Journal articles: 'Perception and learning'

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Lu, Yu-Ling, and Chi-Jui Lien. "Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment." Journal of Educational Computing Research 57, no. 8 (2019): 1879–909. http://dx.doi.org/10.1177/0735633118820684.

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As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.

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Suson, Roberto, Eugenio A. Ermac, Wilfredo G. Anoos, et al. "Prototype learning activities." Cypriot Journal of Educational Sciences 15, no. 6 (2020): 1535–43. http://dx.doi.org/10.18844/cjes.v15i6.5296.

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The study of prototype learning activity has received significant attention to elevating students’ academic performance. This study utilized the prototype learning design as a significant predictor of students’ performance and the like. In addition, this study aimed to explore teachers’ strategies for measuring students’ creative growth utilizing authentic assessments. Moreover, this study used a survey to assess the perception of the students and teachers. The study used the quantitative inferential which provides the relationship between the two variables' effectiveness and perception of the prototype learning activities. The main instrument used to ascertain these parameters are the two survey questionnaires was researcher-made align with the Department of Education Science competency, the reliability and consistency were validated by the statistician. Results revealed that students’ performance was at a high level when engaged in the prototype learning activity. Furthermore, the perception of the students and teachers in terms of ease of use, relevance, and comprehensibility indicates positive perception in relation to the student's performance. Finally, the prototype-based learning approach shows a promising effect on the performance of the student's and teachers' perceptions. Hence, enhancement training in developing a teacher’s capacity to design meaningful learning that caters students' needs should be provided. Keywords: Prototype learning; performance; academic achievement

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Kharisma, Irma, and Liza Andhani Hidayati. "STUDENTS’ PERCEPTION IN LEARNING ENGLISH USING COOPERATIVE LEARNING ACTIVITY." PROJECT (Professional Journal of English Education) 1, no. 3 (2018): 207. http://dx.doi.org/10.22460/project.v1i3.p207-216.

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This study aims to know the students’ perceptions about the use of cooperative learning activity in learning English. This study use qualitative research. The sample of this study involved 31 students in class XI social two at SMA Cipta Mandiri in the academic year 2017/2018. In collecting the data the researchers use questionnaire of 20 (twenty) questions that relate to cooperative learning activity. The result of this study shows that most of students agreed if the teacher use cooperative learning activity in the classroom. The students though that through cooperative learning activity, the lesson more interesting and helps them acquire knowledge easily.Keywords: Students’ Perception, Cooperative Learning Actvity

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Sedlmeier, Andreas, and Sebastian Feld. "Learning indoor space perception." Journal of Location Based Services 12, no. 3-4 (2018): 179–214. http://dx.doi.org/10.1080/17489725.2018.1539255.

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Watanabe, T., J. E. Nanez, and Y. Sasaki. "Perceptual learning without perception." Journal of Vision 1, no. 3 (2010): 467. http://dx.doi.org/10.1167/1.3.467.

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Watanabe, Takeo, José E. Náñez, and Yuka Sasaki. "Perceptual learning without perception." Nature 413, no. 6858 (2001): 844–48. http://dx.doi.org/10.1038/35101601.

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Sanga Lamsari Purba, Leony. "Microsoft teams 365 and online learning: The student’s perception." Jurnal Pendidikan Kimia 13, no. 2 (2021): 130–36. http://dx.doi.org/10.24114/jpkim.v13i2.26981.

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This study aims to determine the effectiveness of online learning using Microsoft Teams 365. The entire population in this study was used as a research sample, namely all students of the Chemistry Education study program, Indonesian Christian University, Jakarta. Perception data was collected using a questionnaire with dimensions of understanding the material, appearance and accessibility of Microsoft Teams 365. From the results of data processing, it was found that more than 50% of students' perceptions of Microsoft Teams 365 were good in all indicators of understanding the material and appearance. On the use dimension with connectivity and accessibility indicators more than 50% of students' perceptions of the Microsoft 365 team are good, but on the quota-saving indicator 42% of students do not agree. Keywords: Microsoft teams, E-learning, Cemistry

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Suyitno, Imam, Kusubakti Andayani, Peni Dyah Anggari, Taufiq Kurniawan, and Heni Dwi Arista. "FOREIGN LEARNERS’ PERCEPTION, SATISFACTION, AND LEARNING OUTCOME IN LEARNING INDONESIAN LANGUAGE." Jurnal Cakrawala Pendidikan 40, no. 1 (2021): 133–46. http://dx.doi.org/10.21831/cp.v40i1.32311.

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Indonesian language learning institute for foreign learners emphasizes on increasing the experiences and skills of foreigners to speak Indonesian in the real context. One of the models used to achieve this is by optimizing the learning process. Therefore, this research studied the learning model and its impact on the perceptions, satisfaction, and outcomes using qualitative and quantitative approaches. The sample study consists of 21 foreign learners and 10 tutors. Data were obtained from the experiential-tutorial learning, scores of perception, satisfaction, and outcomes through interviews, questionnaires, and tutor assessment on the speaking abilities recorded on document sheets. The study found that the experiential-tutorial learning was developed based on the learners’ daily communication needs. The statistical analysis results showed that the average scores of their perception, satisfaction, and learning outcomes were in the high category. Therefore, foreign learners have a good perception and high learning satisfaction in conducting experiential-tutorial learning to increase their outcomes. These findings indicate that experiential-tutorial learning is an effective model for foreign language learners.

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HATANAKA, Wataru, Fumihiro SASAKI, and Ryota YAMASHINA. "Active Perception Policy Learning by Reinforcement Learning." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2020 (2020): 2A1—L02. http://dx.doi.org/10.1299/jsmermd.2020.2a1-l02.

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Anggoro, Bambang Sri. "Analisis Persepsi Siswa SMP terhadap Pembelajaran Matematika ditinjau dari Perbedaan Gender dan Disposisi Berpikir Kreatif Matematis." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 2 (2016): 153–66. http://dx.doi.org/10.24042/ajpm.v7i2.30.

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This research is a qualitative research with the qualitative descriptive method. The technique of research subject taking in this research use purposive sampling technique. The subjects of this study amounted to 9 students. Data collection techniques used were questionnaire perception and disposition of students' mathematical creative thinking, observation, interview and documentation of mathematics learning. Data analysis techniques, namely data reduction, data presentation, and conclusions. The validity of data in this study using the content validity, construct validity and reliability and triangulation techniques. According to the results of the study and discussion, the conclusion of this study is Based on the gender and disposition of mathematical creative thinking, the perception of mathematics learning that is produced, that is for high DBKM and positive perception is only found in male students, for high DBKM and medium perception, Male and female students, for medium DBKM and medium perception, female students tend to be more than male students, for medium DBKM and negative perceptions of male students tend to be more than female students, for low DBKM and perception is being Only in boys, and for low DBKM and negative perceptions are only found in female students. The disposition of high mathematical creative thinking and positive perception is very influential on learning mathematics because students who have high DBKM and positive perception will be better in learning mathematics than students who have DBKM and perceptions other than high DBKM and positive perceptions of mathematics learning.

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Shafira, Nyimas Natasha Ayu, Anwar Jusuf, and Setyawati Budiningsih. "Hubungan Persepsi Lingkungan Pembelajaran dengan Strategi Pembelajaran Mahasiswa Program Studi Pendidikan Dokter Universitas Jambi." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (2014): 28. http://dx.doi.org/10.22146/jpki.25196.

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Background: Students' perceptions toward learning environment may influence the use of students' learning strategies. In medical education, the students are expected to implement deep approach. Therefore, students' learning environment should be able to direct the students to learning by using deep approach. The purpose of the research was to investigate the relationship between students' perception about learning environment, students' learning strategies, among medical student in Jambi Medical School (UNJA)Method: This research employs cross sectional design from April to June 2012. The samples were 198 respondents who were students in semester 2, 4 and 6. The date of the perception about the learning environment and learning strategies was adopted from questionnaires from Dundee Ready Educational Environment Measure (DREEM) and The Revised two Factor study process Questionnaire (R-2F-SPQ).Results: The study showed that 80 percent of the students have positive perception regarding learning environment in UNJA. More than half of the students applied deep approach. There was significant relationship between students' perceptions about learning environment with learning strategies used by the students (p = 0,001). There was a tendency that better students' perception toward learning environment made students prefer deep approach.Conclusion: There is significant relationship between students' perceptions about learning environment with learningstrategies used by the medical students of PSPD Jambi.

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Mitrokhin, A., P. Sutor, C. Fermüller, and Y. Aloimonos. "Learning sensorimotor control with neuromorphic sensors: Toward hyperdimensional active perception." Science Robotics 4, no. 30 (2019): eaaw6736. http://dx.doi.org/10.1126/scirobotics.aaw6736.

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The hallmark of modern robotics is the ability to directly fuse the platform’s perception with its motoric ability—the concept often referred to as “active perception.” Nevertheless, we find that action and perception are often kept in separated spaces, which is a consequence of traditional vision being frame based and only existing in the moment and motion being a continuous entity. This bridge is crossed by the dynamic vision sensor (DVS), a neuromorphic camera that can see the motion. We propose a method of encoding actions and perceptions together into a single space that is meaningful, semantically informed, and consistent by using hyperdimensional binary vectors (HBVs). We used DVS for visual perception and showed that the visual component can be bound with the system velocity to enable dynamic world perception, which creates an opportunity for real-time navigation and obstacle avoidance. Actions performed by an agent are directly bound to the perceptions experienced to form its own “memory.” Furthermore, because HBVs can encode entire histories of actions and perceptions—from atomic to arbitrary sequences—as constant-sized vectors, autoassociative memory was combined with deep learning paradigms for controls. We demonstrate these properties on a quadcopter drone ego-motion inference task and the MVSEC (multivehicle stereo event camera) dataset.

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Zhao, Lixin, Wu-Yuin Hwang, and Timothy K. Shih. "Investigation of the Physical Learning Environment of Distance Learning Under COVID-19 and Its Influence on Students' Health and Learning Satisfaction." International Journal of Distance Education Technologies 19, no. 2 (2021): 77–98. http://dx.doi.org/10.4018/ijdet.20210401.oa4.

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Most undergraduates in Mainland China receive distance education from home because of the COVID-19 outbreak. The unique physical environment of distance learning may have effects not only on student learning but also on student physical and mental health. This study reviewed related studies of the physical learning environment and its influence on learners' physical and mental health. Using factor analysis, the authors developed a questionnaire to measure students' perceptions towards their physical learning environment and their physical and mental health and verified the reliability. Regression analysis was used to explore the influence of physical environment perception on physical health and mental health perception, as well as the predictive ability of these three factors on learning satisfaction. The results of this study provide researchers and educators with insight into learners' perceptions of the physical learning environment and their physical and mental health under COVID-19 and offer suggestions for improving distance-learning satisfaction.

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Uzunboylu, H., and F. Ozdamli. "Teacher perception for m-learning: scale development and teachers' perceptions." Journal of Computer Assisted Learning 27, no. 6 (2011): 544–56. http://dx.doi.org/10.1111/j.1365-2729.2011.00415.x.

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Yang, Yoona, Zvi A. Yaari, Alex Settle, Daniel A. Heller, Ming Zheng, and Anand Jagota. "Machine Learning for Molecular Perceptron: A Perception-Based Sensing System." ECS Meeting Abstracts MA2020-01, no. 6 (2020): 632. http://dx.doi.org/10.1149/ma2020-016632mtgabs.

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Sakkir, Geminastiti, Syarifuddin Dollah, and Jamaluddin Ahmad. "E-Learning in COVID-19 Situation: Students’ Perception." EduLine: Journal of Education and Learning Innovation 1, no. 1 (2021): 9–15. http://dx.doi.org/10.35877/454ri.eduline378.

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COVID-19 pandemic era has changed human life in the world. In education side, the learning process is forced to be carried out through full online (E-learning) since this pandemic era. There are many studies conducted on students’ perceptions of using E-learning to learn the English language while this challenges era. So, the researchers also want to conduct a study about it. The objective of this study was to investigate the students’ perceptions on the use of E-learning while COVID-19 pandemic era. Data were collected using a questionnaire that collected background information of participants and a five-point Likert scale to gauge the students’ perception use of the E-learning in EFL classroom while pandemic COVID-19 era. Findings from this research indicate that the most of students showed a negative perception toward to use E-learning in the EFL process. It was proved by the results of students’ perception. There is only 1 student who strongly agrees with the current e-learning process or said that the E-learning in pandemic COVID-19 era is effective, there are 10 students who said the E-learning is less effective, 1 students say they are moderate (4%), 12 students said E-learning is not effective and 3 student said E-learning is very not effective. There are many factors influenced the students’ perception on the use of E-learning media in COVID-19 pandemic era such as, the signal and network connection; limit of quota and expensive; lack of lecturers methods; lack of students’ motivation; limitation of time; and lack of interaction.

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Heath, Nancy Lee, and Judith Wiener. "Depression and Nonacademic Self-Perceptions in Children with and without Learning Disabilities." Learning Disability Quarterly 19, no. 1 (1996): 34–44. http://dx.doi.org/10.2307/1511051.

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Nonacademic self-perceptions (social acceptance, athletic ability, physical appearance and behavioral conduct) of depressed and nondepressed children with and without learning disabilities were compared. The nonacademic subscales of the Self-Perception Profile for Learning Disabled Students, a domain-specific self-perception measure, and the Children's Depression Inventory, a self-report inventory of depressive symptomatology, were administered to students in grade 5 ( n=83) and grade 8 ( n=88). Results indicated that self-perceived social acceptance demonstrated a significant relationship with depression only for students with learning disabilities. Furthermore, lower self-perception of physical appearance was related to depression for females but not males. Depressed subjects, regardless of gender, reported lower self-perceptions of behavioral conduct and athletic ability. Consistent with previous findings regarding stereotypical self-perceptions, males reported better self-perceptions of athletic ability than females but lower self-perceptions of behavioral conduct. Clinical and theoretical implications are discussed.

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Sofian, Heru. "Pengaruh Asertivitas Siswa dan Persepsi pada Matematika Terhadap Prestasi Belajar Matematika Siswa Kelas IX SMP Shalahuddin Malang." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 26, no. 1 (2020): 60–70. http://dx.doi.org/10.33503/paradigma.v26i1.742.

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This study aims to determine: (1) the effect of student assertiveness and perception on mathematics on student mathematics learning achievement. (2) the effect of student effectiveness on students' mathematics learning achievement. (3) the effect of perception on mathematics learning achievement. The results of this study concluded, (1) students' assertiveness had a positive and significant effect on mathematics learning achievement of students of class IX of SMP Shalahuddin Malang, (2) Perception on mathematics had a positive and significant effect on mathematics learning achievement of students of class IX of SMP Shalahuddin Malang (3) Both asertivity students and students' perceptions of mathematics simultaneously influence the student's mathematics learning achievement. That is, the higher the student's assertiveness and the better the students' perceptions of mathematics the more mathematics learning achievement of students of class IX of SMP Shalahuddin Malang.

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DiPiro, Joseph T. "Student Learning: Perception versus Reality." American Journal of Pharmaceutical Education 74, no. 4 (2010): 63. http://dx.doi.org/10.5688/aj740463.

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Baporikar, Neeta, and Lucia Sauti. "Students Perception Re-Learning Challenges." International Journal of Service Science, Management, Engineering, and Technology 10, no. 3 (2019): 45–62. http://dx.doi.org/10.4018/ijssmet.2019070104.

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Students' perception to learning a subject is crucial for deeper learning. Accounting is one of the scarce skills but a field which gives lucrative career options leading to higher enrollment worldwide. The same is true for Namibia as numerous studies highlight the accounting skills shortages. There is no doubt that accounting education can boost economic growth and should be seriously undertaken. Yet, accounting departments of universities in emerging economies face huge challenges in learning, teaching and student performance. Adopting a survey research design, the aim of this research is to examine the student's perception are challenges in learning accounting in Namibian context and provide strategies for improving the learning process to ensure better performance. The findings reflect that some of the major challenges perceived include inadequate resources, textbooks, poor career guidance, etc.

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Bundy, Robert S., John Colombo, and Patricia Warnick-Yarmel. "Association learning and pitch perception." Bulletin of the Psychonomic Society 27, no. 3 (1989): 234–36. http://dx.doi.org/10.3758/bf03334593.

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Kornblith, Hilary, and D. W. Hamlyn. "Perception, Learning and the Self." Philosophical Review 94, no. 3 (1985): 408. http://dx.doi.org/10.2307/2185010.

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Liu, Huaping, Di Guo, Fuchun Sun, Wuqiang Yang, Steve Furber, and Tengchen Sun. "Embodied tactile perception and learning." Brain Science Advances 6, no. 2 (2020): 132–58. http://dx.doi.org/10.26599/bsa.2020.9050012.

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Various living creatures exhibit embodiment intelligence, which is reflected by a collaborative interaction of the brain, body, and environment. The actual behavior of embodiment intelligence is generated by a continuous and dynamic interaction between a subject and the environment through information perception and physical manipulation. The physical interaction between a robot and the environment is the basis for realizing embodied perception and learning. Tactile information plays a critical role in this physical interaction process. It can be used to ensure safety, stability, and compliance, and can provide unique information that is difficult to capture using other perception modalities. However, due to the limitations of existing sensors and perception and learning methods, the development of robotic tactile research lags significantly behind other sensing modalities, such as vision and hearing, thereby seriously restricting the development of robotic embodiment intelligence. This paper presents the current challenges related to robotic tactile embodiment intelligence and reviews the theory and methods of robotic embodied tactile intelligence. Tactile perception and learning methods for embodiment intelligence can be designed based on the development of new large‐scale tactile array sensing devices, with the aim to make breakthroughs in the neuromorphic computing technology of tactile intelligence.

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Dretske, Fred. "Perception, Learning and the Self." International Studies in Philosophy 19, no. 1 (1987): 82–83. http://dx.doi.org/10.5840/intstudphil198719124.

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Kumaravadivelu, B. "Learner Perception of Learning Tasks." Task-Based Language Teaching 152 (2006): 127–49. http://dx.doi.org/10.2143/itl.152.0.2017866.

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AbstractIn the context of task-based language teaching, a challenge facing the language teaching profession is to determine how learners perceive and treat the formal and functional properties of language learning tasks. The preliminary study reported here presents the interplay between teacher objectives, task input, peer interaction and learner perception of transactional tasks. The study shows that the formal, functional and interactional dimensions of a task seem to operate in tandem when learners perform a task in order to get business done in the classroom and, by extension, in the outside world. The study also suggests that the boundaries of the three dimensions are blurred in the learners' mind, and that the degree of attention to the three dimensions is determined largely by learners themselves. This finding has implications for the study for task development, task complexity and also for larger issues of syllabus and methodology.

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Genka, Tohru. "Evaluative Perception and Perceptual Learning:." Kagaku tetsugaku 49, no. 1 (2016): 37–48. http://dx.doi.org/10.4216/jpssj.49.1-37.

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Whitehead, Steven D., and Dana H. Ballard. "Active Perception and Reinforcement Learning." Neural Computation 2, no. 4 (1990): 409–19. http://dx.doi.org/10.1162/neco.1990.2.4.409.

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This paper considers adaptive control architectures that integrate active sensorimotor systems with decision systems based on reinforcement learning. One unavoidable consequence of active perception is that the agent's internal representation often confounds external world states. We call this phenomenon perceptual aliasing and show that it destabilizes existing reinforcement learning algorithms with respect to the optimal decision policy. A new decision system that overcomes these difficulties is described. The system incorporates a perceptual subcycle within the overall decision cycle and uses a modified learning algorithm to suppress the effects of perceptual aliasing. The result is a control architecture that learns not only how to solve a task but also where to focus its attention in order to collect necessary sensory information.

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Cox, Ken. "Teaching and learning clinical perception." Medical Education 30, no. 2 (1996): 90–96. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00725.x.

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Antonisse, Jim, and Harry Wechsler. "Integrating perception, action and learning." ACM SIGART Bulletin 2, no. 4 (1991): 25–28. http://dx.doi.org/10.1145/122344.122347.

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Özgen, Emre. "Language, Learning, and Color Perception." Current Directions in Psychological Science 13, no. 3 (2004): 95–98. http://dx.doi.org/10.1111/j.0963-7214.2004.00282.x.

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Zanforlin, Mario. "Perception, learning and biological evolution." Ethology Ecology & Evolution 2, no. 3 (1990): 288–90. http://dx.doi.org/10.1080/08927014.1990.9525416.

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Vancassel, Michel, Jean-François Gerard, and Zhi-Bin Liu. "Perception and learning in evolution." Behavioural Processes 35, no. 1-3 (1995): 141–48. http://dx.doi.org/10.1016/0376-6357(95)00040-2.

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Hilger, Allison I. "Experiential learning of categorical perception." Journal of the Acoustical Society of America 149, no. 4 (2021): A147. http://dx.doi.org/10.1121/10.0005363.

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Shibata, Katsunari, Tetsuo Nishino, and Yoichi Okabe. "Learning of Active Perception Based on Reinforcement Learning." Brain & Neural Networks 3, no. 4 (1996): 126–34. http://dx.doi.org/10.3902/jnns.3.126.

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Hidayat, Angga. "Students’ Perception of E-learning During Covid-19 Pandemic." MATHEMA: JURNAL PENDIDIKAN MATEMATIKA 2, no. 2 (2020): 34. http://dx.doi.org/10.33365/jm.v2i2.689.

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The objectives of the study are (1) to investigate students’ perceptions of the use of e-learning during covid-19 quarantine in accounting department at Pamulang University, (2) to investigate e-learning motivation during covid-19 quarantine in accounting department at Pamulang University. The research is an ex-post facto study conducted in accounting deparment at Pamulang University. Variables in the study consist of independent variable and dependent variable respectively namely students’ perceptions of the use of e-learning during covid-19 quarantine and e-learning motivation during covid-19 quarantine. Data obtained from questionnaire about students’ perceptions and e-learning motivation during covid-19 quarantine are analyzed quantitatively. Students’ perceptions of the use of e-learning during covid-19 quarantine in accounting department at Pamulang University is in medium category. E-learning interest during covid-19 quarantine in accounting department at Pamulang University is in medium category.Keywords: Distance Learning Motivation, E-learning, Perception.

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Isnaini, Muhammad Yusuf. "HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL." Diksi 27, no. 1 (2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.

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(Title: Perceptions About Indonesian Teachers, Learning Interests, and Learning Motivation with Student Learning Achievements in MTsN Semanu Gunungkidul). Teachers have a big role in fostering positive perceptions about Indonesian language learning. This positive perception will foster interest in students to learn Indonesian seriously. The purpose of this study was to analyze the relationship between students 'perceptions of Indonesian teachers, students' interests and motivations in learning Indonesian subject matter with the learning achievements of Gunungkidul's 3 MTsN students. The correlation between students 'perceptions of Indonesian language teachers, students' interests and motivation in learning Indonesian language material with the students 'achievement in Gunungkidul's MTsN 3 is evidenced by the students' perceptions of Indonesian Language teachers (X1), which are included in quite a category (63.10%). Student perceptions of Indonesian language teachers have a positive relationship with student learning achievement as indicated by the value of b1 of 0.413. The relationship between students' perceptions of Indonesian teachers and student learning achievement is significant as indicated by the value of tcount (8,352) greater than ttable (1,960).Keywords: perception, interest, motivation, learning achievement

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Jepsen, Denise M., Melinda M. Varhegyi, and Stephen T. T. Teo. "The association between learning styles and perception of teaching quality." Education + Training 57, no. 5 (2015): 575–87. http://dx.doi.org/10.1108/et-02-2014-0005.

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Purpose – Although learning styles and teaching quality have been studied separately, the association between the association between the two has yet to be identified. The purpose of this paper is to establish the relationship between students’ learning styles with students’ perceptions of teaching quality. Design/methodology/approach – The study used survey responses from 272 undergraduate students. All 80 items in the Honey and Mumford’s (1986) Learning Styles Questionnaire and all 46 teaching quality items (Thompson, 2002) were used to assess learning styles and perceptions of teaching quality, respectively. Structural equation modelling was used to investigate the relationships between learning styles and perception of teaching quality. Findings – Results indicate learners with dominant reflector or activist styles are influenced in their perceptions of teaching quality of their teacher or lecturer. No perceptions of teaching quality relationships were found for students with dominant theorist or pragmatist learning style. Practical implications – Recognising that perceptions of teaching quality impacts on some students, teachers and lecturers may consider and articulate the type of learning they would prefer students to adopt for a particular class. As an example, a teacher might ask students who would normally see themselves as active learners to relax into the lecture mode of delivery and reflect on what is said in the lecture, to take time to consider what is said. Originality/value – This study combines the two important constructs of learning and perception of teaching quality to provide insight into the relationship between the two.

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Chawla, Deepak, and Himanshu Joshi. "E-Learning Perception and its Relationship with Demographic Variables." International Journal of Information and Communication Technology Education 8, no. 4 (2012): 105–18. http://dx.doi.org/10.4018/jicte.2012100109.

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The last decade is witness to a number of education centers offering e-learning courses. This paper explores students’ perceptions about e-learning as a potential medium for delivering business education. The sample comprises of students studying full-time business management course at IIM-A, a premiere management institute in India. An online survey comprising of close-ended questions was administered to a set of 240 students. In response, 154 complete and usable submissions were received. An analysis was carried out on to identify the e-learning awareness and degree of familiarity of the students with the various e-learning technologies and factor analysis was carried out on statements on perception to extract the underlying factors of perceptions. Subsequently, a chi-square analysis was carried out to determine the relationship between perception and various demographic variables like gender, age group, education, educational background and work experience. Further, a one way ANOVA is performed to examine whether the mean factor scores vary across demographic variables.

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Wang, Xinchun. "L2 Speech Learning." Cadernos de Linguística 1, no. 1 (2020): 01–22. http://dx.doi.org/10.25189/2675-4916.2020.v1.n1.id280.

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Adult L2 learners have difficulties in perceiving and producing L2 speech sounds. In analyzing learners’ L2 speech learning problems, this study provides research data from a series of studies on L2 speech perception, production, and training. Section 1 investigates how the L1 sound system influences L2 speech perception. A recent study shows that phonetic differences and distances between English and Mandarin consonants predicted the perceptual problems of Mandarin consonants by native English learners of Chinese. Section 2 explores the relationship between L2 speech perception and production and reports a subsequent study on Mandarin consonants that shows English learners of Chinese performed better in perception than production on Mandarin retroflex sounds but vice versa on palatal sounds. The lack of alignment between perception and production suggests the relationship between L2 speech perception and production is not straightforward. In Section 3, two training experiments are reported and compared to explore the effects of phonetic training on the learning of English vowel and Mandarin tone contrasts.

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Metruk, Rastislav. "The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives." Sustainability 13, no. 15 (2021): 8205. http://dx.doi.org/10.3390/su13158205.

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In recent years, an accelerating trend in an undergoing shift from the use of traditional desktop computers towards the utilisation of smartphones for language learning purposes has been detected. In line with these trends, this study aims to investigate Slovak EFL learners’ attitudes and perceptions of English language learning apps (ELLA) regarding practicing and learning English. Furthermore, the differences in the perception of ELLA between the male and female research participants are also analysed. The target population totalled 158 Slovak university EFL learners, 48 males and 110 females, who were required to display their level of agreement to statements by responding to a 5-point Likert scale questionnaire. The instrument consisted of 30 statements altogether, involving items on apps’ usage and apps’ perception. The calculated means indicate that the participants’ attitudes and perceptions of ELLA range between being neutral and positive, and that EFL learners tend to practice language systems and skills to varying degrees. Moreover, 30 independent-sample t-tests, which were run in order to determine the differences between the male and female attitudes and perceptions, reveal that 50% of statements on apps’ usage and apps’ perception differ significantly, demonstrating considerable differences between the two sexes. The achieved results seem to contribute to the existing research on the use of smartphones and ELLA in the context of EFL learning by casting more light on mobile language learning, an area that merits further scientific exploration.

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Rahmadika, Resti, Mardiastuti Wahid, and Retno Asti Werdhani. "CORRELATION BETWEEN MEDICAL STUDENTS’ PERCEPTION ON LEARNING ENVIRONMENT AND STRESS LEVEL." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 1 (2019): 1. http://dx.doi.org/10.22146/jpki.44857.

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Background: Learning environment in medical education is one of several aspect determine students’ academic success. The medical education itself has been the biggest source of depression or stress for students, beside personal, financial, or family problems. The purpose of this study is to assess the correlation between students’ perception on learning environment and stress levels.Methods: This study was a cross sectional study, conducted from December 2016 to April 2017, involving the 1st, 2nd, 3rd, 4th year students of the Faculty of Medicine, Baiturrahmah University (FK UNBRAH), Padang, with a total of 595 students. Students’ perceptions on learning environment were assessed using the Dundee Ready Educational Environment Measure (DREEM) questionnaire and the student stress level was assessed by the questionnaire of Depression Anxiety Stress Scale 42 (DASS 42). Both questionnaires have been validated and available in Bahasa.Results: Respondents involved in this study were 477 (80.1%).The median of the students’s perceptions on their learning environment was 132 (92-200), which means "more positive than negative". Students’ perceptions on learning environment between 1st year students with other academic years differed significantly. There was no significant difference between female and male students' perceptions on the learning environment. The median value of student stress level of FK UNBRAH was categorized as normal. There was no statistically significant difference in stress level based on academic level and gender. The correlation between students’ perception toward learning environment and academic level was found to be significant with very weak negative correlation (p<0,05)Conclusion: The better students’ perception on the learning environment, the lower the stress level.

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Sari, Risna Rianti, and Albar Adetary Hasibuan. "Students’ Perception toward Social Media Assisted Language Learning (SMALL) for Arabic Learning." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 2, no. 2 (2019): 101. http://dx.doi.org/10.22219/jiz.v2i2.9911.

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The aims of this research were to determine the perception of students of Arabic Language Department towards the use of social media in teaching Arabic language and determine social media often used by students to help in the process of teaching Arabic language. This study used social anthropology approach in qualitative research because this study focusses on student’s perceptions towads mobile as their assistant for learning Arabic. The subject of study are 32 Arabic language education students at the State Islamic University Maulana Malik Ibrahim Malang. The results of the study show that social media can be used as a tool for language learning Arabic, can improve students' skills, and help them better interact with lecturers and classmates.

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Hermasari, Bulan Kakanita, Erinda Kusuma Wardani, and Agus Jati Sunggoro. "ASSOCIATION BETWEEN PERCEPTION OF CLINICAL LEARNING ENVIRONMENTS AND LEARNING APPROACH ON CLERKSHIP STUDENTS OF MEDICAL FACULTY." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 1 (2019): 25. http://dx.doi.org/10.22146/jpki.44872.

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Background: Learning environment is one parameter to evaluate the quality of learning. The learning approach reflects how a student learns in various situations that affect learning. This study aims to know the relationship between the perceptions of the learning environment and the learning approaches in the clerkship students of Medical Faculty.Methods: This research used an analytical observational method with cross-sectional technique. The sample selection technique used cluster sampling. Respondents consisted of 178 students from all clinical rotations. Each respondent was given two questionnaires to assess perceptions of the learning environment and learning approaches. Data were analyzed using contingency coefficient test.Results: Student perceptions of the learning environment show similar results between the number of clinical rotations that have the category of 'good but need improvement' (9 clinical rotations) and the 'many problems' category (9 clinical rotations). Most of the students (84.27%) used the in-depth learning approach, the remaining 10.67% used the strategic approach, and 5.06% used the surface approach. There was relationship between learning environment perception and learning approach with contingency coefficient value C = 0.312, and value p = 0,001 (p <0.05).Conclusion: There is a weak relationship between perception of clinical learning environments and learning approach on clerkship students of the medical faculty, University Sebelas Maret..

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Schut, Suzanne, Jan van Tartwijk, Erik Driessen, Cees van der Vleuten, and Sylvia Heeneman. "Understanding the influence of teacher–learner relationships on learners’ assessment perception." Advances in Health Sciences Education 25, no. 2 (2019): 441–56. http://dx.doi.org/10.1007/s10459-019-09935-z.

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Abstract Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. This may be hindered by learners’ perceptions of assessment as high-stakes. Teachers play a key role in learners’ assessment perceptions. By investigating assessment perceptions through an interpersonal theory-based perspective of teacher–learner relationships, we aim to better understand the mechanisms explaining the relationship between assessment and learning within medical education. First, twenty-six purposefully selected learners, ranging from undergraduates to postgraduates in five different settings of programmatic assessment, were interviewed about their assessment task perception. Next, we conducted a focussed analysis using sensitising concepts from interpersonal theory to elucidate the influence of the teacher–learner relationship on learners’ assessment perceptions. The study showed a strong relation between learners’ perceptions of the teacher–learner relationship and their assessment task perception. Two important sources for the perception of teachers’ agency emerged from the data: positional agency and expert agency. Together with teacher’s communion level, both types of teachers’ agency are important for understanding learners’ assessment perceptions. High levels of teacher communion had a positive impact on the perception of assessment for learning, in particular in relations in which teachers’ agency was less dominantly exercised. When teachers exercised these sources of agency dominantly, learners felt inferior to their teachers, which could hinder the learning opportunity. To utilise the learning potential of low-stakes assessment, teachers are required to stimulate learner agency in safe and trusting assessment relationships, while carefully considering the influence of their own agency on learners’ assessment perceptions. Interpersonal theory offers a useful lens for understanding assessment relationships. The Interpersonal Circumplex provides opportunities for faculty development that help teachers develop positive and productive relationships with learners in which the potential of low-stakes assessments for self-regulated learning is realised.

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Kurepa, Alexandra, John Paul Roop, and Kossi Edoh. "Changing Students’ Perception of Mathematics Through Active Learning." International Journal of Education 11, no. 1 (2019): 29. http://dx.doi.org/10.5296/ije.v11i1.13983.

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In this paper we present results from a study of the effects of active learning on students’ perception of mathematics through their engagement, satisfaction, and perceived performance in the class. We use an active learning model, modified for underprepared STEM students, in our redesigned calculus course and compare students’ responses to those of students in traditionally taught sections of the same course. Our results show that introducing active learning has positively changed students’ perspective on mathematics in gateway mathematics courses. Students strongly agree that they are more engaged in the course and that the structure of active learning facilitates discussion in the classroom. Moreover, as we document student perceptions of learning and confirm the findings by disaggregating students’ exam performance both in an active learning and in a traditionally taught class, we find that the assessment result conducted confirmed students’ perception of improved learning.

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Wibowo, Ary Iswanto, and Sayyid Khairunas. "Student’s Perception of Online Learning for Public Speaking Course." LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya 17, no. 2 (2020): 111–22. http://dx.doi.org/10.30957/lingua.v17i2.640.

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This research is aimed to find the perception of students on the speaking ability in Public Speaking class during pandemic Covid-19. By communicating to students who are from Public Relation majored, the researchers considered that speaking as a tool of communication should be done intensively. Therefore, within this pandemic teachers and students should change their learning methods from offline face to face to online face to face. The authors stated the problems that the students faced, they are perceptions and difficulties of online public speaking learning. A qualitative method had been used to analyze this case. The authors used the percentage of students as respondents to see the perceptions. The result of this research viewed that students disagree with the online Public Speaking Course. This amount consisted of 35,4% of total respondents that possessed in the second rank. While the first rank with the amount of 36,5% stated hesitation whether should be conducted online or offline. This also made authors and may other researchers to rethink about online Public Speaking Course.  Perception, Public Speaking, Online

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Ratnaningsih, Ratnaningsih, Rini Triastuti, and Dewi Gunawati. "The Effect of Students’ Perceptions on Civic Education Learning on the Mastery of Concepts." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (2020): 104–11. http://dx.doi.org/10.33258/birci.v3i1.730.

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Nowadays, quality learning from teachers is an important factor in preparing graduates who are able to compete competitively. The relationship of the millennial students and technology transforms the way they get to know the world. Therefore, achievement, guidance and motivation for the current generation is a challenge. Students' perceptions are directly related to self-concept, motivation, effort, and help in finding behaviors. A perception is one’s response resulting from a stimulus received. Students’ learning processes cannot be separated from perceptions as a process of understanding information. Teachers must be able to develop a strategy that ensures learning conducted by teachers is in accordance with what the students expect and desire. A good student's initial perception of the material being studied makes students enthusiastic in participating in learning. A good perception of the object will affect motivation and desire to learn, which will affect the students’ mastery of concepts. Students’ perceptions can contribute to their mastery of concepts in civic learning. This research aims to determine the significant effect of students' perceptions of learning civics on their mastery of concepts. The research was conducted on 64 students. The instrument was tested for validity and reliability. The data were then analyzed using the One-Way Anova test. The results showed students' perceptions of civic education learning significantly influences their mastery of concepts.

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Su Ling, Loh, Pang Vincent, and Denis Lajium. "EVALUATION OF STUDENTS’ PERCEPTION OF BIOLOGY CLASSROOM LEARNING ENVIRONMENT." International Journal of Education, Psychology and Counseling 5, no. 36 (2020): 94–113. http://dx.doi.org/10.35631/ijepc.536007.

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Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

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Khairani, Imelda, Relsas Yogica, Sa'diatul Fuadiyah, and Lufri Lufri. "Relation of Students’ Perceptions towards Teacher’s Learning Strategies with Biology Learning Cognitive Competencies of Grade X Students at SMAN 3 Pariaman." Jurnal Atrium Pendidikan Biologi 5, no. 1 (2020): 25. http://dx.doi.org/10.24036/apb.v5i1.6732.

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This research was a descriptive research that aims at investigating how the level of students’ perceptions towards teacher’s learning strategies with Biology learning competencies of Grade X Students at SMAN 3 Pariaman. This study was conducted by distributing perception questionnaires of teacher’s learning strategies. The questionnaire consisted of 20 statements. It has been validated by a Biology Lecturer of UNP and a Biology Teacher who teach in SMAN 3 Pariaman. Data analysis of this study used calculation of score distribution and correlation analysis which can be used as descriptive analysis. Based on the findings, the result found that the students’ perceptions level towards teacher learning strategies was classified in a good category with percentage 83% , while the data of learning competencies was in a good category, that was 65.59, and there was a positive relation of perception towards teacher learning strategies and Biology learning cognitive competencies of students in SMAN 3 Pariaman. Relation of students’ perceptions towards teacher learning strategies with students’ competencies in learning biology was very weak with percentage 4.0%.

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Suluh, Melkianus, and Jumadi Jumadi. "Persepsi Guru dan Peserta Didik terhadap Proses Pembelajaran Fisika Berdasarkan Kurikulum 2013." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 2, no. 2 (2019): 62. http://dx.doi.org/10.36312/e-saintika.v2i2.10.

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[Title: Perception Of Teachers And Students On The Physical Learning Process Based On Curriculum 2013] This study aims to determine: (1) the perception of physics teachers to apply a scientific approach, (2) the perceptions of students on the physics learning process carried out by teachers, (3) the relationship between students' perceptions and the ability of teachers to carry out physics-based learning scientific approach. This research is a survey research using a descriptive correlational approach. The research sample included 18 physics teachers and 494 students spread across 10 Public High Schools in Yogyakarta City which were taken using a purposive sampling technique. Data collection uses questionnaires from teachers and students and observation sheets. The analysis technique uses descriptive analysis and Spearman correlation analysis. Research Results (1) The teacher has a very positive perception of the implementation of a scientific approach in scientific learning; (2) Students give a positive response to the process of physics learning carried out by the teacher; (3) There is a positive and significant relationship between the perceptions of students and the ability of teachers to carry out physics learning based on the scientific approach.

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Journal articles on the topic 'Perception and learning'

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