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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...
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... 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...
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... According to this theoretical framework, JLSICS can yield various beneficial outcomes in terms of gender disparities in students' achievement and attitude towards learning chemistry. Initially, it offers an equal opportunity for both male and female students to partake in hands-on learning experiences, thereby helping to overcome the conventional gender stereotypes and biases associated with science subjects (Chen & Liu, 2020). Moreover, the collaborative nature of the jigsaw learning strategy fosters active participation and engagement from all students, thereby diminishing the gender gap in classroom interactions (Bartholomew & Seymour, 2021). ...
This research study investigated the impact of gender and the jigsaw learning strategy integrated with computer simulations (JLSICS) on chemistry learning, emphasizing student achievement and attitudes. Chemistry is often perceived as challenging and abstract, and traditional teaching methods have not effectively addressed these difficulties. To tackle this issue, a quantitative research approach was utilized, employing a quasi-experimental design with pre- and post-tests across non-equivalent comparison groups. The study involved three intact classes: one using conventional methods (CM) and two experimental groups implementing JLSICS and the jigsaw learning strategy (JLS) independently. The sample consisted of 144 participants aged over 15. Data were collected using the Chemistry Attitude Likert Scale Test (CALST) and the Chemistry Achievement Test (CAT). The CAT’s internal consistency was assessed with the Kuder-Richardson formula 20, yielding a reliability coefficient of 0.78, while the CALST had a reliability coefficient of 0.928 based on Cronbach’s alpha. Data analysis was conducted using two-way ANOVA. The results showed that gender did not significantly influence achievement or attitudes regarding acid and base concepts. Additionally, JLSICS was found to be more effective than JLS alone and CM in improving academic success and fostering positive attitudes, regardless of gender. It is recommended that secondary school chemistry teachers adopt JLSICS to enhance student outcomes.
... Hal ini disebabkan karena perpindahan model pembelajaran secara online pada saat pandemi Covid-19 menjadi model tatap muka di dalam kelas. Banyak mahasiswa yang merasa santai dikarenakan pembelajaran online kurang dipantau oleh dosen (Arthur, 2022;Liu, 2020). Hal ini, menimbulkan rasa santai dan menunda-nunda pekerjaan masih terbawa hingga saat ini. ...
Lingkungan berperan penting dalam pembentukan karakter dan perilaku seseorang. Banyak studi mengatakan bahwa lingkungan yang mendukung akan memberikan dampak positif bagi seseorang. Sama halnya dengan lingkungan teman sebaya. Oleh karena itu, banyak orang yang selektif dalam memilih teman dan lingkup pertemanan. Untuk membuktikan hal tersebut, maka penulis melakukan penelitian. Tujuan dilakukannya penelitian di Politeknik STIA LAN Jakarta adalah : 1) Mengetahui apakah lingkungan teman sebaya berpengaruh pada motivasi belajar mahasiswa, 2) Mengetahui besar pengaruh lingkungan teman sebaya terhadap motivasi belajar mahasiswa. Indikator yang digunakan untuk mengetahui tingkat motivasi belajar mahasiswa adalah ketepatan waktu, disiplin, dan tekun dalam belajar. Populasi dalam penelitian ini adalah mahasiswa aktif Politeknik STIA LAN Jakarta program studi MSDMA. Jumlah sampel yang diambil untuk melakukan penelitian berjumlah 30 mahasiswa. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuantitatif dengan menyebarkan angket sebagai teknik pengumpulan data. Selanjutnya, data diolah dengan menggunakan SPSS 27. Hasil penelitian menyatakan bahwa terdapat pengaruh antara lingkungan teman sebaya terhadap motivasi belajar mahasiswa.
... Motivasi belajar dapat muncul karena faktor internal dan eksternal (Hsu, 2020;Liu, 2020;Ningsih, 2022). Faktor internal dapat berupa kemauan dan semangat dalam belajar dan harapan untuk mencapai cita-cita, sedangkan faktor eksternal dapat berupa lingkungan sekitar, perhatian orang tua, dan lain sebagainya. ...
Salah satu penilaian terhadap motivasi belajar mahasiswa dapat dilihat melalui perolehan nilai IPK mahasiswa. Semakin tinggi perolehan nilai mahasiswa, maka dikatakan proses pembelajaran tersebut berhasil. Keberhasilan dari proses belajar ini tidak lepas dari peran dosen sebagai insan pengajar. Pemilihan metode pengajaran oleh dosen yang tepat dan sesuai akan membantu mahasiswa dalam mencapai keberhasilan tersebut. Penelitian ini bertujuan untuk membuktikan apakah terdapat pengaruh antara metode mengajar dosen terhadap motivasi belajar mahasiswa Politeknik STIA LAN Jakarta. Kedisiplinan, hasil belajar, ketepatan waktu dalam mengikuti proses belajar mengajar, dan kemauan untuk mengerjakan tugas menjadi indikator yang diamati di lokus penelitian. Metode yang digunakan pada penelitian ini adalah metode kuantitatif dan pengumpulan data menggunakan angket atau kuesioner. Data yang telah didapat selanjutnya diolah dengan software SPSS versi 27. Populasi pada penelitian ini adalah mahasiswa angkatan 2022 program studi MSDMA dengan sampel penelitian yang diambil berjumlah 30 mahasiswa. Simpulan dari penelitian ini menyatakan bahwa terdapat pengaruh antara metode mengajar dosen terhadap motivasi belajar mahasiswa Politeknik STIA LAN Jakarta.
... 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 effects 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 Learnning is an important factor to motivate the employee and it is one of the methods and source to enhance the knowledge and skill. Peer learning helps the faculty to develop him self or herself in various ways for better result. It is not lonely a teaching method but also a learning method innovated by the educationists based on the psychological and sociological concepts. It helps to interact with the peers and shows the roadmap of success with motivation depends upon various roles and responsibility. This research paper confirms the existence of peer effects in a learning process with the data from an experiment. This paper confirms the existence of peer learning effects in a learning process with reference to the motivation and performances. Peer to peer learning is a mutual learning process and source and training strategy which involves participants of the same level of engaging in collaborative learning where no fear is there with the learning attitude. Peer-to-peer recognition makes employees feel motivated to produce better business outcomes. Peer learning models adopted in education sector to enhance the knowledge of the faculty to develop themselves. There are various factors to understand how exactly learning from peers is more effective than your robust training programs. People are most likely to listen to a "person next door" personality. Having a dedicated plan for peer learning in place helps increase employee productivity and boosts their morale among other benefits and helps organisational goals in the big picture. The primary data is used for the study. The data was collected through the structured questionnaire from different post graduate institutes in Maharashtra. The data was analyzed in SPSS and Excel tools.
