The Effect of Learning Log on the Academic Performance of University Students: The Case of Psychology Second Year Students in Jimma University

Ferede, Tekle; Gorfu, M

doi:10.4314/ejesc.v3i2.42003

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…The resonance between the findings of this research and existing literature emphasizes the transformative impact of self-directed and autonomous learning, aligning with the works of Ferede and Gorfu (2008) and Magolda (2020). Participants demonstrated a heightened ability to delineate and pursue their learning objectives, particularly within the sphere of listening skills.…”

Section: Discussionmentioning

confidence: 48%

Using Independent Learning Log for Listening Skill Learning Among First Year University Students

Salimah,

Dewanti

2024

JEEP

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Students freshly admitted to the English Language and Literature study program has various levels of English proficiency. To maximize their listening skills, independent learning log was administered to the students to support their learning activities outside classroom. This action research was aimed at investigating the benefits of the log for the students’ listening skills, and for the students’ English learning in general. Data was collected from a listening class comprising 42 students. Each student was given an independent learning log and had to complete the log outside the classroom. Classroom discussions during the log completion were carried out in several meetings throughout the semester. In addition, the independent learning reflection was conducted at the last week of the semester. The findings indicate that the benefits of using the independent learning log for students were self-paced learning, more personalized choices, and more peer collaboration. Specifically, students became more self-directed and autonomous. Furthermore, they shared learning resources, forming a class-based learning community. Collectively, all of these benefit their future learning.

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Section: Discussionmentioning

confidence: 48%

Using Independent Learning Log for Listening Skill Learning Among First Year University Students

Salimah,

Dewanti

2024

JEEP

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“…When students are involved actively in the learning and teaching process then learning becomes more effective and they cover the journey of conceptual change. Constructivist states that the most important is what students can do, perceive, and interpret as compared to what teachers can do (Tegegne, 2014). Studies have revealed that the involvement of interactive technology in the teaching and learning process brings change in two ways.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of E-Module on the Academic Achievement of Chemistry Students at Secondary Level

Mehmood Qamar,

Maqsood,

Bashir

2023

JPR

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An experimental study was designed to find the effect of e-module on the academic achievement of chemistry students at secondary level. This study was quasi-experimental with pretest and posttest non-equivalent control group design. All female science students of 10th class of public school were the population of the study. A sample of 67 female students of 10th class was selected from a public school GGHS Sheikhpur, in the rural area. Two groups were named after the conduction of pretest as experimental group and control group. E-module was designed to teach experimental group. Module and instrument were piloted and validated through expert opinion. Data were collected through pretest and posttest. Data were analyzed through inferential statistics with the help of independent sample t-test. The findings of the study were significant as academic achievement of students of experimental group was enhanced in chemistry through teaching with e-module as compared to control group in the area of Understanding and Application. It is recommended that to minimize the use of traditional teaching methods in science subjects and to enhance the area of understanding and Application, teaching with e-module may be encouraged at the secondary level.

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“…Understanding the Relationship Among Self-Efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education Akcaoglu and Ozturk Akcaoglu revealed that self-efficacy predicts academic achievement and that individuals with high self-efficacy are more inclined to perform tasks, are more determined, and work harder (Ferede et al, 2016;Valentine et al, 2004;Vogel & Human-Vogel, 2016;Wang & Finch, 2018).…”

Section: Self-efficacymentioning

confidence: 99%

Understanding the Relationship Among Self-efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education

Akcaoğlu

Akçaoğlu

2022

IRRODL

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School closures during the COVID-19 pandemic have shown the importance of distance education, and teachers have been tasked with designing and delivering online courses in a short amount of time without much preparation or deliberation. As the future generation of teachers, preservice teachers need to be prepared to teach online, and their motivation to do so is a key factor in how successfully they do it. The community of inquiry framework provides researchers and practitioners with a framework for designing and delivering online courses, while self-efficacy and utility value are important motivational constructs predicting future engagement and success in tasks. In this cross-sectional survey study, we investigated preservice teachers’ (n = 344) perceptions of their self-efficacy, utility value, the importance of the three components of the community of inquiry framework: teaching presence, social presence, and cognitive presence. Our results show that overall, preservice teachers had high motivation to teach online and high perceptions of the three presences. Our regression analyses indicated that while preservice teachers’ self-efficacy was a significant predictor of teaching presence, utility value only significantly predicted social presence. We discuss the implications of these findings for teacher education programs, including a holistic approach to teaching online learning and instructional design.

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The Effect of Learning Log on the Academic Performance of University Students: The Case of Psychology Second Year Students in Jimma University

Cited by 3 publications

References 3 publications

Using Independent Learning Log for Listening Skill Learning Among First Year University Students

Using Independent Learning Log for Listening Skill Learning Among First Year University Students

Effect of E-Module on the Academic Achievement of Chemistry Students at Secondary Level

Understanding the Relationship Among Self-efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education

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