Quantitative Research Methods

Latunde, Yvette C.

doi:10.1057/978-1-137-59146-3_5

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…The R Square value of 0.341 indicates a strong correlation between the observed and predicted value of project implementation and therefore a goodness of fit. R Square value shows the coefficient of determination in a regression equation (Latunde, 2016). In this study, an R Square value of 0.341 implied that 34.1% of the variation in project implementation performance is due to changes in the resource availability, managers' competences, and stakeholder involvement.…”

Section: Regression Analysismentioning

confidence: 74%

Factors Influencing Implementation of Low-Cost Housing Programme by Kenya National Housing Corporation

Wamugunda¹,

Waruguru²

2019

theijbm

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The implementation is one of the critical stages of the project management lifecycle. The project implementation is the phase in which the aspects of project plans are put in motion and executed with a view of achieving the project objectives (Zaid, 2015). This process may thus involve the allocation of tasks to specific team members for implementation, and allocation of resources to different tasks that need to be undertaken in order to achieve the project objectives (Ebekoziena & Jaafar, 2015). How well the project objectives are met is critical to the measurement of project implementation performance. In this context, the project implementation performance has been conceptualized as the meeting of the project of its objectives in relations to timelines, budgets, scope and to the satisfaction of the project stakeholders(Obi & Arif, 2012). There are various activities and control mechanisms that are undertaken during the implementation. These processes include time control, cost control, quality management, and monitoring controls. The time control aspects relate to the time that is undertaken during the project implementation process. There must be control mechanisms to ensure that the project activities and tasks are undertaken within the required timeliness (Chepsiror, 2013). The cost control aspects are critical in ensuring the project activities are undertaken within the required budgetary allocation and that there is no wastage of resources in the implementation of the project (Thobane, 20090. The quality management aspects relate to the project being able to achieve the set scope and parameters of the project as per project design. The project implementation performance continues to be a challenge in diverse low-cost housing projects. In Malaysia, there have been noted challenges in the implementation of the low-cost housing projects in the country. The government of Malaysia in execution of the seventh Malaysia Plan sought to construct low and medium cost housing to address housing inadequacies amongst its population. The project target to construct 350,000 housing units. In this context, Bakh, Zaharim, Sopian, & Moghimi (2013) noted that the implementation faced challenges such as stakeholder management. Amongst the stakeholder involvement challenges were local authorities charging different rates for similar

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Section: Regression Analysismentioning

confidence: 74%

Factors Influencing Implementation of Low-Cost Housing Programme by Kenya National Housing Corporation

Wamugunda¹,

Waruguru²

2019

theijbm

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“…The results from teachers where a fivepoint Likert scale was used such that; 1=Always, 2= Frequently, 3= Occasionally, 4= Rarely, 5= Never are summarized in Table 1. With respect to the scale used, a mean of more than 3.00 would imply that the corresponding strategy is used less often while a mean score of less than 3.00 would imply a tendency to use the corresponding strategy in teaching English oral skills more often (Latunde, 2017) [22] . On the other hand, a standard deviation of more than 1.000 would imply lack of consensus among the respondents in the use of the corresponding strategy while a standard deviation of less than 1.000 imply a consensus among the respondents in the use of the corresponding strategy in teaching English oral skills (Morgan, 2017) [25] .…”

Section: Research Findings and Discussionmentioning

confidence: 99%

Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

Mugo,

Bwire

2024

IJMRGE

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English language learning is pegged on four core skills namely writing, reading, listening and speaking. Acquisition of language springs from the latter; verbal skills (listening & speaking) and ignite the learning process in totality. Teaching of oral skills is barred by hurdles like ineffective delivery strategies. This study investigates instructional strategies utilized in development of oral skills. Descriptive survey, as a research design, was adopted. The study was grounded on Constructivism Learning Theory. The target population consisted of 37 public primary schools in Embu-West, 37 language panel chairpersons, 67 grade 3 classes and 67 grade 3 teachers of English. The study sample was chosen using stratified and simple random sampling methods. The sample consisted of 10 schools, 10 grade 3 classes, 10 language panel chairpersons and 10 grade 3 teachers. For data collection, teacher questionnaires, language panel chairpersons interview schedule, classroom observation guide and focus group discussion for learners were used. Quantitative data was analyzed descriptively using SPSS version 25.0 and presented in form of tables and percentages whereas qualitative data was analyzed thematically and presented narratively. Results revealed that storytelling, pair work, communication games, group work, role-play and songs among others form the major strategies in the teaching of oral skills. The results led to the conclusion that storytelling, pair work, songs and role-play form the common strategies used in development of oral skills. The study recommends that teachers adopt use of these interactive strategies and motivate learners to practice and develop interest in learning of oral skills among others. These findings may be beneficial to both curriculum developers and implementers for effective teaching and learning.

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“…Jenis penelitian ini adalah penelitian kuantitatif, menggunakan metode eksperimen dengan satu kelas kontrol dan satu kelas eksperimen [44,45], yang mana dalam proses pembelajaran Mata Kuliah Kewirausahaan Kelas A sebagai kelas kontrol tidak menggunakan modul elektronik audio-visual mengelola usaha sebagai sumber belajar dengan pemanfaatan, sedangkan pada kelas Kewirausahaan B sebagai kelas eksperimen menggunakan modul elektronik audio-visual mengelola usaha oleh Ninik Sudarwati yang ada dalam link: https://www.youtube.com/watch?v=j3tnL7JTRG8 sebagai sumber belajar dengan pemanfaatan. Proses kegiatan analisis secara statistik untuk mengetahui motivasi berwirausaha mahasiswa terhadap penggunaan modul elektronik audio-visual mengelola usaha sebagai sumber belajar dengan pemanfaatan, dan untuk mengetahui penggunaan modul elektronik sebagai sumber belajar dengan pemanfaatan berpengaruh terhadap hasil belajar mahasiswa pada Mata Kuliah Praktek Kewirausahaan.…”

Section: Metode Penelitianunclassified

“…Teknik pengumpulan data yang digunakan dalam penelitian ini meliputi: pertama, teknik kuisioner [44,45]untuk mengumpulkan data yang akan digunakan untuk mengukur penguasaan materi belajar kewirausahaan pada control group yang tidak menggunakan modul elektronik audio-visual mengelola usaha dan experimental group yang menggunakan modul elektronik audio-visual mengelola usaha sebagai sumber belajar dengan pemanfaatan pada mata kuliah dan juga kuisioner digunakan untuk mengumpulkan data yang akan digunakan dalam mengukur motivasi berwirausaha mahasiswa. Kedua, teknik tes.…”

Section: Teknik Pengumpulan Dataunclassified

Pengaruh Modul Elektronik Audio-VisualTerhadap Motivasi Berwirausaha dan Hasil Belajar Mahasiswa

Sudarwati

Masruchan

Iffah

et al. 2022

DIAJAR: Jurnal Pendidikan dan Pembelajaran

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The purpose of this study is to examine the entrepreneurial motivation of students who use the audio-visual e-module as a learning resource by utilization, the effect of using the audio-visual e-module on managing the business as a learning resource by utilization with learning outcomes, and the impact of entrepreneurial motivation on managing learning outcomes. By utilizing student entrepreneurial practice learning outcomes, a business can be used as a source of learning. Quantitative methods with questionnaires and tests were used to analyze the data. The research subjects were 50 students consisting of 25 control class students and 25 experimental class students. Linear Regression Test Technique using SPSS version 24 is used to determine the effect of student entrepreneurship motivation with student learning outcomes. This study concludes that (1) the entrepreneurial motivation of students using the audio-visual e-module to manage their business as a learning resource is in the very good category; (2) There is a significant influence from the use of the audio-visual e-module in managing the business as a learning resource; (3) There is a significant effect between the entrepreneurial motivation of students who use the audio-visual e-module to manage their business as a learning resource and their utilization of the learning outcomes of entrepreneurial practices. The findings of this study have implications for the discovery that the audio-visual electronic module on business management as a relevant learning resource is applied to learning Entrepreneurship courses.

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Quantitative Research Methods

Cited by 4 publications

References 9 publications

Factors Influencing Implementation of Low-Cost Housing Programme by Kenya National Housing Corporation

Factors Influencing Implementation of Low-Cost Housing Programme by Kenya National Housing Corporation

Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

Pengaruh Modul Elektronik Audio-VisualTerhadap Motivasi Berwirausaha dan Hasil Belajar Mahasiswa

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