Perceived achievement of subject learning outcomes, pedagogical strategy, facilitating skills and academic performance of university engineering students.
Based on students' responses, this study examined the inter-relationships amongst perceived achievement of learning outcomes, teacher's pedagogical strategy as well as facilitating skills, and professional knowledge of the students. Pre-test and post-test data on the achievement of learning outcomes...
| Publicado en: | International Journal of Child & Adolescent Health Vol. 13; no. 1; pp. 23 - 34 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Nova Science Publishers, Inc.
2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145919837&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145919837 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19395930 903I jtl: International Journal of Child & Adolescent Health issn: 19395930 maglogo: N pubinfo: dt: 2020 vid: 13 iid: 1 pid: 1040 pub: Nova Science Publishers, Inc. place: Hauppauge, New York artinfo: ui: 145919837 145919837 145919837 145919837 ppf: 23 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Perceived achievement of subject learning outcomes, pedagogical strategy, facilitating skills and academic performance of university engineering students. aug: au: Wai-chi Chu, Rodney Ying-yin Wong, Alex Ming-yin Chan Shek, Daniel T. L. affil: Department of Applied Social Sciences, The Hong Kong Polytechnic University sug: subj: Students, College Psychosocial Factors Engineering Academic Achievement Outcomes of Education Teaching Methods Professional Competence Human Pretest-Posttest Design Questionnaires Teachers Education, Non-Traditional Pearson's Correlation Coefficient ab: Based on students' responses, this study examined the inter-relationships amongst perceived achievement of learning outcomes, teacher's pedagogical strategy as well as facilitating skills, and professional knowledge of the students. Pre-test and post-test data on the achievement of learning outcomes (N = 36) and data based on additional questions in the post questionnaire addressing pedagogical strategies and facilitating skills of the teachers were collected. Results showed that after flipped classroom learning, posttest scores on the subject intended learning outcomes were higher than the pretest scores. Pearson correlation analyses also showed that perceived achievement of the intended learning outcomes of the subject and teachers' pedagogical knowledge/strategies as well as facilitating skills were positively correlated with academic performance of students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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