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    ABSTRACT: The purpose of the study is to examine the effectiveness of the Simple Explicit Animation (SEA) content for teaching organic reaction mechanism concepts. It is expected this content would improve students understanding of organic reaction mechanism concepts when it is used as a supplementary teaching material in an organic chemistry class. This study examined how the SEA content was used as a supplementary material in a first year Organic Chemistry course and its effect on the performance of students. Using pre and post-test control group design, the study involved a comparison between an experimental group of students (n=18) who followed instruction that integrated SEA in a blended mode and a control group of students (n=21) who followed instruction based essentially on conventional talk-and-chalk mode. The one-way ANCOVA technique was used to evaluate the impact of the intervention, while controlling the pre-test scores. After adjusting for pre-test scores, there was a significant difference between the two groups on the post-test scores, F(1,36) = 21.543, p < 0.05, eta squared = 0.37. Students who had followed instructions carried out in the blended mode displayed significant improvement in their post-test as compared to students who were taught using the conventional mode. The research results suggested the potential of using SEA content as an instructional material to teach organic reaction mechanism concepts.
    Procedia - Social and Behavioral Sciences 12/2012; 69:227–232.
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    ABSTRACT: Awareness that the progress of information technology can improve productivity. Along with the need for increased counseling services from time to time have led to the development of the counseling management system know as the Smart Counseling Management System (SCMS). This study was carried out to see how far the level of consumer acceptance of this system using the Technology Acceptance Model (TAM). The respondents are trainee counselor. A set of questionnaire was used to measure the acceptance towards SCMS. The data was analyzed by using descriptive method to describe the respondents’ level of acceptance of SCMS. The results showed that the acceptance of respondents are positive and are at high levels. Overall, this study has clarified that the system was able to achieve its development objectives.
    Procedia - Social and Behavioral Sciences 11/2012; 64:609–617.
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    ABSTRACT: Graphic Strategy and several Cognitive Strategies (Story Structure, Questioning, Synthesizing, Visualizing and Inferencing) are used on narrative texts, following constructivism principle, to discern the increase in students’ reading comprehension.A quasi-experimental study involved 45 students(experimental group) receiving treatment via graphic and cognitive strategies and another 45 students (control group) using classroom's common practice (conventional method).Paired T-test Analysis shows significant difference for both groups. However, mean score and effect size (eta square value) are larger in the experimental group (M=59.63, 0.78) than the control group's (M=55.34, 0.31). This indicates that the implemented strategies increased students’ reading comprehension effectively compared to conventional method.
    Procedia - Social and Behavioral Sciences 11/2012; 64:151–160.
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    ABSTRACT: The purpose of this paper is to discuss about the design and development of gross motor analysis system software. The concept of the development of gross motor analysis system software was based on observation of researcher about the difficulties faced by sports science educators to analyze the performance of young athletes. This software was developed to help sports science educators to manage the gross motor analysis more systematic and efficient. This software is stand-alone software to enable the sports science educators to install it to their personal computer or office's computer. Only authorized personnel can access to the system using username and password. This is to ensure the gross motor analysis records are well protected. In conclusion, all features in this software were developed to ensure that it help the sports science educators easy to use the system efficiently.
    Procedia - Social and Behavioral Sciences 11/2012; 64:501–506.
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    ABSTRACT: The present study investigated the impact of learning styles on the academic achievement of secondary school students in Iran. The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran. The mean of test scores in five subjects, namely English, science, mathematics, history and geography, was calculated for each student and used as a measure of academic achievement. A total of 285 Grade 10 students were randomly selected as sample of this study. The results of the analyses of variance show that there is a statistically significant difference in the academic achievement of the Iranian students that correspond to the four learning styles [F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilating groups are significantly higher than for the diverging and accommodating groups.
    International Journal of Psychological Studies. 11/2011; 3(2).
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    ABSTRACT: Flow is an internal state defined as a condition whereby a person is intensively involved in an activity and ignores the time spent and the place that he/she is in. The purpose of this paper is to empirically support strategies that are assumed to facilitate flow experiences among people with intellectual disability using a music intervention program. For this purpose, thirty adolescents and young adults with mild to moderate intellectual disability were randomly selected to participate in a within subject experimental design with four conditions. The results of one way repeated measure ANOVA and its following comparisons in pairs revealed that the participants were unable to sustain flow experience when no optimal challenge was provided for them. However, providing successful optimally challenging musical experiences for these people or stimulating them to look for new challenges by involving them in innovative behaviors are effective strategies to facilitate their flow experiences.
    International Journal of Psychological Studies. 11/2011; 3(2).
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    ABSTRACT: The objective of this study was to investigate the stress and academic achievement of undergraduate students in a local university from different disciplinary areas. Through cluster sampling, a total of 376 undergraduate students were selected to participate in this research. Academic achievement of the undergraduate students referred to their results, Grade Point Average (CPA), for the previous semester. The College Undergraduate Stress Scale (CUSS) was used to evaluate students’ stress level. The stress levels of undergraduate students were compared based on their year of study in university, and their degree programs. The findings of the study showed that overall, the undergraduate students experienced moderate levels of stress. The medical students had the highest stress level among the students. Moreover, findings showed that the first-year students had low stress level. Most sources of stress were from students’ academic. It was also found that there is a significant but weak negative relationship between undergraduate students’ stress level and their academic achievement.
    Procedia - Social and Behavioral Sciences 01/2011; 29:646–655.
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    ABSTRACT: Nurturing children into thinking creatively needs to take account of what interest them. Therefore, the study conducted engaged students with computer games development as it corresponded with the young generation’s habits and interests. This was done with the purpose to enhance the creative process experienced by students. It involved 69 Malaysian form one (grade seven) students, aged 13–14 year-old. Appreciative learning approach, which consisted of discover, dream, design and destiny stages, was applied in treatment group whiles control group applied self-paced learning, followed by do-it-yourself session. Findings showed students in treatment group gained accelerated mean score in creative process experienced on the second week and stabilized thereafter for the following weeks. These mean scores were significantly higher than control group, throughout the study. Although students in control group exhibited significantly lower mean scores in creative process, yet these mean scores gradually getting higher and higher each week significantly. As a conclusion, appreciative learning approach contributes significantly on the level of creative process experienced by students. However, creative process experienced did not happen in a clear-cut order of inspiration, clarification, evaluation, distillation, incubation, perspiration (ICEDIP). In addition, it is not true that without appreciative learning approach, students will not experience any creative process. Creative process happens all the time when the mind is active but the level can be accelerated by appropriate pedagogical approach. Caution is warranted, as this article is just part of the action research being carried out in applying appreciative learning approach as a teaching practice in computer games development class.
    Computers & Education 11/2010;
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    ABSTRACT: Developmental psychologists have examined antisocial behaviour from many perspectives, including the academic experience, and peer relation and socio economic status. Thus, this paper focuses on the role of family relations, especially parent-child attachment, as determining factor in the development of antisocial behaviour among adolescents. Previous studies have shown that secure attachment is generally related to positive behavioural and social outcomes, while insecure attachment (ambivalent or avoidant) are often related to negative outcomes. Insecure attachment which is associated with parental negativity and rejection predicts externalizing behaviour such as aggression and disruptiveness; and internalizing behaviours; such as depression, anxiety, and social withdrawal.
    Procedia - Social and Behavioral Sciences 01/2010; 7:383–388.
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    ABSTRACT: The main purpose of this study was to identify the processes of entrepreneurial learning that contribute to university students’ entrepreneurial leadership learning and development. Fourteen undergraduates were purposefully selected as the participants. Analysis of the data obtained through semi-structured interviews indicated entrepreneurial leadership learning diversity among the students. Furthermore, social interaction, observation, and reflection emerged as the processes that significantly contribute to students’ entrepreneurial leadership learning.
    Procedia - Social and Behavioral Sciences 01/2010; 7:470–479.
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