Figure - uploaded by Chia-Yu Liu
Content may be subject to copyright.
Source publication
Financial management skills are a critical and basic requirement for success across a number of professions. Thus, higher education should provide more engaging and inspiring activities to foster students’ financial management skills. This study aims to propose a peer-learning teaching approach in a financial management course to assist students in...
Context in source publication
Context 1
... we conduct several chi-square tests on the homogeneity of proportions for the remaining three open-ended questions. Table 4 presents the descriptive data for the participants' responses to the questions. We find no significant difference in the most helpful feature between the two groups, χ 2 = 5.84, p = 0.211. ...Similar publications
Using games to teach is an interesting and worthwhile practice; however, the couplet game has not been described before. In this study, first-year students played a couplet game with their teacher at the end of the course. Each student was asked to summarize and write individual opinions on human geography in one keyword; then, the teacher wrote th...
Citations
... If the correct answer rate is less than 80%, the teacher will clarify the answers to the class and move on to the next topic Peer instruction has been the subject of research in various countries, at different levels of education across multiple disciplines. In most of these studies, peer instruction's impact has been evaluated on multiple education parameters including academic achievement (Ashwin, 2003;Chu et al., 2017;Kamps et al., 2008;Peterfreund et al., 2008), concept learning (Pilzer, 2001;Versteeg et al., 2019;Yıldırım & Canpolat, 2019), self-efficacy (Alrajhi & Aldhafri, 2015;Moliner et al., 2020;Zhang et al., 2017), attitude (Liu & Chen, 2020), motivation (Dawson, 2004;Hodges et al., 2001;Ning & Downing, 2010), reading comprehension (Flores & Duran, 2016;Thurston et al., 2021;Van Keer, 2004), and language learning (Alrajhi & Aldhafri, 2015;Bradford-Watts, 2011;Philp et al., 2013;Van Steendam et al., 2010). When old and recent studies on academic achievement are examined more deeply, it may be seen that peer instruction's individual effects on students -as well as their existence and magnitude -are mixed (Alegre et al. 2019;Cheng & Ku, 2009;Choudhury, 2002). ...
... We (Liu & Chen, 2020) adopted a peer-learning approach in a financial management course to assist student learning. Though most students indicated satisfaction with this learning approach, some suggested that low motivation among few students and their occasional absences might have negative effects on the whole group's performance. ...
... The learning motivation questionnaire was developed in our previous study (Liu & Chen, 2020) and was adopted to examine the effects of the course on students' learning motivation. The questionnaire consisted of 35 questions and contained eight dimensions, including "intrinsic goal orientation," "external goal orientation," "work value," "internal locus of control," "external locus of control," "self-efficacy in learning," "success expectation," and "selfperception.". ...
... The questionnaire consisted of 35 questions and contained eight dimensions, including "intrinsic goal orientation," "external goal orientation," "work value," "internal locus of control," "external locus of control," "self-efficacy in learning," "success expectation," and "selfperception.". Each question was answered with responses of either "strongly disagree," "disagree," "neutral," "agree," or "strongly agree," with respective scores of 1 to 5. The previous study (Liu & Chen, 2020) found that these factors could explain a variance of 59.23% in the questionnaires for 173 college students and produced a Cronbach's α for the overall questionnaire of .92, indicating satisfactory reliability and validity of this questionnaire. ...
Web-based peer assessment is a valuable way to cultivate active lifelong learning in the modern era. This study proposed a peer-learning teaching approach that incorporates a web-based system, Tronclass, and the mechanisms of peer assessment and feedback in a financial market course to improve students' learning performances and motivation. Sixty-eight college students participated in the course during a semester. Results showed that the students demonstrated higher scores in the post-test than the pre-test in terms of financial markets knowledge test and financial planning report, though there was no significant improvement in learning motivation. The students provided feedback of higher quality in the final report and the quality aspects of first-person and specificity were found to predict student performances. These results indicated that the combination of a web-based tool with a peer-learning approach offers an alternative and meaningful approach to increase individuals' performance and attitudes.
... Theorists Piaget and Vygotsky proposed that students who engaged in competitive and healthy debates, exchanged ideas, and made logical arguments developed a deeper understanding and cognitive abilities (Liu and Chen, 2020). Accomplishing academic achievement through cooperative learning, cognitive, and metacognitive strategies enable students to integrate their intellectual ideas, set academic goals, increase commitment, and increase the congruence between their academic interests and university pedagogies (Johnson et al., 2014). ...
It is debatable whether the cross-cultural relevance of academic
support has universal implications for students’ achievement and cognitive
learning processes. The salient features of doctoral education include faculty
mentorship that fosters intellectual advancement and progressive freedom. This
prospective study applied self-determination theory to investigate the impact of
supervisor support on students’ motivation in transitioning to collectivistic
educational settings. The study includes self-reported measures of doctoral
students (n = 400) from various higher education institutions in India.
According to the results, the supervisor’s research-related support and voice
autonomy support appeared to have a significant impact on students’ intrinsic
motivation. The study provides valuable insights into faculty mentoring and
student professional socialization. The article addresses the implications of the
findings for educational research and contemporary scholarly practices.
... According to Hodgson et al. (2015), peer learning not only targets intellectual gains or formal academic achievement, but also attitudinal gains, which proves that peer learning causes a positive impact on the learning attitude of students. This statement can also be supported by data by Liu and Chen (2020), on the effects of peer learning on learning performance, motivation, and attitude. According to the results, it could identify students who participated in peer learning and achieved a significantly higher score for learning motivation and a more positive attitude than the students merely involved in face-to-face lectures. ...
... Besides, as stated in the study of improving academic achievement and motivation through online peer learning, the results showed that online peer learning improved the academic achievement of students and facilitated their motivation (Nerantzi, 2020). Liu and Chen (2020) also pointed out that peer learning increased the motivation of students. In a study of the effects of peer learning on learning performance, motivation, and attitude, the results demonstrated that peer learning students exhibited a higher score in learning motivation than the students who only attained normal lectures. ...
... A total of 39 questions were designed in the first part of the questionnaire based on the relevant literature (Campit & Garin, 2017;Casey & Goodyear, 2015;Donnelly et al., 2018;Liu & Chen, 2020;Miao et al., 2017;Nerantzi, 2020;Yu & Lee, 2016). The questions were set from four main different perspectives, covering the key determining factors of peer learning on students. ...
The outbreak of the COVID-19 pandemic has fundamentally shifted learning
from the traditional classroom approach to online learning. As such, this study
used a revision centre as a case study to develop the factors that contribute to
the theoretical framework of online peer learning in the higher education sector due to COVID-19. This study also explores the integrated efects of online
peer learning on students and investigates whether advanced information technology creates new opportunities or additional burdens for students in adopting online peer learning environments. Descriptive statistical analysis, factor
analysis, and correlation analysis were conducted on survey data gathered from
204 sub-degree students in Hong Kong. The results addressed four main factors developed from 39 variables: enhancement of learning ability, the attitude
toward learning, motivation for learning, and interpersonal relationship which
were closely associated. The study findings provide strategies and constructive
recommendations for educators to develop a new online learning pedagogy, construct sustainable online peer learning, and effectively manage students’ online
learning to meet the needs for post-COVID online education
Peer learning is a process where one or more students teach other students and provides support throughout the learning process. Active learning is a process of learning concepts through thinking, discussing, investigating, and creating. In order to improve the learning of students in the concept of "problem solving using C programming," peer and active learning approaches are implemented by forming groups. The general four methods for peer active learning, such as think-pair-share, the zig-zag method, the coding test, and mini project, are chosen as activities for the students. An unsupervised machine learning algorithm is used to create clusters of students based on pretest and posttest scores. With the help of the K-Means clustering technique, the increased change in student performance after peer active learning approaches is clearly visible. Keywords : Peer Learning, Active learning, K-Means Clustering.
Učiteľ spolu so svojimi kompetenciami a zručnosťami dokáže efektívne využívať a zaujať svojich žiakov rôznymi formami vyučovania slúžiacimi k ich rozvoju nielen pre školu, ale i pre život. Cieľom je na sekundárnom stupni základných škôl inovatívnym spôsobom vo výchovno-vzdelávacom procese využiť rovesnícke vyučovanie ako jednu z možností na tému včela medonosná. Je nevyhnutné myslieť na rolu učiteľa a jeho vzťahy medzi žiakmi. Pri rovesníckom vyučovaní sa u žiakov podporujú isté danosti ako kritické myslenie, komunikácia či vlastná sebareflexia.
The teacher, together with his competencies and skills, is able to effectively use and involve his students with various forms of teaching that serve to develop them not just for school but also for life. The aim is to employ peer teaching as one of the possibilities in the educational process at the secondary level of elementary schools on the topic of the honey bee in an innovative way. It is necessary to consider the role of the teacher and his relationships with students. In peer teaching, students are encouraged by certain factors, such as critical thinking, communication or self-reflection.
