A research on factors affecting the academic performance of freshman and sophomore at Hufi

The purpose of this study was to look into the various factors that influence the academic performance of freshmen and sophomores at Hufi University in Ho Chi Minh City. This study's participants were professors (30 males & 44 females). Using a questionnaire, a study was performed to collect information on various variables related to student academic success. The results of the annual assessment of their students measured academic success. According to the findings of the research, there is a close association between undergraduate and learning outcomes. However, there is little research on the relationship between psychological facets of the student body and academic success in Vietnam at the moment. Meanwhile, research into this partnership would aid HuFi University in further understanding the fundamental problems in student psychology, al-lowing it to develop the requisite activation plans to improve student efficacy as well as the school's training performance. With nearly 54,000 students, Ho Chi Minh City University of Food Industry is the largest main school in the South. With the student's latest academic performance being just average, students ranked the lowest in terms of putting their newly acquired experience and skills into work. This demonstrates that the school does not properly match the expertise and skills students learn with what life requires of them, resulting in human capital that is incapable of fulfilling potential socioeconomic growth criteria. A period of global economic integration, As a result, to contribute to the university's improvement as a school with a long tradition of experience.

Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?

Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.

Why Graded Assessment for Undergraduates During the COVID-19 Lockdown? An Experience Introspection

This paper presents a retrospective evaluation of the Higher Colleges of Technology’s student assessments during the COVID-19 lockdown, reflecting the justified decision to deploy graded assessments during the lockdown for students to academically progress and/or graduate on time, while maintaining the quality and rigor of academic awards. The outcome-based evaluation of this paper is intended to provide lessons for any future situations of this significance and magnitude. While online education was the obvious response to the pandemic, the provision of assessments was not possible without risk. Taking a high-stakes decision that would affect the future of thousands of students, for years to come, involved complex steps of reasoning and justification. Addressing the role of graded assessment in supporting institutional accountability and transferability of students’ achievements, student efficacy and informed pedagogy alterations were the main objectives. To meet those objectives, the Higher Colleges of Technology was able to deploy an off-campus student assessment model that builds upon three pillars of adjustments (assessment development and deployment; technology infrastructure; and governance resilience) to support students’ learning, while mitigating vulnerabilities. The evaluation of student performance indicators and stakeholders’ satisfaction rates revealed a successful deployment of off-campus assessment while maintaining the traditional conventions pertaining to evaluation of assessments.

Different Worlds Same Province: Blended Learning Design to Promote Transcultural Understanding in Teacher Education

The history of Canada’s educational offerings for Indigenous students was based in colonial and assimilative practice. As such culturally responsive pre-service teacher education needs to respond not only by moving away from historical practice but with a moral and social imperative through programming that aids reconciliation. Current literature outlines the challenges that both Indigenous and mainstream teacher candidates have in developing efficacy towards transcultural skills development. In an effort to respond to both types of students, during the design and development of a 16-month community-based Bachelor of Education program, that was offered in parallel to a campus based program, a model of blended-education for cultural understanding was developed. Using the “elementary science methods” course as design case, this paper will outline the development of the blended model which paired campus- and community-based students. The challenges and successes of the design were determined through a thematic analysis of instructor observations of the pilot during the 2014-15 academic year. Four key themes emerged as important in fostering transcultural understandings within blended learning practice: student efficacy, relationship building, recognition of cultural bias, and legitimizing traditional ecological knowledge. Each of these will be discussed in the context of the course as well as transformative post-secondary educational experiences.

Exploring Prompted Self-Explanation for Second Language Learning in Vocational Education Settings

In the Global South, English-language fluency is strongly associated with earnings. This in particular impacts young adults in low-income settings looking to start work in urban areas without past access to high-quality English language education. In this work, we explore prompted self-explanation as a potential tool for assessing student efficacy in English grammar concepts with students undergoing a vocational training program. Using in-depth analysis of video recordings of students explaining concepts in English as a Second Language (ESL), we find that self-explanation (1) correlates with overall ESL assessment scores, and (2) assists learners identify and correct errors.

METACOGNITIVE AWARENESS AND SELF-EFFICACY: DO THEY CONTRIBUTE TO INDONESIAN EFL STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT?

Purpose of the Study: This study examines the correlation between metacognitive awareness, listening self-efficacy, and listening comprehension achievement of Islamic secondary school students in Indonesia. Methodology: To obtain the data on students’ metacognitive awareness, Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Inventory (MAI) was used. Data on students’ self-efficacy was gained using the simplified version of Rahimi and Abedini’s (2009) self-efficacy questionnaire (SEQ), The Morgan-Jinks Student Efficacy Scale (MSES), and Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, students’ listening comprehension achievement was measured using the TOEFL Junior Test from Educational Testing Service. A total of 264 learners involved in this study. Main Findings: The result of correlational analysis using Kendall Tau-b formula revealed that 1) there was no significant contribution of learners’ metacognitive awareness toward their listening comprehension achievement, 2) students’ listening self-efficacy has a very low correlation with their listening comprehension achievement, and 3) simultaneously, students’ metacognitive awareness and their self-efficacy showed a very low reciprocal relationship with their listening comprehension. Applications of the study: This study is relevant to senior secondary education in the Indonesian context in which English is the first foreign language. More specifically, it is relevant to schools whose students are multilingual and come from different backgrounds both economically and geographically. Novelty/Originality of this study: Unlike other studies in a similar context that measures the general English academic achievement, this study focuses on a specific skill, listening comprehension. In addition, it uses two variables (metacognitive awareness and self-efficacy) outright as the predictors of students’ listening comprehension achievement.

PENGARUH BLENDED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS dan SELF EFFICACY SISWA

The purpose of this study was to know the effect of Blended Learning on the ability of Mathematical Representattion and Self efficacy. Populations of this study were all students of class VIII in one of SMP in Purwokerto at 2018. It was experimental study post test only disgn. The sampel were students of class VIII G as the experimental class and class VIII D as the control class. The average of post test result of the students’ mathematical representation ability reach 70,30 for the experimental class and 62,08 for the control class. After a hypothesis testing by using Man Whitney test was obtained significance value of 0,036. Due to the significance value was smaller, so H0 was rejected. It can be concluded that the mathematical representation of students using blended learning was higher than students using direct learning or the blended learning has an effect on mathematical representation.The average of questionnaireof result of the students’ efficacy ability reach 77,05 for the experimental class and 74,91 for the control class. After a hypothesis testing by using Man Whitney test was obtained significance value of 0,254. Due to the significance value was bigger, so H0 was accepted. It can be concluded that there was no difference between the students’ self efficacy by blended learning and direct learning or the blended learning has no effect on student’ efficacy.