The Role of Online Learning in Mediating Grit and IT Skills' Influences on Student Academic Achievement

Gat,; Kusrini, Kusrini; Kosasi, Sandy; Sulastri, Kartika

doi:10.1109/icoris52787.2021.9649534

Cited by 1 publication

(2 citation statements)

References 29 publications

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“…Every teacher care about the classroom environment, which may be used to assess learning (Wu et al, 2017). Student cohesion may aid or impede teaching goals depending on other classroom community dynamics (Kosasi & Sulastri, 2021). If they share counter-educational norms that impede student involvement or academic accomplishment, students' cohesion may act against schools' academic goals.…”

Section: Classroom Environmentmentioning

confidence: 99%

“…This had been in parallel with the findings of Agarwal (2016) that student cohesiveness was important for women and minority students, who reported less support and more attrition. Female students value academic peer support groups more, especially in science classes (Kosasi & Sulastri, 2021) and academic and social integration improved student performance. In Kokkinos et al, (2017), a person's behavior is influenced by how others treat them.…”

Section: Level Of Classroom Environment (Ce)mentioning

confidence: 99%

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Teacher Communication Behavior and Classroom Environment as Pedagogical Factors to the Culinary Competence of Senior High School Students

Coscos

Buenaventura²

2023

EJEL

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This study determined which domain, the teacher communication behavior, and the classroom environment, best influences the culinary competence of senior high school students for the year 2020 to 2021 in five (5) selected public secondary schools in the Province of Davao Occidental, Region XI, Philippines using a non-experimental quantitative descriptive-correlational research design. In analysing the data, weighted mean, standard deviation, Pearson r, and Spearman Rho coefficient were utilized. Findings show the levels of teacher communication behavior (TCB), classroom environment (CE) and culinary competence (CC) are “High”, and a significant relationship between TCB and CC, between CE and CC existed. None of the indicators would best influence culinary competence. It suggested that a conducive learning and working environment may have a significant relationship with the acquisition, development, and improvement of culinary competence but teachers will not have to make up for poor-quality materials with wrong or out-of-date information or methods that do not work. Article visualizations:<img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" />

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Section: Classroom Environmentmentioning

confidence: 99%

Section: Level Of Classroom Environment (Ce)mentioning

confidence: 99%