Self-esteem and Academic Success as Influenced by Reading Strategies

Zarei, Eghbal; Shokrpour, Nasrin; Nasiri, Elham; Kafipour, Reza

doi:10.5539/elt.v5n2p17

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…The students learn the different topics related to the specializations through common professional problems associated with the Future issues that students will face in the field of work. PBL approach is more complicated than social cognitive-based strategies as the PBL strategies focus mainly to improve the general problem-solving techniques or produce located professional practice as in Predict-Observe-Explain (POE) techniques referenced by [25]. Current studies stressed that the best methods to solve the problems by dividing the problems to small individual fragments and provide instructions to deal with these fragments to enhance the problem-solving skills for students [14].…”

Section: Problem Based Learning (Pbl) Strategiesmentioning

confidence: 99%

Action Research to Improve Students’ Problem-Solving Skills using Social Cognitive Theory and Problem based Learning Strategies

Hamid¹,

Morrissey²,

Razak³

2020

IJCA

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The main aim of this action research is to improve the student's technical problem-solving skill to fix and manage different technical problems in higher education Institutes. One of the main reasons for the deterioration of higher education institutions in providing the labour market with qualified professional cadres is keeping academic curricula in the classical frameworks and not develop the curricula to coincide with the technical progress. Solving technical problems has become an urgent need of the majority of the commercial companies, due to the expanded use of computer technologies and networks, for example, a single technical problem that disrupted the work for an hour may cost the businesses hundreds of millions of pounds. The implementation of this action research done in two different stages, the first and second stage to implement during the study and the third stage will perform in the future. The first stage strategy to achieve the Social Cognitive Theory (SCT), The second stage to implement the Problem Based Learning (PBL) using Guided practice strategies. Simple questioners were given to the learners, before and after the formative or summative assignments or the class problems solving activities. The results of questionnaires were analyzed in detail to determine the actual impact of different strategies applied to enhance problem-solving skills. In this research, we have been able to reach satisfactory results to improve the level of students in technical problem-solving skills this required significant efforts and times using PBL, Guided practice tutorials to help the learners mastering the problemsolving techniques. Because of the time limitation of this action research, the third stage of using PBL with application strategy to reduce the amount of the efforts and times will be implemented in future research.

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Section: Problem Based Learning (Pbl) Strategiesmentioning

confidence: 99%

Action Research to Improve Students’ Problem-Solving Skills using Social Cognitive Theory and Problem based Learning Strategies

Hamid¹,

Morrissey²,

Razak³

2020

IJCA

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“…Reading comprehension programs include reading comprehension strategies (Dewitz, Jones, & Leahy, 2009). Software reading programs can be used as reading comprehension intervention tools for students to improve reading proficiency (Attaprechakul, 2013;Baleghizadeh & Babanour, 2011;Fatemi et al, 2014;Kuhi & Yavari, 2013;Rosenthal & Ehri, 2011;Zarei et al, 2012). Reading software programs are designed to interact with students (Akinbobola & Afolabi, 2009) by retelling a story to increase reading comprehension (Hedin & Conderman, 2010;McNeil, 2011;Norman, 2012;Pang, 2013) via dialogue with peers and teachers (Maine, 2013) where teachers encourage students to read (Meyer et al, 2011;Murphy & Fink, 2012) and monitor students' progress (Chen, Chen, & Sun, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Study Island Software on Grades 9-11 State Scores in Literacy

Kiriakidis¹,

Gernert²

2014

SSRN Journal

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At the research site, which was one high school within a public school district, state scores in literacy of Grades 9-11 indicated that students were not meeting academic standards. Study Island software was integrated into the literacy curriculum for Grades 9-11 students to help them improve their proficiency in literacy. The purpose of this quantitative study was to examine the effect of Study Island on state scores in literacy. The theoretical framework was based on Tomlinson's differentiated instruction theory. Data were collected from Grades 8-11 students who did not use Study Island in Grade 8 and used Study Island in Grades 9-11. Data were analyzed using one-way repeated measures ANOVA. The findings indicated that students' reading proficiency scores were significantly higher after Study Island was used in Grades 9-11. These findings can be used by school and district administrators regarding the integration of Study Island into other academic subjects. The use of Study Island in academic subjects in Grades 9-11 may help students pass standardized tests and graduate from high school.

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