Effectiveness of learning transfer in National Dual Training System (NDTS)

Learning transfer is the ultimate goal of any training programme. The new Malaysian skills training is based on the dual learning principle in which trainees alternate between attending theoretical classes in the skills training institute and receiving on�the-job training at worksite. This new paradigm of skills training is better known as National Dual Training System (NDTS). The main problem is that there were complaints from the employers that the competencies of the output of the skills training in Malaysia are of poor quality. This was due to low absorption of learning transfer performance from training places to workplace. Apart from that there were little studies related to the effectiveness of learning transfer due to there is no acceptable way and mean to measure the learning transfer. The aim of this study was to ascertain on whether the effectiveness of learning transfer did occurred in the automotive mechatronics of NDTS programme. The research focus area is the Mechatronics Automotive course. A longitudinal study method was employed as the research methodology. The participants of this research were the trainees and coaches from NDTS Mechatronics Automotive course. The study utilised the self�administered questionnaire, semi-structured interview, focus group and case study. Measuring 16 factors of the Learning Transfer System Inventory (LTSI) plus 3 factors derived from literature review and expert group discussion enable the researcher to determine the relationship between the learning transfer factors. It was found that NDTS training programme appears to have facilitated the positive transfer and near transfer from training situation to workplace environment. The findings of multiple regressions result suggest that the predictive variables explained 43.9% variance that has significance effect on the effectiveness of learning transfer. Apparently, the most influential dimensions of the effectiveness of learning transfer in NDTS were revealed as the course content, training delivery and working tasks. Interestingly, result indicated that the effectiveness of learning transfer in NDTS had occurred by the overall framework accuracy percentage of 79.2%. Therefore, the emerging effectiveness of learning transfer framework of NDTS in Malaysia is propose

Effectiveness of mobile learning across various settings

This paper reviews three ‘mobile learning’ projects to understand the nature of and extent to which learning is enhanced and facilitated by the inclusion of mobile technologies in the different teaching/learning activities that were carried out. Reviews will be taken from a number of projects; Mobile Learning in Informal Science Settings (MELISSA),Mobile Clinical Learning and Out There in Here (OTIH) projects. Melissa was a European project dealing with a range of learning systems. The Mobile Clinical Learning project investigated the potential of learning resources provided in Personal Digital Assistants (PDAs) and the ways in which clinical learning within two comparative health care institutions can be supported by using small handheld computers. OTIH is seeking to support collaborative remote experimentation where learners work together in different contexts. Within these projects a range of mobile devices (e.g. smartphones, laptops, ipads) were used to allow a broader understanding of a changing mobile device landscape. The research literature suggests that learning opportunities are more likely to arise in environments where interaction is facilitated. By reviewing these projects we are able to identify elements that are facilitated by mobile technologies and explore ways that learning is supported

EFFECTIVENESS OF WEB BASED E-LEARNING MEDIA ON INFORMATION AND COMMUNICATION TECHNOLOGY SUBJECT FOR IMPROVE ACHIEVEMENT STUDENTS OF GRADE X SMA NEGERI 1 KALASAN

This research purposed to know the comparative effectiveness of the use of web based E-Learning media in Information Technology and Communication subjects to improve learning achievement students of grade X SMA Negeri 1 Kalasan when compared with conventional learning in place at the school. The research method is quasi-experimental research method with two class sample XA and XB in SMA Negeri 1 Kalasan. The research method is used in this research was quasi-experimental research methods with a sample of research is the class XA and XB SMA Negeri 1 Kalasan. The research design was pretest-posttest control group design. The sampling technique is used was random sampling. Different test done to measure the difference in the effectiveness of web based E-Learning media and conventional learning media based on learning achievement of using Independent Sample t-test. Based on these results it can be concluded that the effectiveness of web based E-Learning media have an index of normalized gain is 0,54; effectiveness of conventional learning media have an index of normalized gain is 0,30 and improved learning achievement with web based E-Learning media is better than the improved learning achievement of conventional learning media while they in the same criteria. The criteria is in sufficient criteria. But if based on calculation of the gain, improvement learning achievement with based on the t test of the average value of learning achievement acquired thitung > ttabel (2,870> 1,672), as well as the significant value of P (0006) <α (0.05), thus Ho rejected and Ha accepted. It is proved that web based E-Learning media effectively to improve student learning achievement in the material Presentation Maker Software Class X SMA Negeri 1 Kalasan. Keywords: media, E-Learning, conventional learning, learning achievemen

Data mining technology for the evaluation of web-based teaching and learning systems

Instructional design for Web-based teaching and learning environments causes problems for two reasons. Firstly, virtual forms of teaching and learning result in little or no direct contact between instructor and learner, making the evaluation of course effectiveness difficult. Secondly, the Web as a relatively new teaching and learning medium still requires more research into learning processes with this technology. We propose data mining – techniques to discover and extract knowledge from a database – as a tool to support the analysis of student learning processes and the evaluation of the effectiveness and usability of Web-based courses. We present and illustrate different data mining techniques for the evaluation of Web-based teaching and learning systems

Effects of the Jigsaw and Teams Game Tournament (TGT) Cooperative Learning on the Learning Motivation and Mathematical Skills of Junior High School Students

This study aims to: 1) describe the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of junior high school (JHS) students, and 2) investigate the significant difference in the learning motivation and mathematical skills between the JHS students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning. This study was a quasi-experimental study using the non-equivalent pretest and posttest group design. This study involved two experimental classes. The research population comprised Year VII students of SMP Pembangunan Piyungan and the research sample consisted of two classes selected from all Year VII groups, with Year VII.A receiving a treatment of the jigsaw cooperative learning and Year VII.B receiving a treatment of the TGT cooperative learning. The instruments consisted of a test, i.e. a mathematical skill test, and a non-test, i.e. a questionnaire of mathematics learning motivation. To investigate the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of JHS students, the data were analyzed using the one sample test. To investigate the significant difference in the learning motivation and mathematical skills between the students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning, the data were analyzed using the T2 Hotelling. To compare the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of the students, the data were analyzed using the t-test. The normality was tested using the univariate approach, namely the Kolmogorov Smirnov, the homogeneity using the Box' M test, and the equivalence of the variance-covariance matrix using the Levene's test. The results of the study show that: 1) the jigsaw cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 2) the TGT cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 3) there is a difference in the effectiveness of the jigsaw and TGT cooperative learning in the JHS students’ mathematical skills and mathematics learning motivation; 4) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematics learning motivation; and 5) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematical skills. Keyword: Cooperative Learning, Jigsaw, Teams Game Turnament, Learning Motivation, Mathematics Skill