), while assessment 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). In the present study, the findings confirm that the students were positive regarding perceived competence, autonomy, and relatedness, better performance, and were able to achieve good achievement during the tests. The survey results reveal that the gamified flip-class setting fostered better motivation and engagement. Particularly, students motivated to compete and beat other students during the gamification activities by collecting points and badges as many as possible. Four main themes emerged from the qualitative interviews, namely, (1) pre-class learning motivation, (2) pre-class competition, (3) students' learning autonomy, and (4) students' social engagement. Conclusions from this study showed that the gamified flip-class setting had successfully constructed the basic psychological needs of SDT, namely: competency, autonomy, and relatedness.

Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students' perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative survey approach was adopted to test our hypothesized structural model. Three hundred and sixty-nine students who had taken fewer than three fully online courses participated in this study. The results revealed that three out of four testing hypotheses were all supported at the 0.01 significance level, and one of the path coefficients indicated that online students' confidence in their ability or competency to perform academic tasks did not directly influence their intention to take future online courses. Instead, the influence of performance proficiency on online learning continuance intention was mediated through the factor of satisfaction. In addition, satisfaction was found to have a significantly direct impact on online learning continuance intention, suggesting that when students taking online courses are satisfied with their online learning experience, the likelihood for them to continue taking other online courses is higher.

This paper concerns an applied research aimed at applying the concept of usability, as derived form the standard ISO 9241/11, in the filed of building design, namely primary schools. Starting from the concept that space characteristics play a very relevant role in learning performances, the study presented here developed an original methodology for the assessment of effectiveness, efficiency and satisfaction of buildings hosting primary schools, in order to create a school environment better supporting users in their tasks. Research core is the framework of usability requirements and their related markers, indicators and technical specification that has been formulated in order to check compliance of urban area, building, rooms and architectural details with users needs. Therefore, a detailed task analysis of pupils and teacher tasks has been carried out and two questionnaires addressed to a significant users panel have been formulated for satisfaction survey. Lastly, a matrix for an overall reading of gathered data has been set-up and criteria for usability assessment based on that data has been defined. The whole
study has been developed within the case study of a primary school in the Naples city centre, whose contents and results are
discussed.

This paper is to report for developing a web-based form of social learning performances of the social gamification functional learning online to enhance behaviors and critical thinking abilities of undergraduate students, to assess the effectiveness of learning lessons that based on the development model in according to the Meguigans criteria, and to investigate of learning activities based on the theme of learning development were as the main purpose study which the sample size consisted of 28 full-time fleshy students who sat in the Computer Education Program, Faculty of Education in Rajabhat Maha Sarakham University. Administrations with the research instruments, such as; the Web-Based Lessons, the Learning Behavior Measurement, the Learning Achievement Test were used. Statistically significant was compared between students' learning outcomes of their learning different learning functions with an average mean score and the standard deviation was analyzed. The results of these findings have indicated that: the quality of Web-based lessons from professional content on the web techniques and methods evidence at a high level. Students' learning on the performance efficiency of the Web-based model was developed on the basis of Meguigans criteria as 1.06, which was more than one lesson on the Web efficiently. The effects of the learning activities as a form of social gamification functional learning online to the enhancing behaviors toward critical thinking abilities of undergraduate students, which revealed those students' learning behaviors of in the usual form of learning that develop depended on to a large extent at the high level. Statistically significant was compared between the average scores of students' critical thinking of their social gamification Preecha Kansaart, Arun Suikraduang, Piyatida Panya UNDERGRADUATE STUDENTS' LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR CRITICAL THINKING ABILITIES European Journal of Education Studies-Volume 3 │ Issue 3 │ 2017 128 functional learning online and usual learning form was differenced at the level of 0.01. Students' responses of their learning achievements in according to be developed the social gamification functional learning online was higher than their usual learning indicated that of 0.01, differentiated significantly.

The paper intended to investigate adult students' Internet self-efficacy, self-regulation, and performance in online learning environments. The relationships between these variables and the effect of student characteristics on Internet self-efficacy and self-regulation were explored. The participants of this study were African American students from a university in the United States. They participated in two web-based research courses offered in summer. Data were collected through an online survey and were analyzed by a quantitative approach. The results showed Internet self-efficacy was positively related to self-regulation at a significant level. Internet self-efficacy and self-regulation differed in terms of student performance. The differences of gender and age did not have a significant impact on Internet self-efficacy and self-regulation. Discussions and implications were addressed according to the major findings of this study.

Limited research has been conducted on the use of mathematics apps in elementary school environments. The purpose of this study was to examine student (n = 127) and teacher (n = 6) attitudes toward the use of constructive-based, mathematics apps in Grades 4-6 and to explore what factors influence learning performance. Students rated the design and engagement value of mathematics apps high and the learning value moderately high. Teachers were neutral about app design but rated the engagement and learning value high. Student learning performance increased significantly after using mathematics apps for remembering, understanding, applications and analysis-based tasks. Student gender, ability, attitudes and age had no significant impact on student learning performance. On the other hand, teacher gender and strategies had a significant impact on student learning performance. Students scored 13% higher with female teachers, 24% higher when students used apps in pairs and 21% lower with a teacher-led strategy.

This study analyses the effectiveness of ethnobotanic activities on learning performance of pre-service teachers about plants' classification. The research design was a quasi-experimental model. The results of the study revealed that the experimental group in which ethnobotanical activities were carried out was more successful for answers given to the interview form. On the other hand, there was no difference between the groups in multiple-choice questions. In other words, ethnobotanical practices have developed the subjective views of the students so they could have more comprehensive knowledge of the plants. These results suggest that ethnobotanic activities encourage pre-service teachers to think and talk through how to solve more open-ended problems that require making connections between analytical and practical components. This study also suggests the need to rethink how we teach botany to pre-service teachers, and how to help them learn the content better and establish more accurate conceptions of the biology content.

Recent emerging technologies have demonstrated a great ability in enhancing the language learning performance in general and vocabulary learning in particular. In this respect, technologies such as Internet of Things (IoT) and Augmented Reality (AR) can make the educational systems more attractive, and thus have enormous positive
effect on enhancing the learning performance for young beginners with regard to new vocabularies. In this paper, a color-sensing approach is proposed for supporting vocabulary learning in children using AR and IoT. To facilitate the users' interaction with the system, a tangible user interface capable of visualizing AR concepts is developed. Children can point the color sensor to real world colors and then are provided with the corresponding animations and multimedia content that teaches colors in Spanish language. By conducting experiments on elementary school children, the impact on pupils performance in learning Spanish language vocabularies is assessed using Paired T-Test. Moreover, the usability and accuracy of the proposed color-sensing system is also evaluated. Experimental results show that the proposed approach is quite promising particularly for upgrading performance of vocabulary languages in children and is equally applicable to learning any kind of object sensible in reality.

The present paper proposes some simple ways to reach the normal parameters of pupils' attention and ability to focus so that learning during classes is carried out in the best possible conditions. The article is structured on two parts preceded by the argument. In the first part, the didactic flash concept is clarified in relation to the generating factors, its objectives, and its forms. In the second part, examples and suggestions are provided for each type of flash. The work ends with some final considerations.

Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students’ perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative survey approach was adopted to test our hypothesized structural model. Three hundred and sixty-nine students who had taken fewer than three fully online courses participated in this study. The results revealed that three out of four testing hypotheses were all supported at the 0.01 significance level, and one of the path coefficients indicated that online students’ confidence in their ability or competency to perform academic tasks did not directly influence their intention to take future online courses. Instead, the influence of performance proficiency on online learning continua...

Recently, a lot of universities have been made a huge investments in improve their classroom facility and learning center, including many factors such as automatic table and chair, specific lighting system fro classroom, upgrade table and chair quality, and provide Ipad with high speed internet. The purpose of this study was to examine the influences of classroom physical environment to the leaning performance of Kasem bundit Univeristy students.
Before the study and experimental we did the survey to 128 students, to let students choose the important reason and factor which effect them about study. The result indicate that many students think physical classroom environment actually very important for their learning performance. So this is the original reason for this study. The final result indicates that students with better classroom environment have better learning performance. The results of this study should benefit administrators who will decide their facility and classroom environment build up.

Human resources in the organization is affected by organization culture which have different values and characteristics from one and other. These differences defends on culture that belongs to the organizations. The level of employee ability calculated by quality and quantity of results accomplished to provide the advantage of being able to meet the desires and needs of the community. The influences of  the level of employer performance closely related with organization culture that can support his/her work so that can be optimalized performance. Object of this research are LPKIA’s employees. The purpose of this research is to find out the influence of organization culture to performances of LPKIA employees and to prove that organization culture simultaneously affect on employees performances. Based on framework research can be design a hipothesis that organization culture affect simultaneously on employee performances. Research method that used is census method. Census Methos including a whole element of population so that this research do some hypothetical test or explanatory research which is explained variables causality relationship by hypothetical test. The results of the research shows that organization culture variable that evolved in LPKIA include on the good category. However, notice on the indicators of organization culture analize’s result, there are several indicator include into moderate category so that need seriously attention from the management. Then, from the test resultsshows that organization results simultaneously affect on the employee of LPKIA bandung performances.

This study presents the results of the introduction of Twitter in the educational process. It examines the relationship of the tool's use with the participants' learning outcome through a series of well-organized activities. Three studies were conducted in the context of 2 academic courses. The participation in the Twitter activity was voluntarily for the students. In all 3 studies the students who participated in the process had a higher laboratory grade than the students who did not participated. Students' Conscientiousness and Openness to experience were related to their activity in one study. However, no relationship between the students' personality traits and their grade was unveiled. Moreover, the students' interventions in the activities are examined as well as the variation in their attitudes towards social media use in learning. The implications of the conducted studies are discussed extensively and a comparison with other related studies is presented.