Communication Skills among University Students

Iksan, Zanaton H.; Zakaria, Effendi; Meerah, T. Subahan Mohd; Osman, Kamisah; Koh, Denise; Mahmud, Siti Nur Diyana; Krish, Pramela

doi:10.1016/j.sbspro.2012.09.247

Cited by 67 publications

(67 citation statements)

References 2 publications

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“…This is consistent with the statement that the brain is a social brain, namely the principle of the brain, in terms of being happy with activities that require interaction in groups whose brain dominance is heterogeneous (Frith, 2007). Interaction and communication in the group also cause students to learn good learning outcomes as an opinion (Iksan et al, 2012) that to achieve success in learning also requires interaction and communication in groups.…”

Section: Statistical Test Resultssupporting

confidence: 87%

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Application of PjBL with brain-based STEAM approach to improve learning achievement of students

Badriyah

Anekawati

Azizah

2020

jipi

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The purpose of this study is to determine differences in student's learning achievement consisting of learning outcomes and science process skills. This research was conducted in a special school for girls and used two experimental classes, namely experimental class-1 and experimental-2 class. The experimental class-1 is the class applied by PjBL with a brain-based STEAM approach, while the experimental class-2 is a class that uses PjBL with the STEAM approach without brain-based. This research is a quasi-experimental study with a nonequivalent pretest-posttest control group design. The data analysis technique used is the T-test. The brain-based learning activities applied in this study are listening to music, drinking water, doing a brain gym, working on crossword puzzles, and group determination based on the dominance of students' brains. The results showed that the average value of the N-Gain score of student learning outcomes in the experimental class-1 was 80,72. Student learning outcomes experimental class-2 is 73,12. In science process skills, the experimental class-1 students had an average N-Gain score of 72,50, while the experimental-2 class was 60,88. The conclusion is the experimental class 1 students have higher learning achievement than students in the experimental class 2.

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Section: Statistical Test Resultssupporting

confidence: 87%

“…It is intended that interaction between students can be increased so that it is following the principle that the brain is a social brain (Frith, 2007). Interaction and communication in groups are needed to achieve success in learning (Iksan et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Application of PjBL with brain-based STEAM approach to improve learning achievement of students

Badriyah

Anekawati

Azizah

2020

jipi

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“…Communication -the process of exchanging information, from the person giving the information through verbal and non-verbal methods, to the person receiving the information (Iksan et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Education of Social Skills among Senior High School Age Students in Physical Education Classes

2016

European Journal of Contemporary Education

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Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51 pupils of the ninth grade (15.15 ± 0.36). Experimental group consisted of 25 and the control group of 26 senior high school age students. Bulotaite and Gudzinskiene communication skills questionnaire; Social Skills Rating System (Student form); Snaider's social self-control evaluation methods and Legkauskas subjective social adaptation scale were used. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyse the effects of the educational program. During the experiment the applied measures of educational impact had a statistically significant effect on the components of experimental group senior high school age students' communication, cooperation, assertiveness and social adaptation skills in physical education classes.

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“…Sutton (2002) finds that soft skills are very important that they are ranked by employers as number one differentiator for job applicants and highly significant for potential job hires in all types of occupations and industries. Similarly, communication skills are part of the essential elements of generic skills that are important among university students and these skills have been addressed comprehensively at higher education institutions in Malaysia (Iksan et al, 2012;Said, Mahamod, & Alias, 2013).…”

Section: Soft Skills and Communicationmentioning

confidence: 99%

Designing an Eportfolio Conceptual Framework to Enhance Written Communication Skills among Undergraduate Students

Mazlan¹,

Khoo²,

Jano³

2015

ASS

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Eportfolio is a powerful tool to develop students' communication as well as critical thinking skills as it allows students to produce their own reflective written products and foster active learning. This study aims to design an innovative teaching approach to improve students' written communication skills in English which is one of the important soft skills for students entering the workforce. Specifically, this study intends to design an eportfolio conceptual framework that can be embedded into an English course. Furthermore, the interactivity mediated by the social networking platform and students' familiarity using this platform can also elevate their motivation to write in English language. This study contributes to the creation of an innovative teaching approach, a student-centered learning approach that utilizes online technology. The new developed eportfolio framework can also be adopted in other English courses for the purpose of improving students' writing skills in English language. Future research should emphasize on the eportfolio model evaluation, integration with soft skills and students' perception of the use of this web-based tool using Technology Acceptance Model (TAM).

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Communication Skills among University Students

Cited by 67 publications

References 2 publications

Application of PjBL with brain-based STEAM approach to improve learning achievement of students

Application of PjBL with brain-based STEAM approach to improve learning achievement of students

Education of Social Skills among Senior High School Age Students in Physical Education Classes

Designing an Eportfolio Conceptual Framework to Enhance Written Communication Skills among Undergraduate Students

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