Green space becomes the central awareness of higher educational institutions since it is expected to create a better atmosphere to study. This study aimed to examine the effects of students' perception of green space on their Academic Performance and pro-environmental behavior. It was a quantitative study; they were 705 students in the population, and 256 students were taken as the samples. The data were collected by distributing the questionnaires. After the questionnaire was tested for its validity and reliability, they were analyzed with SPSS version 21. The results showed that students' perception of Greenspace (X) had a positive but not significant effect on student Academic Performance (Y1). It can be seen from the X coefficient was 0.054, and the sig value count was 0.594. It means that students' perception of green space did not significantly influence their achievement. Furthermore, the Perception of Greenspace (X) positively and significantly affects pro-environmental behavior (Y2). It can be seen from the X coefficient was 2.746 with the sig value count was 0.000. It can be concluded that: 1) Perception of Greenspace (X) has a positive but not significant effect on student Academic Performance (Y1); 2) Perception of Greenspace (X) has a positive and significant effect on pro-environmental behavior (Y2). Therefore, it is recommended that educational institutions be concerned with green space and pay attention to other factors.
Students with academic performance and soft skills should be concerned with the learning process because it is a learning achievement. This research aims to find the factors affecting academic performance and soft skills. In this pandemic, learning is done online, so interaction between students and lecturers becomes limited. The quantitative data are collected by distributing the questionnaires. The population of this study is 2nd-semester students of the Faculty of Economics, Universitas Negeri Semarang (UNNES), who use online learning from the beginning of the lecture. The population were 900 students, with a sample of 276 students. Data were tabulated and analyzed using SEM-PLS. The results showed that cognitive presence, teaching presence, and social presence positively and significantly (57.9%) affect students' academic performance, and 49.1% affect students' soft skills. The order of factors that most affect academic performance is teaching presence (41.4%), social presence (31.1%), and cognitive presence (11.7%) whereas the order of factors that most affect soft skills is social presence (48.9%), cognitive presence (11.7%), and teaching presence (11.1%). It means that the Community of Inquiry (CoI) theory can explain the magnitude of the factors on academic performance and soft skills in the good category. It is suggested that the related parties to support students to achieve better academic performance and soft skills.
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