This study aimed to identify the different types of factual, conceptual and procedural errors among the six-years-old preschool children. The data were collected from 45 children from 3 kindergartens. The children responded to a Math worksheet which had 20 addition problems based on the early numeracy curriculum. The worksheet was validated by two experienced early childhood teachers. Both quantitative and qualitative methods were used to analyze the data. A total of 166 errors which occurred in the addition work of the participants were analyzed and categorized under 9 different types of addition errors. Further, the study revealed that 58% of the total errors were conceptual, 28% were factual and the remaining 14% were procedural errors in the addition operations. To gain deeper insights to the quantitative findings, seven children were identified and interviewed based on the nine errors. Findings from the interviews further corroborated the quantitative findings that, these children experienced misconception of mathematical knowledge, lack of procedural skills and memorizing facts which are inter related and precursors of each other. The findings of this study will facilitate teachers to adopt effective interventions and teaching methods to improve mathematical learning. The error analysis allows educators and content developers to understand the key development of young learners' knowledge and abilities in addition operations.
The information age witnessed the democratisation of education with an exponential growth in the enrolment of postgraduate students in almost all universities around the world. However, high attrition and low completion rates among students have been an immense threat to the key performance of the university system. The main purpose of this study was to investigate the influence of institutional support, supervisory practices, and students’ self-management and research skills on postgraduate students’ motivation to graduate on time (GOT). The data were collected from 191 postgraduate students from three universities in Malaysia using a survey questionnaire. The quantitative data were analysed using the PLS-SEM approach. The results revealed that research skills, institutional support and self-management skills significantly influenced the postgraduate students’ motivation to GOT. Furthermore, research skills were identified as the strongest predictor of the motivation to GOT. Additionally, research skills mediated the relationships between institutional support, students’ self-management skills and postgraduate students’ motivation to GOT. However, supervisory practices toward GOT were not supported either by direct or indirect effect. The study has far reaching implications for the postgraduate students, supervisors, and institutions of higher learning.
The rapid expansion and development of newly-upgraded undergraduate colleges and universities across China witnessed a corresponding demand for the teaching and learning of English as Foreign Language (EFL). Accordingly, the Ministry of Education of China implemented the College English Language Teaching Reform (CELTR) to improve the teaching and learning of English language at higher institutions in China. The aim of this paper was to investigate EFL lecturers' perspectives of the CELTR and to what extent the CELTR had enhanced the EFL lecturers' teaching practice, which on converse influenced the effect and implementation of the CELTR. The study involved a total of 92 EFL lecturers from a newly-upgraded university located in Nanyang City in China. Data for the study were collected by using a questionnaire and semi-structured interviews with eight EFL lecturers adopting purposive sampling. The findings indicated that on the whole the EFL lecturers had moderate level of understanding and knowledge of the CELTR, and the lecturers' teaching practice had been satisfactorily enhanced due to the implementation of the CELTR. The college EFL lecturers considered and constantly adjusted their teaching contents, modes, methods and strategies to meet the students' specific needs better, and they tried to motivate the students' interests and participation in the EFL classroom teaching.
Owing to the rapid expansion and development of newly upgraded undergraduate colleges and universities in China, the Ministry of Education implemented the College English Language Teaching Reform (CELTR) to improve College English language teaching and learning at higher institutions. This reform aims to improve the quality of teaching and learning of English as a Foreign Language (EFL). The present study aims to identify potential factors influencing the EFL teachers' professional development in the context of the College English language curriculum reform in mainland China. In total, 92 EFL college teachers from a newly upgraded university located in Nanyang City, Central China participated in this study, and data were collected using a survey questionnaire. Overall, the findings indicate that the EFL teachers' professional development improved during the implementation process of CELTR and the potential factors that contributed to their professional development were teachers' understanding, selfreflection, and teaching practice.
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