{"title":"A case study in eastern Indonesia for the development of integrated real-time performance assessment on science practicum in universities","authors":"A. Ramdani, A. Doyan, Yunita Arian, Sani Anwar","doi":"10.18488/61.v12i1.3625","DOIUrl":"https://doi.org/10.18488/61.v12i1.3625","url":null,"abstract":"The purpose of this study was to collect preliminary data for the design of real-time and integrated performance assessments in science practicum at two public universities and two private universities in Eastern Indonesia. The case study design and quantitative and qualitative approaches were adopted in this study. Cluster random sampling technique was used to select four universities, 376 participants respectively from university students and lecturers, four vice deans, four heads of study programs, four heads of laboratories, and four teaching assistants. Data were gathered through questionnaires, in-depth interviews, and observations. The chi-square test was used to analyze the data descriptively. Findings indicated that a performance assessment was not carried out since standard measurement instruments that provided real-time and integrated feedback had not been developed. There was no significant difference (p > 0.05) between public and private universities on the science practicum assessment, implying that both public and private universities still used paper-based practicum assessments. There was also no significant difference between the responses of university students and lecturers on practicum performance assessments (p > 0.05). University students’ experience in assessing science practicums was similar to those of lecturers’, which suggests that practicum of performance assessments was not real-time and integrated with feedback. This study recommends developing a real-time and integrated performance assessment with automated feedback on the science practicum, in order to provide continuous improvement of students and monitoring their learning progress.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"576 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Application of regression decision tree and machine learning algorithms to examine students’ online learning preferences during COVID-19 pandemic","authors":"Suwimon Kooptiwoot, S. Kooptiwoot, Bagher Javadi","doi":"10.18488/61.v12i1.3619","DOIUrl":"https://doi.org/10.18488/61.v12i1.3619","url":null,"abstract":"The emergence of the novel coronavirus (COVID-19) profoundly disrupted the field of education, ushering in an era of widespread online learning adoption. This research paper seeks to investigate the multifaceted factors influencing students' preferences for online learning. Employing data exploration techniques and machine learning algorithms, the study aimed to identify the pivotal variables affecting students' willingness and performance in online educational environments. The research encompassed data collection through designated questionnaires and the application of decision tree-based machine learning algorithms to analyze these diverse factors. Through this approach, seven specific prerequisites were derived, employing multiple linear regression analysis within the decision tree framework, to illuminate the relationships between these factors. Key aspects considered in these prerequisites included factors such as \"internet connectivity issues,\" \"COVID-19 pandemic-induced stress,\" \"COVID-19 vaccination status,\" and \"close relatives' COVID-19 infections\". Foremost among the reasons for students' reluctance to embrace online learning was the presence of \"internet difficulties,\" including issues like slow connections and frequent disruptions. From the results of this research, it can be concluded that basic computer and internet courses can be beneficial for encouraging online education. Findings of this study underscore the potential benefits of offering basic computer and internet courses as a means to encourage and facilitate effective online education, particularly in the context of the COVID-19 pandemic.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"27 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mediating effect of psychological needs satisfaction on the relationship between presence and academic motivation during online learning","authors":"T. Ramis, Loh Sau Cheong","doi":"10.18488/61.v12i1.3604","DOIUrl":"https://doi.org/10.18488/61.v12i1.3604","url":null,"abstract":"Academic motivation is a prerequisite of human learning and development. There are direct and indirect predictors that address the problem of declining academic motivation of undergraduates during online learning. As lack of interaction has been cited as a central reason for reduced academic motivation in online learning, this study examined the association between presences (cognitive, social, and teaching) and academic motivation. Recent systematic reviews and meta-analyses have found psychological needs satisfaction to be related to autonomous motivation and indicators of wellbeing. As such, this study examined the mediating role of psychological needs satisfaction on the relationship between presences and academic motivation during online learning among undergraduates in Malaysia. Two hundred and fifty students from private universities across the country were recruited via convenience sampling. A correlational research design was employed and participants filled in a cross-sectional online survey. Results revealed that there are significant positive relationships between presences and autonomous academic motivation as well as presences and controlled academic motivation. There was also a significant negative relationship between presences and academic amotivation. Further, it was found that psychological needs satisfaction significantly mediated the relationships between presences and autonomous academic motivation as well as presences and academic amotivation. Psychological needs satisfaction, however, did not significantly mediate the relationship between presences and controlled academic motivation. These findings provide insights into addressing the problem of low academic motivation during online learning, in turn, aid university administration to address the higher rates of attrition in online learning.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"470 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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