Comprehensive Review on Academic Achievement Levels through M-Learning

Volume 13 Issue 2 August - October 2019

Review Paper

Comprehensive Review on Academic Achievement Levels through M-Learning

Anjay Lakhan * , Kumar Laxman**

*South Auckland School, New Zealand.

** Faculty of Education, University of Auckland, New Zealand.

Lakhan, A., & Laxman, K. (2019). Comprehensive Review on Academic Achievement Levels through M-Learning. i-manager’s Journal on Educational Psychology, 13(2), 49-59.

Abstract

Mobile learning is getting very popular in this 21st century due to advanced digital technology. Students' in the present day are growing up in a society which is immensely different compared to their teachers. Many educators are struggling to keep up with the modern evolution and there is a need to change teacher beliefs. This study, investigated how students' can benefit if mobile hand held technology is incorporated into their learning. The study further investigates how low socio economic students' manage this technological evolution. Peer reviewed journals were analysed to find out how mobile digital technology is improving students' academic achievement level in different parts of the world. This study looked at many peer reviewed journals, but 18 were chosen to be analysed. The journals releveled that incorporation of these technology into lessons improve student motivation, improves academic achievement, improves engagement, builds student – teacher relationship, technology is very easy to use, students' feel comfortable, enhances peer engagement and social media can be beneficial to education. On the other hand, journals also reveal that teacher beliefs needs to be changed, more professional development is needed for teachers, schools are restricting many useful websites as they are fearful, can bring digital divide, can be disruptive to students' and low socio economic students' can be left out. There is an urgent need to involve this technology into lessons as for many students' using these handheld mobile devices has become a daily part of life. Many parents also believe that these devices can help their children achieve improved academic results. Mobile learning motivates and improves student academic achievement level, however many schools around the world do not give students' full access to internet during school hours and many also ban some useful websites which can be very beneficial to student learning.

Cognitive Development of Children in Relation to Inhibition Control, Working Memory, and Cognitive Flexibility

Volume 13 Issue 2 August - October 2019

Research Paper

Cognitive Development of Children in Relation to Inhibition Control, Working Memory, and Cognitive Flexibility

Ananta Kumar Jena* , Joy Das**, Satarupa Bhattacharjee***, Somnath Gupta****, Munmi Barman*****, Jaishree Devi******, Rajib Debnath*******

*, ***, *****_*******Department of Education at Assam University, Silchar, India.

**Department of Teacher Education, Holy Cross College, Agartala, Tripura, India.

****Department of Life Science & Bioinformatics, Assam University, Silchar, India.

Jena, A. K., Das, J., Bhattacharjee, S., Gupta, S., Barman, M., Devi, J., & Debnath, R. (2019). Cognitive Development of Children in Relation to Inhibition Control, Working Memory, and Cognitive Flexibility. i-manager’s Journal on Educational Psychology, 13(2), 29-48.

Abstract

The study assessed the relationship among the factors of inhibition control, working memory and cognitive flexibility in relation to cognitive development of children. Total 30 children (17 male and 13 female) age group 6-7 years old (Mean =6.5 ; SD = 0.34) participated in the study. In this study, we used Stroop Task, saccadic test, and Simon Task Flanker Task to assess the inhibitory control. In addition, Working Memory Tasks, Cognitive Flexibility Tasks, and Cognitive Development scale assessed working memory, cognitive flexibility and cognitive development. It resulted that processing speed, selective attention, and automaticity factors of inhibitory control has significant relationship with cognitive development of children. Moreover, the timing and kinematics factors of inhibitory control assessed by Saccadic Task, found significant relationship with cognitive development. Not only was that but also the tendency to respond the stimulus has also significant relation with cognitive development that was assessed by Simon Task. Children's detection and recognition of target factor of inhibitory control was assessed by Flankar Task found significant relationship with cognitive development. As a whole processing speed, selective attention, automaticity, timing and kinematics, and tendency to response the stimulus factors were hierarchical related with cognitive development of elementary children.

How Do Atheist, Christian and Muslim Elite Athletes Motivate Themselves before Competitions?

Volume 13 Issue 2 August - October 2019

Research Paper

How Do Atheist, Christian and Muslim Elite Athletes Motivate Themselves before Competitions?

Emre Ozan Tingaz *

Department of Physical Education and Sport Teaching, Sport Sciences Faculty, Gazi University, Ankara and Department of Psychology, Institute of Social Sciences, Cag University, Mersin, Turkey.

Tingaz, E. O. (2019). How Do Atheist, Christian and Muslim Elite Athletes Motivate Themselves before Competitions? i-manager’s Journal on Educational Psychology, 13(2), 20-28.

Abstract

The objective of the present study was to examine how Atheist, Christian, and Muslim elite athletes motivate themselves before competitions. Using a semi-structured format qualitative design, seventeen elite male volleyball players were interviewed. For Muslim athletes, the focus was on “Praying” with the highest frequency, while for Christian athletes the “Visualization” had the highest frequency. For Atheist athletes, “Winning the Game” was the highest frequency. Muslim, Christian, and Atheist athletes had similar motivation focus point as; “Want to Do the Best”. When we compared the Muslim and Christian athletes, “Stay Alone” and “Want to Do the Best” were common motivation styles for them. They prefered to stay alone because of some reasons such as; suppress excitement, imagine, and relaxing. There was no similar expression between Muslim and Atheist athletes. “Desire to Win” and “Listen to Music” were common expressions for Christian and Atheist athletes.

The Effects of Gender Roles and Perceived Parental Attitudes on Career Decision Making Self-Efficacy of Faculty of Sport Sciences Students

Volume 13 Issue 2 August - October 2019

Research Paper

The Effects of Gender Roles and Perceived Parental Attitudes on Career Decision Making Self-Efficacy of Faculty of Sport Sciences Students

Serdar Sucan*

Department of Physical Education and Sport Teaching, Sport Sciences Faculty, Erciyes University, Kayseri, Turkey.

Sucan, S. (2019). The Effects of Gender Roles and Perceived Parental Attitudes on Career Decision Making Self-Efficacy of Faculty of Sport Sciences Students. i-manager’s Journal on Educational Psychology, 13(2), 10-19.

Abstract

In this study, the effect of gender roles and perceived parental attitudes on career decision-making self-efficacy levels of university students was investigated. In addition, students' self-efficacy levels were evaluated according to gender, age, department, and class variables. A total of 248 students from different departments of Erciyes University Faculty of Sport Sciences participated in the study. Participants were administered the Gender Roles Scale (GRAS), Perceived Parental Attitudes Scale (PPAS), and Career Decision Making Self-Efficacy Scale (CMSS). Mann Whitney U test, Kruskal Wallis test, Post Hoc test, Correlation analysis, and Hierarchical Regression analysis were used for the data. According to the results the study, gender roles and perceived parental attitudes of students had an effect on self-efficacy of career decision making. CMSS scores did not differ according to gender and grade, but differed by age and department. The fact that teachers have an egalitarian gender role can enable their students to have an egalitarian attitude. Therefore, it can be said that students should gain parental support in order to gain an egalitarian perspective on gender roles and guidance studies should be emphasized in order to develop their own thoughts, behaviors, and attitudes.

A Design for Comparing CTT and IRT in Test Assembly, Scoring, and Argumentation: Differences Among Reliability, Information, and Validation

Volume 13 Issue 2 August - October 2019

Research Paper

A Design for Comparing CTT and IRT in Test Assembly, Scoring, and Argumentation: Differences Among Reliability, Information, and Validation

Abdulelah Mohammed Alqarni*

Department of Psychology and Counselling, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah, Saudi Arabia.

Alqarni, A. M. (2019). A Design for Comparing CTT and IRT in Test Assembly, Scoring, and Argumentation: Differences Among Reliability, Information, and Validation. i-manager’s Journal on Educational Psychology, 13(2), 1-9.

Abstract

This study compared the psychometric properties of reliability in Classical Test Theory (CTT), item information in Item Response (IRT), and validation from the perspective of modern validity theory for the purpose of bringing attention to potential issues that might exist when testing organizations use both test theories in the same testing administration. It was found that reliability, instead using corrected item-total test score correlations, and item information functions are only grossly similar and their conjoint use should be compartmentalized in the processes of test assembly, pre-testing, and scoring broadly speaking. For validity, only minor differences attributable to scoring processes are conceivable, but the main problem is that too much subjectivity by way of different arguments being constructed using the same test and test scores engenders a lack of consensus in the meaning of arguments. A checklist is presented for consideration by test validators that will produce greater consensus of arguments by improving argument comprehensiveness.

First Year Engagement: The Transition to University

Volume 13 Issue 1 May - July 2019

Review Paper

First Year Engagement: The Transition to University

Donald J. Comi*

*School of Education, Whitworth University, Washington, USA.

Comi, D. J. (2019). First Year Engagement: The Transition to University. i-manager’s Journal on Educational Psychology, 13(1), 54-66. https://doi.org/10.26634/jpsy.13.1.15847

Abstract

Technology, socio-economic disparities, and an increasingly diverse population have changed the nature of American communities and thus the educational landscape. Higher education is functionally the gatekeeper for technical/professional careers. The achievement gap between the number of students starting a four-year degree and the number completing is discouraging. As a student transitions to college, many factors influence personal resiliency. Familial support, pre-college preparation, peer-to-peer relationships, and institutional connection all influence a student's resiliency. However, higher education's traditional engagement and transitional programming does not always engender connection nor promote academic success. Higher education has a responsibility to design institutional engagement that can lead to improved access and greater student resiliency. However, actual results of engagement strategies may have unintended results. Engagements can create division, and lead to diminished persistence and retention. This literature review explores recent research into Institutional engagement strategies.

Self-Concept and Self-Regulation of Higher Secondary Students

Volume 13 Issue 1 May - July 2019

Research Paper

Self-Concept and Self-Regulation of Higher Secondary Students

A. S. Arul Lawrence* , K. Saileela**

* School of Education, Tamil Nadu Open University (TNOU), Tamil Nadu, India.

** Department of Education, Annamalai University, Tamil Nadu, India.

Lawrence, A. S. A., & Saileela, K. (2019). Self-Concept and Self-Regulation of Higher Secondary Students.i-manager’s Journal on Educational Psychology, 13(1), 45-53. https://doi.org/10.26634/jpsy.13.1.15497

Abstract

This study aims to investigate whether there is any significant difference found in the self-concept and self-regulation of higher secondary students in terms of gender, locality, and type of school and its relationship. In this normative survey, the samples were selected by using simple random technique from five higher secondary schools at Villupuram district, Tamil Nadu, India. A sample of 300 eleventh standard students during the academic year 2018-2019 was selected. The research tools consisted of individual data collection form and the Academic Self-Concept (ASC) Scale and Self- Regulation Scale. The data were analyzed with the help of IBM SPSS Statistics V21.0. For analyzing the data mean, standard deviation, t-test, F-test, and Pearson's product moment correlation were used as statistical techniques. Findings show that the higher secondary girls, urban students, and government-aided school students are found to be better in their self-concept and self-regulation, and low positive relationship is found between self-concept and self-regulation of higher secondary students.