The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement

Nikou, Stavros A.; Economides, Anastasios A.

doi:10.1016/j.chb.2015.09.025

Cited by 122 publications

(117 citation statements)

References 36 publications

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“…After the Kendall-Tau b correlation test, at significant level 0.05, this present study show that there is no correlation between students' critical thinking and students' motivation (p = 0.081). It means whether students who have high critical thinking level in science is not influenced by their science motivation which in line with the findings of Nikou and Economides (2016) that science motivation has no effect to the test and also supported by Chua (2012). Even the result is in contrast with the research finding by Fahim and Hajimaghsoodi (2014) that motivation has a positive relationship with critical thinking.…”

Section: The Correlation Between Students' Critical Thinking Skill Ansupporting

confidence: 74%

The Profile of Students’ Critical Thinking Measured through Science Virtual Test on 9th Grade in The Theme of Living Things and Environmental Sustainability

2017

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The aims of this study are: (1) to investigate the level students' critical thinking skill on living things and environmental sustainability theme, (2) to examine the critical thinking difference among gender, learning styles, and students' motivation, and (3) to investigate the correlation between students' critical thinking and students' motivation. This research was conducted to get current skill description as the basic information to improve critical thinking in junior high school. The method of this study was descriptive research method which compiles both descriptive comparative and descriptive correlational that utilized the data collection and analysis techniques that results was concerned on measuring tendency, variation, comparison, and correlation. One hundred and ten students from three junior high school in Kuningan was tested with Science Virtual Test on Living Things and Environmental Sustainability Theme for 9 th Grade as the measurement tool of critical thinking based on Inch critical thinking elements, and was given learning style questionnaire and science motivation questionnaire. Generally, the mean scores on six elements and overall critical thinking score from descriptive statistics showed a moderate critical thinking attainments level, with the range 43.33 ≤ score < 69.75, while other two elements showed low critical thinking attainments level (score ≤ 43.33). At significant level 0.05 there was no significant difference between male and female, and also there was no significant difference among visual, aural, read/write, and kinesthetic learning style in critical thinking, while significant difference was founded on three different students' motivation (Low, Moderate, High) groups on four critical thinking element skills. Hence to support the tendency, the correlation test is conducted. The correlation test shows there was no correlation between critical thinking and students' motivation (r = 0.155, p = 0.81).

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Section: The Correlation Between Students' Critical Thinking Skill Ansupporting

confidence: 74%

The Profile of Students’ Critical Thinking Measured through Science Virtual Test on 9th Grade in The Theme of Living Things and Environmental Sustainability

2017

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“…Measurements of identity attractiveness (three items), social media engagement (five items), and consumer‐social venture identification (five items) were adapted from Hall‐Phillips et al's () scale. Five items measuring self‐determination and personal relevance were adapted from Nikou and Economides (), and six items measuring customer citizenship behaviour were adapted from Yi and Gong (). The full questionnaire appears in Table .…”

Section: Methodsmentioning

confidence: 99%

“…A 7-point Likert scale anchored between 1 (strongly disagree) and 7 (strongly agree) was adopted for all constructs except selfdetermination and personal relevance, which was used a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Nikou and Economides (2016), and six items measuring customer citizenship behaviour were adapted from . The full questionnaire appears in Table 2.…”

Section: Measurementmentioning

confidence: 99%

“…In doing so, their consumption of organic foods becomes part of a lifestyle that connects with a particular value system, which influences their personality and consumption behaviour (Schifferstein & Ophuis, ). Nikou and Economides () argued that personal relevance can raise an individual's expectation of self‐efficacy and affect her or his self‐cognition and subsequent behaviour. Personal relevance can trigger an individual's emotional reaction and alter her or his actual adoption of environmentally friendly behaviours (Carrete et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Antecedents of consumers' citizenship behaviour towards organic foods

Chiu

Ortiz

Chih

et al. 2019

J of Consumer Behaviour

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Within the consumer behaviour literature, there has been little research on factors that influence customers' choices for organic foods. This study investigates three aspects of the Taiwanese organic food market. The first aspect considers how argument quality, source credibility, and social comparison affect consumer‐social venture identification. The second aspect examines how identity attractiveness, social media engagement, and self‐determination affect personal relevance. The third and final aspect investigates how consumer‐social venture identification and personal relevance influence customer citizenship behaviour. The results show that consumer‐social venture identification and personal relevance have significant and positive effects on customer citizenship behaviour. Furthermore, argument quality, source credibility, and social comparison all have significant and positive effects on consumer‐social venture identification. Finally, identity attractiveness, social media engagement, and self‐determination have significant and positive effects on personal relevance. This study makes three contributions regarding consumers' behaviour of purchasing organic foods. First, it explores whether consumer‐social venture identification and personal relevance are antecedents of customer citizenship behaviour. Second, it investigates whether argument quality, source credibility, and social comparison are antecedents of consumer‐social venture identification. Last, it examines whether identity attractiveness, social media engagement, and self‐determination are antecedents of personal relevance. The practical implications of this study indicate that firms must pay more attention to consumers' information search/sharing and perceptions of a credible environment for sharing information and their awareness about healthy items and personal images on social networking sites.

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“…The most effective test is used to find out and identify the level of understanding of students (Westwood, 2008). By using tests, learning outcomes and the level of understanding of students can be known as part of information that can help improve the learning process Assessment instruments must meet the requirements of substance (content), construction and language and have evidence of empirical validity and produce scores that can be compared between schools, between regions and between nationalities (Mendiknas, 2007). In addition, standard assessment instruments must be valid, reliable, and free from bias elements (Mardapi, Kumaidi & Kartowarigan, 2011 (Jeong, 2012;Nikou & Economides, 2016).…”

Section: Introductionmentioning

confidence: 99%

Developing Lup Instrument Test to Measure Higher Order Thinking Skills (HOTS) Bloomian for Senior High School Students

Erfianti¹,

Istiyono²,

Kuswanto³

2019

International Journal of Educational Research Review

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The study aims to developing lup instrument test for measurng higher order thinking skills of students in physics learning. The 4D stage of the model consists of define, planning, design, and disseminate stages. The assessment instrument was developed based on HOTS indicators inc lude the ability to analyze (C4), evaluate (C5), and creat (C6). The test form is a reasoning multiple choice. S ubject of this research were all student of XI MIA 1 and XI MIA2 on 2nd semester at S MA Negeri 1 Depok in academic year of 2017/2018. Result of this research are: 1) the higher order thinking skills test instrument proved valid and worthy of use in the learning process. Based on expert validation, the test is valid with Aiken V index value of 0.89, the average value and standard deviation of INFIT MNS Q is 1.01 ± 0.09, and has a good degree of difficulty with a range of difficulty levels between -1.29 to 1.35. The higher order thinking skills test can also be used to measure students higher order thinking skills in physics learning with very low to excellent categories . ©IJERE. All rights reserved

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The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement

Cited by 122 publications

References 36 publications

The Profile of Students’ Critical Thinking Measured through Science Virtual Test on 9th Grade in The Theme of Living Things and Environmental Sustainability

The Profile of Students’ Critical Thinking Measured through Science Virtual Test on 9th Grade in The Theme of Living Things and Environmental Sustainability

Antecedents of consumers' citizenship behaviour towards organic foods

Developing Lup Instrument Test to Measure Higher Order Thinking Skills (HOTS) Bloomian for Senior High School Students

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