Vol 19 No 8 August 2020
Abstract
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: In this study a Q-methodology was used to find out the factors that influence students' creative activity development. A sample of 94 Vietnamese teachers and students was recruited to participate in the present study. We used a Q-sample of 56 statements and a Q-grid with an 11-point scale. Data analysis was performed by using a web application-Ken-Q Analysis version 1.0.6. Factors were extracted by using principal components and varimax method. Research results showed that there were two factors influencing students' creative activity development: Factor I-the teachers' teaching activity and factor II-the students themselves. Factor I had an eigenvalue of 46.6 which accounted for 50% of the study's variance, contains 64 respondents who had significance loading on this factor. Factor II had an eigenvalue of 7.24 which accounted for 8% of the study's variance, contains 30 respondents who had significance loading on this factor. Based on the research results obtained, we proceed to build an effective teaching model for developing the creative activity of students. In this model, each factor consists of many specific elements with different scores (from-5 to +5). The model includes focal and corrective elements. The findings of this study indicate that for achieving creative goals of the teaching process it requires efforts from both teachers and students themselves. This model is a useful tool that can help clear orientation for teachers and students. It can be applied in the teaching process at universities to improve creative activity for students. This article is considered the first study using Q-methodology to study an effective teaching model for developing students' creativity.
In almost thirty years since its introduction in 1985 by Parasuraman, Zeithaml and Berry, the SERVQUAL model has been used in identifying the ways in which service quality and, implicitly, customer satisfaction could be improved. However the model is not without flaws, which has led to several variations of the model, culminating with one based on the performance paradigm-the SERVPERF (Cronin, 1992), that have been introduced to literature and practice ever since. Since none of the proposals was a perfect solution, in spite of several refinements and reassessments of their dimensions, items, scale and wording, the objective of this article is to evaluate the main criticism related to SERVQUAL, how the model has been modified and used and to offer a personal opinion whether the SERVQUAL model is superior to the other proposed alternative in both literature review and in practice.
This study examined 167 Chinese university sophomore students’ metacognitive knowledge about expository writing in English and their metacognitive strategies used in the English writing process. It specifically focused on writers from higher-level and lower-level English classes. Students were surveyed using the Metacognitive Knowledge about Writing Survey (MKWS) and the Metacognitive Strategies of Writing Survey (MSWS) (adapted from Y. Wu, 2008, and Wu, Li, & Xie, 2008, respectively), with follow-up interviews with eight student volunteers, four from each writing level.
Data analysis reflects that the higher-level writers were significantly more aware of the person, task, and strategy variables in writing and used a higher degree of metacognitive strategies, particularly planning and self-evaluating. The lower-level writers seemed to have a meager metacognitive knowledge base of the person, task, and strategy variables in writing and their major concern lay in monitoring their writing for grammar and vocabulary rather than planning and developing their essays.
Pedagogically, this study has two implications: First, explicit strategy training is necessary to increase Chinese college EFL students’ awareness and actual employment of effective writing strategies to help them become autonomous learners of EFL writing. Secondly, the MKWS and the MSWS writing surveys could be used to diagnose Chinese EFL students’ metacognitive knowledge about English writing and develop curricula in writing strategy training. These students need to be trained to constantly remind themselves to adjust their writing plan, check the effectiveness of their writing strategies, and know when, where, and how appropriate writing strategies might be used.
This paper presents findings from a study done in an English preparatory school of a University in North Cyprus. The study focused on the use and awareness of metacognitive learning strategies in relation to writing skills. Data collection was done through the means of quantitative, student-questionnaire, and qualitative, teacher-interview, measures. The findings show that less than half of the participants used and were aware of metacognitive learning strategies. Although teachers mentioned such strategies during the lessons, according to the questionnaire results, less than half of the 250 participants used strategies or had awareness of them. Conclusion would, therefore, be that mentioning strategies to encourage students to use strategies is not enough. A statistically significant correlation between the success rate and metacognitive strategy use and awareness was proved in support of the findings in the literature. The implication of this finding for teachers is that, implementing strategy instruction in our classrooms could increase the success of students and, as the success rate of the students is increased, they will use more strategies with an increased awareness.
Mathematically literate students should view mathematics as a way of looking at their environment that aids understanding and adds insight This attitude toward mathe matics can be fostered in the daily routines of the classroom. Mathematical experiences need not be restricted to the “math period” but can be incorporated throughout the school day. The importance of making mathematical connections, both within mathematics and between mathematics and other curriculum areas, is emphasized by the inclusion of “mathematical connection” as one of the curriculum standards for school mathematics (NCTM 1989). This article how how a simple manipulative device useful for taking attendance can be used to exercise mathematical thinking processes in a variety of contexts at different grade levels throughout elementary school.
How do athletes overcome fears, slumps, mental blocks, or injuries? How do they deal with stress and anxiety, be it from competitors, teammates, audiences, parents, coaches, or themselves? What psychological techniques prove effective in mental training for peak performance, maintaining concentration, motivation, and competitive drive? How can an athlete enhance his or her commitment to a training regimen, or how might the average person better adhere to a program of fitness and exercise? Readers will find answers to these questions and more in the Encyclopedia of Sport and Exercise Psychology. Features & Benefits: Entries explore the theory, research, and application of psychology as it relates to sport and fitness in a manner that is accessible and jargon-free to help readers better understand human behavior in sport and exercise settings. From personal factors to situational factors influencing performance to specific psychological techniques for enhancing performance, this work provides comprehensive coverage of the field via approximately 350 to 400 signed entries. Entries conclude with cross-references and suggestions for further readings to guide students further in their research journey. Available in print and online, this monumental work is edited by two leading figures in the field with a distinguished international Editorial Advisory Board to select and assign entries, ensuring authoritative content readers can trust. Key Themes: Career Transition Certification, Credentialing, and Roles of Sport and Exercise Psychologists Disability Emotion Exercise Health Group Dynamics History and Foundation Leadership Morality, Aggression, and Ethics in Sport Motivation Motor Control Perception and Cognition in Sport Personality and Psychological Characteristics in Sport Psychobiology Psychological Skills/Interventions Psychosociocultural Self-Concept/Self-Perceptions, and Identity Youth Sport.