scholarly journals An International Study of the Teaching and Learning of Communication: Investigating Changes in Self-Efficacy in Four Undergraduate Engineering Programs

2016 ◽  
Author(s):  
Lori Breslow ◽  
Christina White ◽  
Daniel Hastings
Keyword(s):  
Self Efficacy ◽  
Teaching And Learning ◽  
International Study ◽  
Engineering Programs ◽  
Undergraduate Engineering

scholarly journals The Effect Of Gender On Support And Self Efficacy In Undergraduate Engineering Programs

2020 ◽  
Author(s):  
Rachelle Reisberg ◽  
Margaret Bailey ◽  
Carol Burger ◽  
Jerry Hamann ◽  
Joe Raelin ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Engineering Programs ◽  
Undergraduate Engineering

scholarly journals The Effect of Contextual Support in the First Year on Self-Efficacy in Undergraduate Engineering Programs

2020 ◽  
Author(s):  
Rachelle Reisberg ◽  
Joseph Raelin ◽  
Margaret Bailey ◽  
Jerry Hamann ◽  
David Whitman ◽  
...  
Keyword(s):  
Self Efficacy ◽  
First Year ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Contextual Support

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

scholarly journals The System Analysis in Language Teaching and Learning for Technical Students in Russia

2015 ◽  
Vol 10 (5) ◽  
pp. 22 ◽  
Author(s):  
Tatiana Sidorenko ◽  
Vladimir Yampolsky
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
System Analysis ◽  
Foreign Languages ◽  
Special Focus ◽  
Engineering Programs ◽  
Technical Students ◽  
Language Courses ◽  
University Level ◽  
Personal Skills

Integration of the Russian system of engineering education into the global educational domain compelled Russian universities to enhance the importance of humanities in engineering programs with a special focus on foreign languages. However, it must be admitted that the system of language training in Russia at a university level comes up against serious problems of historical, economic or political backgrounds, for which reason there are processes in the system that hamper a solution of the tasks set before the university and the society. The solution requires strong and decisive initiatives capable to improve the situation with the language proficiency among the graduators. Therefore, there is a rapid need in essentially new approaches to teaching foreign languages attain the desired outcomes for engineers, which reflect not only subject-oriented knowledge but also personal skills and the ability to effectively communicate with an opponent or a partner. The need to identify barriers towards high-quality language courses at a university level motivated the authors to carry out a special research based on the methods that are typical to system analysis.

scholarly journals Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

2020 ◽  
Vol 15 (01) ◽  
pp. 163
Author(s):  
Kung-Teck Wong ◽  
Mazura @ Mastura Binti Muhammad ◽  
Norazilawati Binti Abdullah
Keyword(s):  
Technology Acceptance ◽  
Student Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Intention To Use ◽  
Proposed Model ◽  
Effective Use ◽  
Published Research

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

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