This study aims to determine the Response Growth and Production of Crops (Brassica juncea L.) Against Watering Time Interval In Various Hydroponics Media. The research was conducted at the experimental gardens of Faculty of Agriculture, Faculty of Agriculture, University of Medan Area, located on No. Pond Street. 1 Medan Estate. This research was conducted from October 2013 until December 2013. The design used was RAL Factorial, with 2 replications, 10 combinations. The first factor of the hydroponic planting medium is: M1: Frying Roots, M2: Coconut Coir Powder, M3: Fryer Seal, M4: Rokwool, and M5: Sawdust, the second factor is the time interval: I1: 3 hours a day I2: 5 hours a day, starting from 08:00 a.m to 06:00 p.m. The result of this research indicates that the treatment of watering liquid fertilizer with different time interval does not show a real effect on the growth of mustard plants, Media treatment used on hydroponic systems have an influence very evident on the parameters of plant height, leaf number, leaf area, production weight and significant effect on leaf level parameters, influential planting medium and have the best number is M3 (fuel husk). Interaction interval of watering time on various hydroponic media did not have a significant effect on observed parameters, namely: plant height, leaf number, wet weight, and weight of production, while the leaf color parameter had significant effect on leaf width.

Purpose of the study: This study aimed to investigate the influence of task-value, goal orientation and self-efficacy on the help-seeking of the students, and thereafter on the academic performance. Methodology: To carry out research findings, a quantitative survey was applied by employing a self-regulated online learning questionnaire (SOL-Q), and a Motivated Strategies for Learning Questionnaire (MSLQ).A total of 317 university Arabic learners participated in the present study. Analysis of data used SPSS version 22 software. Both descriptive and inferential statistics were used to analyse the data and to examine the relationship among learners’ help-seeking, motivation, and learners’ GPA. Main Findings: The results of the present study provide support to the motivational beliefs (SE and TV) predict help-seeking, and students who endorsed high self-efficacy are more likely seeking help from others, and achieve high performance as well. Applications of this study: This study will enable faculty management, instructors, and students to better understand the essential role of help-seeking and motivational factors in Arabic language learning. Novelty/Originality of this study: The case of Self-Efficacy, Task Value, Goal Orientation, Help-Seeking, and Academic Performance were widely explained by the number of researchers. But there is no recent publication that has explained the influence of Self-Efficacy, Task Value, and Goal Orientation on Help-Seeking within the Arabic learning context.

It is evident that academic self-management is one of the skills which predict and improve students' academic outcomes. The present study investigated students' academic self-management skills (ASMS) by studying their self-regulated learning strategies (SRLs) and explored whether SRLs predict students' academic performance, as well as gender and year of study differs in SRLs among undergraduate students in Malaysia. The study was conducted with a quantitative survey methodology by distributing a questionnaire to six public universities in Malaysia. A total of 317 university undergraduate students participated in the current study of self-regulated online learning questionnaire (SOL-Q). Hypothesis testing was done by using inferential analysis in SPSS Version 22. Quantitative data analysis showed that students have a medium level of SRLs. The results varied based on the study years of the students in SRLs, but, not on their gender. The metacognitive skills are found influential on students' academic outcomes (GPA). The study has reflected the need to enhance students' SRLs to develop 21st-century skills for lifelong learning. The implications of the results for language learning and educational practices may be suitable for students and instructors of the faculty.

This study investigated the correlation of metacognitive strategies, self-efficacy and academic performance of university-level Arabic learners. A total of 317 university level Arabic learners from Year 1 to Year 4 participated in this study. The quantitative research approach was utilised by using Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Regulated Online Learning Questionnaire (SOL-Q) as instrument of the study. SPSS analysis of the data indicated a high level of metacognitive skills and self-efficacy. Metacognitive skills and self-efficacy correlated with each other significantly predicted academic performance. Subsequent data analysis also yielded a significant difference in metacognitive strategies and self-efficacy beliefs among Year 1, Year 2, Year 3, and Year 4 learners. The implications of the results for language learning and educational practice are discussed.

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