Learning Readiness and Level of Science Learning Outcomes in Modular Distance Modality

Siudad, Raechelle Joyce; Aliazas, John Vincent

doi:10.53378/352929

Cited by 4 publications

(4 citation statements)

References 10 publications

(12 reference statements)

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“…Learning readiness can have a significant influence on a student's achievement since a student's readiness to learn sets the stage for effective learning experiences. According to Siudad and Aliazas (2022), learning readiness can increase the educational achievement of students, and the efficiency and effectiveness of classroom teaching. The absence of student readiness in learning leads to decrease the educational achievement of the student.…”

Section: Learning Readinessmentioning

confidence: 99%

Student’s Learning Readiness For Communication Arabic Subject In Higher Education System

Idris,

Fkhururazi,

Mohamad Radzi

et al. 2024

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Learning readiness is the prerequisite condition for the effective learning process among learners. Understanding the factors influencing students' readiness to learn a language is crucial for educators and institutions aiming to facilitate effective language acquisition. The interplay of interest, motivation, and prior knowledge significantly shapes the receptivity of learners to the language learning process. This study aims to assess student’s learning readiness in in these key dimensions (interest, motivation and prior knowledge) towards the specific context of Arabic Language for Communication at UiTM Cawangan Johor. By examining these factors, educators can gain valuable insights that inform tailored instructional strategies, ultimately enhancing the overall language learning experience for students. This study employs quantitative research whereby the data was collected from 116 part one students using an online questionnaire. The raw data was analyzed by using Statistical Packages for the Social Sciences (SPSS) in order to get the frequency, percentage mean and interpretation of the data. The positive results indicate that students are moderately prepared in terms of interest and motivation to learn the Arabic Communication subject. The result also shows that the students are ready in terms of Arabic language prior knowledge towards the learning. It is hoped that this research can be used as guidance for Arabic educators, especially the UiTM Arabic lecturers, to design the best and appropriate teaching approaches and methods, especially based on the students' existing knowledge, while seeking to optimize their teaching methodologies.

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Section: Learning Readinessmentioning

confidence: 99%

Student’s Learning Readiness For Communication Arabic Subject In Higher Education System

Idris,

Fkhururazi,

Mohamad Radzi

et al. 2024

View full text Add to dashboard Cite

show abstract

“…Educators play a vital role in promoting and fostering students' interpersonal skills, including listening and understanding. They can incorporate strategies such as active listening exercises, interactive discussions, and reflective activities that encourage students to engage actively with the learning materials and demonstrate their understanding (Siudad & Aliazas, 2022). Additionally, creating a supportive and inclusive learning environment where students feel comfortable expressing their thoughts and asking questions can further enhance their listening and understanding abilities.…”

Section: Interpersonal Skillsmentioning

confidence: 99%

Parental Involvement and Students' Engagement in Modular Learning Environments

Manalo,

Yumang,

Almazan

2023

IJMRA

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Parental involvement in education improves 'scaffolding' for children's growth and is important in learners' cognitive and behavioral development. This study was specifically conducted to investigate parental involvement and students’ engagement in modular learning environments in terms of academic performance and interpersonal skills. The study employed a Descriptive – Correlational Research Design. The study’s respondents are Grade 12 Humanities and Social Sciences students of Recto Memorial National High School and seventy-five respondents took part in the data collection. The main instrument of the study was the researcher-made survey question. The findings have shown that parental involvement has a moderately significant relationship to the students’ interpersonal skills in terms of ability to listen and understand, assertiveness, decision- making, problem-solving, and personal stress management. On the other hand, no significant relationship was found between parental involvement and students’ engagement in modular environments in terms of academic performance. The researchers suggest that institutions may consider parent seminars to promote parental involvement in the classroom and help achieve positive student and school outcomes.

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“…(Constitutions of 1935(Constitutions of , 1973(Constitutions of , and 1987 According to Sadiq & Zamir (2014), the teacher planning program is expanding, making it necessary for all teachers to create their own instructional materials, practical manuals to enhance learning, and designs to target various national markets. Individual uniqueness and distinctions are anchored in the learning style strengths and learning style (Siudad & Aliazas, 2022). Each has their own method of reacting to diverse stimuli from various environmental, social, physical, psychological, and emotional strands, resulting in various reactions and responses (Carada et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Dressmaking Module as Supplementary Instructional Material for K To 12 Technology and Livelihood Education: An Assessment

Madrideo¹

2023

IJSMR

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This study aimed to assess a researcher-developed module in Dressmaking by evaluating its usability, adaptability, generalizability, and content validity. The research followed a descriptive-developmental approach and collected data through a questionnaire. Descriptive statistics, such as mean and standard deviation, were used to analyze the assessment data. Additionally, ANOVA was employed to determine if there were significant differences in the assessment between groups of respondents. The findings of the study revealed that the respondents were highly satisfied with all aspects of the module, including its external and internal features. The assessment of the module's usability, adaptability, generalizability, and overall features received an "extremely satisfied" rating from the participants. Furthermore, there were no significant differences in the assessment of the module among different groups of respondents, which included Tech-Voc. Faculty, Technology and Livelihood Education (TLE) students, and laboratory high school students. These results indicate that the developed module in dressmaking is deemed acceptable by various groups of participants and has the potential to be an effective instructional material for teaching Dressmaking among TLE students. The study suggests that further research should consider conducting pilot tests of the module to validate its effectiveness. By doing so, educators and curriculum developers can gather more evidence on the module's efficacy and make any necessary adjustments. In conclusion, this study contributes to the field of Dressmaking education by providing an assessment of a researcher-developed module. The positive evaluation from participants and the absence of significant differences among different groups of respondents support the module's potential as an instructional resource. Further research can build upon these findings to strengthen the evidence base and facilitate the integration of the module into Dressmaking curricula.

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Learning Readiness and Level of Science Learning Outcomes in Modular Distance Modality

Cited by 4 publications

References 10 publications

Student’s Learning Readiness For Communication Arabic Subject In Higher Education System

Student’s Learning Readiness For Communication Arabic Subject In Higher Education System

Parental Involvement and Students' Engagement in Modular Learning Environments

Dressmaking Module as Supplementary Instructional Material for K To 12 Technology and Livelihood Education: An Assessment

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