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1
Indriati, Fibria, and Priyanka Agustina. "THE INFLUENCE OF UTAUT FACTORS ON E-RETENTION WITH E-SATISFACTION AS MEDIATING VARIABLE IN E-LEARNING." Hasanuddin Economics and Business Review 2, no. 1 (2018): 19. http://dx.doi.org/10.26487/hebr.v2i1.1465.
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Factors on Unified Theory of Acceptance and Use of Technology (UTAUT) are factors derived from UTAUT technology acceptance model, which is used to describe the factors that influence the acceptance of individuals on the implementation of a new technology in the enterprise. This study aimed to analyze the influence of UTAUT factors on E-retention with E-satisfaction as mediating variable. This study uses a quantitative approach with the total samples. The results showed that: (1) Performance Expectancy influences E-retention significantly, (2) Effort Expectancy influences E-retention significantly, (3) Social Influence influences E-retention not significantly, (4) Facilitating Conditions influences E-retention significantly, (5) E-satisfaction influences E-retention significantly, and (6) UTAUT Factors influence E-retention with E-satisfaction as mediating variable. However, the bigger impact is shown through the influence of UTAUT Factors on E-retention directly without going through the E-satisfaction.
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Olvyana, Annisa, Ida Ermiana, and Fitri Puji Astria. "Effects of Discovery Learning Model Towards Science Process Skills and Learning Retention." Jurnal Pijar Mipa 19, no. 1 (2024): 6–12. http://dx.doi.org/10.29303/jpm.v19i1.6394.
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This research aims to determine the effect of the Discovery Learning learning model on science process skills and student learning retention. The population in this study were all 4th-grade students at SDN 6 Cakranegara, totalling 66 students. Samples were taken using a non-probability sampling technique with a saturated sampling type. This research uses a Pretest-Posttest Nonequivalent Control Group Design research design. The instruments used are observation sheets to measure science process skills and multiple-choice test questions to measure learning retention. Analysis in this study used the One-Way ANOVA test with the help of SPSS 21.0 for Windows. The experimental class's average science process skill score was greater than the control class at 77.95%, as was student learning retention at 65%. The statistical analysis results show that the significance value of the influence of treatment on science process skills is 0.000, while the significance value of the influence of treatment on student learning retention is 0.000. So, it can be concluded that H0 is rejected and Ha is accepted, which means a) the discovery learning model influences the science process skills of class IV students, and b) the discovery learning model influences the learning retention of class IV students.
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Weller, Martin, Jitse Van Ameijde, and Simon Cross. "Learning Design for Student Retention." Journal of Perspectives in Applied Academic Practice 6, no. 2 (2018): 41–50. http://dx.doi.org/10.14297/jpaap.v6i2.318.
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Student retention is an issue of increasing interest to higher education institutions, educators and students. Much of the work in this area focuses on identifying and improving interventions that occur during the presentation of a course. This paper suggests that these represent only one set of factors that can influence student withdrawal, and equally important are design based factors that can aid retention throughout the course. The main research question addressed by the paper is what design-related factors impact on student retention. An analysis of student withdrawal at the UK Open University conducted by the researchers produced a synthesis of seven key factors in the design phase that can influence retention. These factors have been given the ICEBERG acronym: Integrated, Collaborative, Engaging, Balanced, Economical, Reflective and Gradual. Examples of how these factors can be implemented are provided, and conclusions focus on how the model has been embedded in the module production process at the Open University.
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Marhadi, Hendri, Syahrilfuddin ', and Liyaumi '. "PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN RETENSI SISWA DALAM PEMBELAJARAN IPA KELAS V SDN 130 PEKANBARU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 2, no. 2 (2015): 11. http://dx.doi.org/10.33578/jpfkip.v2i2.2815.
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The research aim to examine effect of model cotextual teaching and learning(CTL) for improved student’s retention in sience learning. Contextual teachingand learning (CTL) was a concept which help the teacher to make world and thelearning was connected. The CTL was identically with presented real things in theclassroom. Instead retention were a memory of information who can be rememberafter ths students do the learning. One group pre-test-post-test design were usedto analyze data. 12 weeks after posttest the retest were do for analyze thestudent’s retention. The result proved the Model Cotextual Teaching AndLearning (CTL) were significantly influenced the student’s retention in siencelearning at fifth class SDN 130 Pekanbaru City. Mean of student’s retention inthis research is up to 130 % with ’very good’ cretheria. Furthermore, thecotextual teaching and learning (CTL) was identified dominantly influence thestudent’s memory or retention.Keyword: contextual teaching and learning (CTL), student’s retention, siencelearning.
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Apriliani, Purwandyarti, Ike Rostikawati Husen, and Dani Hilmanto. "THE INFLUENCE OF ASYNCHRONOUS BLENDED PROBLEM-BASED LEARNING ON RETENTION AND LEARNING MOTIVATION OF MIDWIFERY STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 2 (2019): 91. http://dx.doi.org/10.22146/jpki.37353.
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Background: According to 21st century priorities in the Global Strategy On Human Resources For Health: Workforce 2030, the abilities of medical practices must be appropiate with the demands of the society. To realize the abilities of medical practices which are apropriate with the demands of the society, are using learning methods that encourage a more active learning process, thereby encouraging the activation of long term memory through the introduction of realistic and contextual cases that can increase the cognitive retention of students. Problem based learning method (PBL) has several limitations. One of them is the high demand of educators in number. Asynchronous blended problem based learning method (ABLE-PBL) is an instructional innovation that may be used in midwifery school institutions that have limited number of educators but they want to optimize the learning process and produce quality graduates who are competent in accordance with the demands of the society. The aim of this study is to know the influence of ABLE-PBL and PBL method on cognitive retention and student learning motivation.Method: This study conducted using a quantitative approach with total sample 37 Universitas Padjadjaran Midwifery students who are fulfilling the inclusion and exclusion criteria, from March to June 2018 by cross over method.Results: This study showed that there was no difference between retention score 1 and retention score 2 of intervention group (ABLE-PBL) and control group (PBL) by using mann-whitney test (p > 0,05), ABLE-PBL and PBL had no difference in affecting cognitive retention and motivation by using chi square test (p > 0.05).Conclusion: ABLE-PBL method and PBL method has no difference in affecting cognitive retention and student learning motivation.
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Hayakawa, Sayuri, James Bartolotti, Aimee van den Berg, and Viorica Marian. "Language Difficulty and Prior Learning Influence Foreign Vocabulary Acquisition." Languages 5, no. 1 (2019): 2. http://dx.doi.org/10.3390/languages5010002.
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When learning a foreign language, words that are the hardest to learn are often the easiest to forget. Yet, there is also evidence that more challenging learning contexts can lead to greater long-term retention. Here, we investigate the effect of language difficulty on vocabulary retention by teaching participants novel words that varied in both imageability and similarity to a known language over a period of four weeks. We found that easier words (high-imageability and familiar) were generally retained better than harder words (low-imageability and unfamiliar). However, when words were fully learned during training, the more difficult unfamiliar words were later recalled with higher accuracy than easier familiar words. The effect of language difficulty on vocabulary retention therefore varies depending on how well words were initially encoded. We conclude that greater challenges can reap greater long-term rewards so long as learners establish a strong foundation during initial acquisition.
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Arif, Ummi Qalsum. "The Influence of Gamification on English Vocabulary Retention in Online Learning Platforms." Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) 5, no. 2 (2025): 1044–53. https://doi.org/10.53299/jppi.v5i2.1468.
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The rapid advancement of digital learning technologies has transformed language acquisition, with gamification emerging as an innovative strategy to enhance vocabulary retention. This study aims to examine the impact of gamification on English vocabulary acquisition in online learning platforms by analyzing its effects on vocabulary retention, learner engagement, motivation, and cognitive load. Drawing on theoretical frameworks such as Self-Determination Theory, Cognitive Load Theory, and Engagement Theory, the study also discusses the challenges and limitations of applying gamified methods in vocabulary learning. Gamification elements, including points, rewards, leaderboards, and interactive challenges, have been shown to improve learner motivation, engagement, and retention by creating an immersive and stimulating learning environment. Empirical studies indicate that gamified learning enhances cognitive processing, reduces cognitive overload, and promotes sustained participation. However, challenges such as cognitive distractions, reliance on extrinsic motivation, and variations in learner preferences must be addressed to optimize the effectiveness of gamification. This study highlights the potential of gamified approaches in modern language education while emphasizing the need for well-designed instructional strategies to maximize learning outcomes. Future research should further examine the long-term effects of gamification on vocabulary retention and explore inclusive approaches that cater to diverse learner needs.
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Li, Wan, and Yebin Zhu. "Exploring How do Expectations Influence Learning." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 63–70. http://dx.doi.org/10.54097/ehss.v22i.12287.
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Memory is a core component of human cognitive functioning and is vital for learning, decision-making, and quality of life. This paper reviews the correlation between setting expectations and aiding memory, focusing on the effects of constructing, capturing, and adjusting expectations during memory on memory performance. First, the paper describes the basic principles and processes of memory and clarifies the role of setting expectations in memory. Then, the critical role of setting expectations in memory is demonstrated. Finally, the role of expectations on memory interference, memory extraction, and memory retention is discussed, as well as directions for future research.
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Dominggus, Rumahlatu, and Sangur Kristin. "The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students." Journal of Education and Learning (EduLearn) 13, no. 1 (2019): 104–10. https://doi.org/10.11591/edulearn.v13i1.11189.
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Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.
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Cancino, Marco. "Incidental vocabulary learning and retention of EFL learners." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (2021): 31–52. http://dx.doi.org/10.1075/resla.19049.can.
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Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.
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Hidayati, Ririn Eva, and Dina Kartika Maharani. "THE INFLUENCE OF THE 6-PHASE LEARNING CYCLE - THINK PAIR SHARE LEARNING MODEL ON LEARNING OUTCOMES AND STUDENT RETENTION ON CHEMICAL EQUILIBRIUM MATERIALS." JCER (Journal of Chemistry Education Research) 7, no. 1 (2023): 178–85. http://dx.doi.org/10.26740/jcer.v7n1.p178-185.
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This study aims to decide the influence of the Learning Cycle 6 Phase - Think Pair Share learning model on knowledge results and student retention on chemical equilibrium material. The research design was a quasi-experimental research design without a pretest (posttest-only control group design). All students of class XI MAN 1 Kota Malang were used as the population in this study. The sample selection was carried out using the cluster random sampling technique and 2 research groups were acquired. Class XI MIPA 6 was selected as the experimental class using the Learning Cycle 6 Phase - Think Pair Share learning model while class XI MIPA 5 was selected as the control class using the Learning Cycle 6 Phase. The number of students in class XI MIPA 5 was 36 students, while the amount of students in class XI MIPA 6 was 34 students. The measurement instrument used is a test. The test was carried out after being given treatment to measure students' skills to recognize the concept of chemical equilibrium. In addition, there is a retention test that is held 1 week and 1 month after students study chemical equilibrium material without prior notification. Test the hypothesis to determine whether there was a substantial difference in education outcomes and retention between schoolchildren taught by the 6-Phase Learning Cycle - Think Pair Share learning model and students taught with the 6-Phase Learning Cycle model in chemical equilibrium material with the Independent Sample T-Test. The data analysis technique used consisted of preliminary analysis consisting of a normality test and homogeneity test and analysis of results consisting of hypothesis testing. The outcomes of the Independent Sample T Test showed a likelihood worth of fewer than 0.05 which indicated that there was a substantial difference between the knowledge outcomes of the experimental group and the control group. The probability values of retention tests I and II are also smaller than 0.05. This shows that there is a substantial difference amongst the retention test of the experimental group and the control group on retention tests I and II. The outcomes of this research show that the midpoint knowledge outcomes in the experimental group are higher than the midpoint knowledge outcomes in the control group, namely 77 in the experimental class and 71 in the control class. This proves that the Learning Cycle 6 Phase - Think Pair Share learning model has an effect on student learning outcomes of MAN 1 Kota Malang on chemical equilibrium material. This model also affects student retention.
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Wang, Siyao, and Sang-Khee Lee. "Exploring the role of learning goal orientation, instructor reputation, parasocial interaction, and tutor intervention in university students’ MOOC retention: A TAM-TRA based examination." PLOS ONE 19, no. 9 (2024): e0299014. http://dx.doi.org/10.1371/journal.pone.0299014.
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While MOOC platforms allow universities to implement various strategies such as brand promotion and student recruitment, the alarmingly low retention rate suggests a need to explore the critical factors that influence students’ course retention. So far, studies on MOOC platforms focus either on the students’ individual factors (i.e., students’ personal factors such as perceived value) or situational factors (i.e., external influences shaping students’ behavior, such as system quality) for students’ learning, thus lacking a complete view of those determinant factors. This study integrates the TAM model with the TRA model to analyze the roles of three important antecedents (learning goal orientation; LGO, instructor reputation; IR, & parasocial interaction; PI) on university students’ perceived value (PU) and learning attitude (LA), two critical predictors of MOOC retention (CR). Using data from an online survey of 449 Chinese university students, the hypothesis model was tested using PLS. We found that LGO, IR, and PI each positively affect PU; LGO, IR, and PI each positively affect LA; PU and LA each positively influence course retention (CR), with each impact enhanced by tutor intervention (TI). The theoretical and practical implications of such findings are presented.
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Tauber, Sarah K. (Uma), John Dunlosky, and Katherine A. Rawson. "The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory." Experimental Psychology 62, no. 4 (2015): 254–63. http://dx.doi.org/10.1027/1618-3169/a000296.
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Abstract. The positive effect of delayed retrieval practice on subsequent test performance is robust; by contrast, making delayed judgments of learning (JOLs) encourages covert retrieval but has a minor influence on final test performance. In three experiments, we experimentally established and explored this memory-metamemory paradox. After initial study of paired associates (e.g., husky – ram), participants either were explicitly tested (husky – ?) or made a JOL. In Experiment 1, we adopted the standard JOL method, using a short retention interval, whereas in Experiments 2 and 3, we used a common testing-effect method involving a longer retention interval. Delayed JOLs did not boost test performance, but explicit delayed tests boosted memory after a longer retention interval. As important, participants spent less time to make JOLs than to retrieve responses. These data indicate that differences in the dynamics of retrieval for practice tests versus delayed JOLs are responsible for the paradox.
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Nurmailia, Emi, Mahwar Qurbaniah, and Hanum Mukti Rahayu. "The Effectiveness of Nearpod Interactive Edugame on Learning Retention of Class XI IPA Students of SMAN 1 District of Seventeen." Qalam : Jurnal Ilmu Kependidikan 13, no. 1 (2024): 63–71. http://dx.doi.org/10.33506/jq.v13i1.2702.
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Effective learning media is needed to overcome the low retention of student learning on respiratory system materials in humans. One of the media that can be used is Nearpod Interactive Edugame . This study aims to determine the difference, influence, and magnitude of the effectiveness of nearpod interactive edugame on student learning retention. The research method used is Quasi Experimental Design with Nonequivalent Control Group Design. Sempel determination using simple random sampling, class XI IPA 1 as experimental class and XI IPA 2 as control class. Treatment in the experimental class using Nearpod Interactive Edugame and control class using LKPD. Data collection techniques use measurement techniques and direct observation. Retention data collection tool with retest tests, posttest questions, and retests. The average retention value of the experimental class was 78.85 while the average retention value of the control class was 65.6. The significance of the Whitney retention U-Mann Test results was 0.005 (0.005<0.05). The result of the retention effect size obtained is 1.03 so that the criterion of the magnitude of the effect size is 55,4%%. Based on this, it can be concluded that there are significant differences in student retention and have an influence on the retention of students taught with Nearpod Interactive Edugame media.
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Etnier, Jennifer L., and Daniel M. Landers. "The Influence of Age and Fitness on Performance and Learning." Journal of Aging and Physical Activity 5, no. 3 (1997): 175–89. http://dx.doi.org/10.1123/japa.5.3.175.
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The primary purpose of this study was to examine differences in performance on fluid and crystallized intelligence tasks as a function of age and fitness. A secondary purpose was to examine the influence of age and fitness on the beneficial effects that practice has on both performance and retention on these tasks. Fitness was assessed in 41 older and 42 younger participants who were then randomly assigned to either experimental or control conditions. Participants performed repeated trials on two cognitive tasks during acquisition and retention, with the experimental group practicing for 100 trials and the control group practicing for 20 trials. Older participants performed better than younger participants on the crystallized intelligence task: however, younger participants performed better than older participants on the fluid intelligence task. On the fluid intelligence task, older fit participants performed better than older unfit participants. Learning did occur on the fluid task and differed as a function of age and fitness. Learning did not occur on the crystallized task.
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Li, Chunping, Nicole Herbert, Soonja Yeom, and James Montgomery. "Retention Factors in STEM Education Identified Using Learning Analytics: A Systematic Review." Education Sciences 12, no. 11 (2022): 781. http://dx.doi.org/10.3390/educsci12110781.
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Student persistence and retention in STEM disciplines is an important yet complex and multi-dimensional issue confronting universities. Considering the rapid evolution of online pedagogy and virtual learning environments, we must rethink the factors that impact students’ decisions to stay or leave the current course. Learning analytics has demonstrated positive outcomes in higher education contexts and shows promise in enhancing academic success and retention. However, the retention factors in learning analytics practice for STEM education have not been fully reviewed and revealed. The purpose of this systematic review is to contribute to this research gap by reviewing the empirical evidence on factors affecting student persistence and retention in STEM disciplines in higher education and how these factors are measured and quantified in learning analytics practice. By analysing 59 key publications, seven factors and associated features contributing to STEM retention using learning analytics were comprehensively categorised and discussed. This study will guide future research to critically evaluate the influence of each factor and evaluate relationships among factors and the feature selection process to enrich STEM retention studies using learning analytics.
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Praveen Kumar G. and Vasimalairaja M. "Influence of Educational Video Games for the Achievement of the Mathematics and Problem-Solving Abilities of Upper Primary School Students." International Journal of Information and Communication Technology Education 18, no. 1 (2022): 1–15. http://dx.doi.org/10.4018/ijicte.313955.
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This study examined post-test performance and retention performance of students in mathematics when learned and problem-solving ability through educational video games and traditional lecture method. The study adopted a quasi-experimental design. The sample was drawn from Alagappa Model Higher Secondary School in Karaikudi at Sivagangai district in southern Tamilnadu. Respondents were 90 students (46 boys and 44 girls). The findings revealed that there was a significant difference in the post-test scores, retention test scores, gender, and localities of experimental and control groups. The study concluded that educational video game learning significantly improves students' achievement and retention capacity. Therefore, the study recommended that this advent of learning that combines both face-to-face and online delivery can effectively be utilized in learning mathematics and problem solving to enhance the performance and retention among upper primary school students.
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Saputri, Wulandari, Panggih Priyambodo, Setia Budi, and Fahmy Armanda. "Exploring Factors that Correlate to Student Pre-Service Teacher Retention in RQA Learning Models." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (2022): 127–35. http://dx.doi.org/10.35445/alishlah.v14i1.1006.
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Retention is the key to the success of a learning program. Several studies have shown that retention can be influenced by metacognitive skills, critical thinking, cognitive learning outcomes, and applied learning models. Meanwhile, testing the relationship between the three factors mentioned above and retention is only done using simple and multiple regression with two factors. This correlational study was conducted to determine the relationship between three factors, namely metacognitive skills, critical thinking, and cognitive learning outcomes on retention in students taught by RQA and QASEE learning models, as well as conventional learning. A total of 107 pre-service teachers of Biology Education students in South Sumatra, Indonesia, were involved in this study. The results showed a relationship between metacognitive skills, critical thinking, and cognitive learning outcomes with retention in students who were taught the RQA learning model. However, in the QASEE learning model and conventional learning, this relationship was not found. Thus, it can be concluded that more than two factors affect retention. Then, applying the appropriate learning model also influences the success of a learning program. Finally, conventional learning that only emphasizes efforts to get students to pass the exam must be abandoned immediately.
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Nnko, Eliakira, and Elia John. "Learning Orientation and Customer Retention Practices in Micro and Small Enterprises: Lessons from Agro-processing Firms in Tanzania." International Journal of Small Business and Entrepreneurship Research 10, no. 3 (2022): 58–78. http://dx.doi.org/10.37745/ijsber.2013/vol10n35878.
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Over years Micro and Small Enterprises (MSEs) have been struggling to build their competitiveness in retaining customers in the highly dynamic business environment in which they operate. Learning has been identified as one of the strategic weapons that influence the the development of appropriate business practices in a turbulent environment. However, there is scanty development of appropriate business practices in a turbulent environment. However, there is scanty literature that relates learning orientation and customer retention practices in agro-processing MSEs specifically in developing economies like Tanzania. This study examines the influence of learning orientation on customer retention practices. The quantitative research approach and cross-sectional research design were adopted. We obtained a total response of 302 questionnaires distributed to owner-managers of micro and small agro-processing enterprises in Arusha, Morogoro and Dar es Salaam regions in Tanzania. Structural Modelling Equation was used in data analysis. The study established that, learning orientation dimensions of learning orientation were positively and significantly influence customer retention practices except shared vision which posted only a positive relationship with competitor analysis and inter-functional coordination practices of agro-processing MSEs. The results provide implications that owner-managers who wish to form appropriate customer retention practices should enhance their learning orientation by putting commitment to learning, opening their doors to new ideas and knowledge and having a shared share vision towards learning. The study recommends that business practitioners and institutions that oversee and support the activities of micro and small business enterprises in Tanzania need to develop a well-built learning environment to accelerate the learning behaviour, competitiveness and sustainability of these firms.
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Harun, Shariff, Septi Fahmi Choirisa, and Nosica Rizkalla. "Organizational Justice and Employee Retention: A Theoretical Framework for Malaysian and Indonesian Higher Learning Institutions." Information Management and Business Review 15, no. 3(SI) (2023): 280–88. http://dx.doi.org/10.22610/imbr.v15i3(si).3484.
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Employee retention has emerged as a pressing concern within knowledge-based organizations due to the non-substitutability of individual abilities and their substantial influence on organizational achievements. Therefore, the retention of proficient staff is a crucial strategic approach, particularly for Malaysian and Indonesian Higher Learning Institutions (HLIs). Thus, this study seeks to understand the antecedents that could influence HLIs’ workforce retention. To achieve the objective, a content analysis approach is used to discover potential antecedents of fairness that affect HLIs’ workforce retention. The Organizational Justice Theory is then employed as the theoretical foundation to examine and synthesize the antecedents. Three antecedents are addressed during the examination and discussion: distributive justice, procedural justice, and interactional justice. Through this, three organizational justice propositions are offered, and the framework developed in this conceptual study highlights the retention practices and instigators. This study's conceptual nature provides preliminary insights into the employees’ retention experience in the Malaysian and Indonesian HLI context. This study contributes to the body of knowledge by illuminating the antecedents that promote employee retention, resulting in a practical framework that can be used by the HLIs to formulate strategies and policies to reduce the financial and business risk due to the high employee attrition rate. Subsequently, achieving the United Nations Sustainable Development Goals of good health and well-being (Goal 3) and quality education (Goal 4).
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Odeh, Suleiman Murad Raed Ahmad Al-Kriemeen Walled Mohammad Al-Shatarat. "Suggested Educational Program based on the Multiple Intelligences Theory and its Influence in the Development of Communication Skills and Retention of Learning Influence in Kindergartens (KG2)." Multicultural Education 7, no. 7 (2021): 278. https://doi.org/10.5281/zenodo.5103835.
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<em>The theory of multiple intelligences presented a modern image of the human intelligence through which tutorials (educational programs) could be provided. Consistent with the various age stages, this theory calls for the uniqueness of education and construction of curriculum, depending on the investment on strengths and the development and enhancement of these aspects, and in addition to treat the weaknesses through the educational experiences one adapts, and all of this is according to individual educational plans. The current study aimed to reveal the efficiency of a suggested educational program based on the theory of multiple intelligences and its influence in the development of communication skills and retention of learning influence in kindergartens (KG2). The study sample was composed of two groups, the experimental and control group, which contained 185 male and female children in each group. The study tool was represented by an achievement test to measure the communication skills. After investigating its reliability and validity, it was applied to the two groups of study, before and after the program. Findings have shown the effectiveness of the suggested educational program in developing communication skills and retention of learning influence.</em>
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Zhou, Yisu, and Yi-Lee Wong. "Efficacy of Grade Retention in Macao." International Journal of Chinese Education 6, no. 1 (2017): 57–80. http://dx.doi.org/10.1163/22125868-12340074.
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Grade retention is widely used in Macao at the elementary and secondary levels. While many teachers and students believe retention gives low-performing students the opportunity to catch up, there is little empirical evidence to support such a claim. Using Programme in International Student Assessment 2009 (pisa, 2009) data, we examine the effect of grade retention on students’ learning time, learning strategy, metacognition, and academic achievement. We also analyze the influence of school policies to determine the net effect of retention. Our findings suggest that, contrary to conventional thinking, grade retention has a highly negative effect on the above factors. Students who repeated a grade did not benefit from this second chance, but rather were substantially held back in their learning trajectory. We suggest that schools in Macao shift their focus to designing programs that will help students with greater needs, rather than focusing exclusively on identifying such students.
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Ambikar, Digambar, Eshetie Melese, and Manohar Patil. "Influence of Unani polyherbal formulation on learning and memory retention in mice." Pharmaceutical Sciences Asia 45, no. 3 (2018): 174–83. http://dx.doi.org/10.29090/psa.2018.03.174.
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Govaerts, Natalie, Eva Kyndt, Filip Dochy, and Herman Baert. "Influence of learning and working climate on the retention of talented employees." Journal of Workplace Learning 23, no. 1 (2011): 35–55. http://dx.doi.org/10.1108/13665621111097245.
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Ojha, Pallavi, Kedarmal Verma, and Naveen Kashyap. "DOES LEARNING STYLES INFLUENCE FALSE MEMORY GENERATION?" Psychological Thought 14, no. 2 (2021): 363–77. http://dx.doi.org/10.37708/psyct.v14i2.579.
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Human memory has been studied for several years. But due to its complex nature, the quest to understand properties/processes associated with it never fades. It has many properties, and one of them is its reconstructive nature. The vulnerability of false memories is not only dependent on exogenous factors (for example deep processing, retention intervals, list items, characteristics). Instead, it is also reliant on endogenous factors (for example age, emotions, mood state, arousal level), as well as with some personality factors. This study explores the idea that personality learning styles viz. field-independent and field-dependent influence the formation of false memory on the Deese–Roediger–McDermott (DRM) paradigm. The study reports that on recall test, field-dependent learners identify more critical lures as compared to filed independent learners. In the recognition test, the sensitivity of critical lures was found to be more in field-dependent individuals than field-independent. The response biases were conservative in critical lure recognition.
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Aini, Intan Nur, Bea Hana Siswati, and Hajar Syifa Fiarani. "Analyzing the Relationship Between Critical Thinking, Learning Outcomes, and Retention Using Jigsaw Learning Model." Jurnal Pendidikan MIPA 26, no. 1 (2025): 75–87. https://doi.org/10.23960/jpmipa.v26i1.pp75-87.
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Abstract: Critical thinking skills are one of the key skills needed to face the challenges of the 21st century. However, based on the 2015 PISA study, students' critical thinking skills in Indonesia are still low. Various studies have shown a significant contribution of critical thinking skills to learning outcomes. In addition, the development of critical thinking skills in biology learning can improve student retention. However, not many studies have specifically examined the relationship of critical thinking skills with learning outcomes and student retention, especially with the use of the Jigsaw cooperative learning model. This study aims to examine the relationship of critical thinking skills with student learning outcomes and retention through the Jigsaw learning model. This correlational study involved 72 students in grades X5 and X6 at SMA Negeri 4 Jember. The results of product moment correlation analysis showed a significant relationship between critical thinking skills with learning outcomes (R = 0.967, R² = 93.5%, significance < 0.001) and student learning retention (R = 0.511, R² = 26.1%, significance < 0.001). Thus, critical thinking skills contributed 93.5% to learning outcomes, while 6.5% was influenced by other factors. Meanwhile, on student retention, the contribution of critical thinking skills was 26.1%, with 73.9% influenced by other factors. Keywords: critical thinking skills, learning outcomes, retention, Jigsaw learning model.
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Handayani, Shinta Dwi, and Aulia Ar Rakhman Awaludin. "Pengembangan Media Pembelajaran Interaktif Berbantu Software iSpring terhadap Retensi Mahasiswa pada Konsep Kalkulus II." ARITHMETIC: Academic Journal of Math 2, no. 1 (2020): 89. http://dx.doi.org/10.29240/ja.v2i1.1506.
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The purpose of this study is to develop iSpring software aided interactive learning against student retention on the concept of calculus II. This type of research is RnD research. The development procedure, will be divided into 4 parts, namely preliminary analysis, implementation and preparation of learning media, validation and revision, and small-scale trials (limited). The sampling technique that I use is to use simple random sampling. The results show that there is a positive influence, student retention on student learning achievement in learning calculus II.
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Adi, Dian Prasetyo, Quinta Avenida, Tati Sugiarti, Ulfah Yanuar Lianisyah, and Rudiansyah. "The Influence of Visualization in Book Content on Language Processing and Memory." International Journal of Science and Society 6, no. 4 (2024): 95–119. http://dx.doi.org/10.54783/ijsoc.v6i4.1307.
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This study explored the effects of visualization and phonetic processing on comprehension and memory retention in learning Mandarin as a second language. Through an experiment involving three conditions: pinyin, black-and-white pictures, and colored pictures, the study evaluated participants’ accuracy and reaction time in completing visual and phonetic-based tasks. The results showed that visual cues, especially colored pictures, increased response accuracy and decreased reaction time compared to pinyin and black-and-white pictures. These findings suggest that visualization not only aids vocabulary recall but also facilitates faster cognitive processing, potentially reducing students’ cognitive load. Implications for Mandarin teaching include the importance of using appropriate visual teaching materials to support learning and memory retention at the beginner level. These results contribute to the growing body of evidence supporting the effectiveness of multimodal learning and the importance of tailoring teaching methods to learners’ cognitive characteristics.
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H, Nurhikmah, Lu'mu Lu'mu, and Muhammad Ridwan. "The Influence of Multimedia Learning and Students’ Learning Motivation toward Biology Learning Outcomes." Briliant: Jurnal Riset dan Konseptual 10, no. 1 (2025): 30–38. https://doi.org/10.28926/briliant.v10i1.2138.
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This study seeks into the effect of multimedia-based learning on the biology learning outcomes in the excretory system topic and influence of learning motivation on biology learning outcomes in the excretory system topic. This is a pre-experiment design without a control group, involving a sample of 20 students. The research procedure for this one-group pre-test-post-test pre-experiment consists of four stages: (1) preparation or planning, (2) implementation of research/observation, (3) processing and analyzing results and testing research hypotheses, and (4) drawing conclusions from the research findings. There is a significant impact of multimedia-based learning on the biology learning outcomes in the excretory system topic for eighth-grade students at a junior high school in West Sulawesi Province. 2. There is a significant influence of learning motivation on biology learning outcomes in the excretory system topic through the application of multimedia-based learning for eighth-grade students at a junior high school in West Sulawesi Province. The multimedia-based learning has a very significant effect on learning motivation because of understanding and better understanding of the retention of learning materials. Multimedia-based learning also allows students to learn in a more visual, auditory, and kinesthetic way. In this case, multimedia can help facilitate different learning styles in students, so that they can more easily understand and remember learning materials.
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Mondria, Jan-Arjen. "Pregnantie Van Context en Effect Ervan op Het Raden, Leren en Onthouden Van Vreemdtalige Woorden." Lexicon en taalverwerving 34 (January 1, 1989): 32–41. http://dx.doi.org/10.1075/ttwia.34.05mon.
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This paper reports research into the acquisition of vocabulary in a foreign language, more specifically into the supposition that 'guessing' (i.e. inferring the meaning of an unknown word from context and word-form) contributes substantially to retention. Although much is to be said for the latter, the empirical underpinning of this supposition has so far been slight and various questions have remained. In order to gain a better insight into these we have carried out an experiment in a classroom setting, focussing on the following questions: 1.Which factors of context influence the guessability of words? 2.What is the influence of these factors on receptive retention (after guessing and learning)? 3.What is the relationship between guessing and retention? (Are words which have been correctly guessed better retained than words which have not been correctly guessed?) The chief findings of the experiment are: l.A specific ('pregnant') filler of the slots 'subject', 'verb' and 'function' contributes to the guessability of a word in a particular sentential context. 2. A specific ('pregnant') filler of the slots mentioned in guessing and learning has no effect on the retention ('subject' and 'verb') or even a negative effect ('function'). 3.There is no positive correlation between guessing and retention (after guessing and learning; for some words there is even a negative correlation. To sum up: a 'pregnant' context does indeed induce better guessing, but subsequently it does not induce a better retention of the meaning involved, at least not if the guessing stage is followed by a learning stage using the same context as in guessing.
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de Cripan, Sara M., Adrià Cereto-Massagué, Pol Herrero, Andrei Barcaru, Núria Canela, and Xavier Domingo-Almenara. "Machine Learning-Based Retention Time Prediction of Trimethylsilyl Derivatives of Metabolites." Biomedicines 10, no. 4 (2022): 879. http://dx.doi.org/10.3390/biomedicines10040879.
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In gas chromatography–mass spectrometry-based untargeted metabolomics, metabolites are identified by comparing mass spectra and chromatographic retention time with reference databases or standard materials. In that sense, machine learning has been used to predict the retention time of metabolites lacking reference data. However, the retention time prediction of trimethylsilyl derivatives of metabolites, typically analyzed in untargeted metabolomics using gas chromatography, has been poorly explored. Here, we provide a rationalized framework for machine learning-based retention time prediction of trimethylsilyl derivatives of metabolites in gas chromatography. We compared different machine learning paradigms, in addition to exploring the influence of the computational molecular structure representation to train the prediction models: fingerprint class and fingerprint calculation software. Our study challenged predicted retention time when using chemical ionization and electron impact ionization sources in simulated and real cases, demonstrating a good correct identity ranking capability by machine learning, despite observing a limited false identity filtering power in cases where a spectrum or a monoisotopic mass match to multiple candidates. Specifically, machine learning prediction yielded median absolute and relative retention index (relative retention time) errors of 37.1 retention index units and 2%, respectively. In addition, fingerprint class and fingerprint calculation software, as well as the molecular structural similarity between the training and test or real case sets, showed to be critical modulators of the prediction performance. Finally, we leveraged the structural similarity between the training and test or real case set to determine the probability that the prediction error is below a specific threshold. Overall, our study demonstrates that predicted retention time can provide insights into the true structure of unknown metabolites by ranking from the most to the least plausible molecular identity, and sets the guidelines to assess the confidence in metabolite identification using predicted retention time data.
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Alabi, Abdul-Hafiz Abolade, Ridwan Enuwa Mohammed, and Aishat A. Yusuf. "Gender Influence of PhET Simulation on Students’ Score Level." Physics Education Research Journal 5, no. 2 (2023): 61–68. http://dx.doi.org/10.21580/perj.2023.5.2.14141.
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Students' performances are often compared and evaluated based on their score levels. Poor performance across each score level can be linked to the general perception of physics as a complex subject due to its abstract and calculative nature. Hence, to help improve students’ performance across each score level, this study investigated the influence of innovative simulations on students’ performance and retention based on their score levels and gender. This study adopted a quasi-experimental non-randomized 2×2×3×2 factorial design. A purposive sampling technique was used to choose two schools with 55 students in Ilorin, Kwara state. The research instruments include a Physics Education Technology (PhET) simulation developed by the University of Colorado Boulder, a Physics Performance Test (PPT), and a Physics Retention Test (PRT). The reliability of the performance and retention test was determined using KR-21 with indices values of 0.855 and 0.769 correspondingly. The findings revealed that the use of computer simulation had a positive effect on the performance and retention in terms of the score levels and had a significant impact on the student's performance and retention with a t-value (-3.13);p0.005 and t-value (-3.69); p-value 0.005 respectively. Also, it established that the female students performed better than the male students across different score levels. It was concluded that computer simulation affected the students' performance and retention based on score levels and gender. Therefore, it is recommended that computer simulation be used in the teaching and learning process for better conceptual understanding of the students at different score levels.
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Chand, Prakash Bahadur, and Sunita Bhandari Ghimire. "Factors Determining Employee Retention of Development Banks in Nepal." Nepalese Management Review 20, no. 1 (2024): 53–67. http://dx.doi.org/10.3126/tnmr.v20i1.64740.
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This study focuses on employee retention in development banks of Nepal, addressing the challenge posed by increased talent mobility due to globalization. It aims to identify factors influencing retention and understand employees' perceptions of retention practices. The study explores the relationship between leadership approach, salary, learning opportunities, employee satisfaction, and retention. Retaining key employees is crucial for organizational stability and growth, especially in development banks, which play a vital role in Nepal's economic development.
 The research includes 388 permanent employees, primarily aged 20-29, with a higher male representation. Data is collected through questionnaires and interviews. The analysis involves descriptive and inferential statistical tools, revealing that leadership, salary, learning opportunities, and employee satisfaction positively impact retention. However, the study's limited scope and Nepal-specific context might limit the findings' applicability globally. Moreover, the sample size and data collection methods could influence generalizability.
 Thus, this research sheds light on employee retention factors in Nepalese development banks, guiding the formulation of effective retention policies.
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Danil, M., A. D. Corebima, S. Mahanal, and I. Ibrohim. "The Connection between Students' Retention and Critical Thinking Skills in Diverse Academic Skills in Biology Learning." Jurnal Pendidikan IPA Indonesia 12, no. 2 (2023): 241–51. http://dx.doi.org/10.15294/jpii.v12i2.39983.
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This research aims to investigate the connection between students’ retention and critical thinking skills in diverse academic skills in biology learning. The research samples were 202 tenth-grade students in the second semester who learned biology. A class equivalence test determined four high and four low academic skills classes. An essay test was employed in this study to examine retention and critical thinking skills. The study indicates a significant connection between students’ retention and critical thinking skills in various academic skills in high school biology learning. High academic skills have a lower contribution of critical thinking skills to retention than low academic skills. Students’ less serious learning attitudes and practices give a low contribution of critical thinking skills to retention in high academic skills. The regression equation lines between students’ retention and critical thinking skills in diverse academic skills are not parallel and do not coincide. The regression equation line for low academic skills seems steeper than that for high ones. It means that students’ retention improvement rate due to the influence of critical thinking skills in high academic skills is lower than in low academic skills.
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OSAKI, Shinpei, Kozo UETA, Shinya CHIYOHARA, Kazunari SANO, Makoto HIYAMIZU, and Shu MORIOKA. "The Influence of the Differences in Intentional Learning and Incidental Learning Conditions on Retention and Transfer in Motor Learning." Rigakuryoho Kagaku 29, no. 2 (2014): 253–57. http://dx.doi.org/10.1589/rika.29.253.
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Josephraj, Arulmani. "A Study on Talent Acquisition and Retention Strategies of Automobile Industry in Chennai." Cuestiones de Fisioterapia 53, no. 03 (2024): 4584–94. https://doi.org/10.48047/bmshxw91.
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The study examines the factors influencing talent acquisition and retention practices in the automobile industry in Chennai. It also intended to measure employee demographics, such as gender, age, marital status, education, experience, and salary. The study identified six major factors that impact talent acquisition, which includes recruitment challenges, talent retention, learning and development, process efficiency, external factors, and time management. Results showed that recruitment challenges have the most significant influence, it is followed by talent retention, learning and development, and process efficiency. Additionally, employee retention strategies such as competitive compensation, career development opportunities, work-life balance, and leadership development are required for reducing turnover. Results showed the challenges posed by inadequate talent management and retention policies, such as high turnover, lack of career growth, and poor employee engagement. Findings revealed that improvements in talent acquisition and retention practices to create a more effective and sustainable workforce.
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Nyaga, Elsie Njambi, Emily Nyambisi, and Peterson Oigara. "The Influence of Principals’ Mentorship Practices on Students’ Retention in Public-Day Secondary Schools in Nakuru County-Kenya." International Journal for Innovation Education and Research 11, no. 11 (2023): 1–11. http://dx.doi.org/10.31686/ijier.vol11.iss11.4145.
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The purpose of this study was to look into potential relationships or associations between various Principal mentoring practices in the mentorship scheme and student retention at a day secondary school in Nakuru County, Kenya. Low secondary school retention has long been an issue in much of the existing literature, and therefore complex, multifaceted, and poorly understood. The purpose of this research was to find out how principals' student mentorship practices affected student retention in Nakuru County public-day secondary schools. The study found a positive but insignificant relationship between principal mentoring practices and student retention rates in day public secondary schools (p > 05). Based on this finding, principals should strengthen mentorship practices in order to increase student retention and foster a positive learning environment for academic performance.
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Hetharia, Monica, Aloysius Duran Corebima, and Abdul Gofur. "Effect of reading strategies, questioning, answering combined with think pair share against metacognitive skills, cognitive learning outcomes and retention." BIOEDUPAT: Pattimura Journal of Biology and Learning 4, no. 2 (2024): 207–13. http://dx.doi.org/10.30598/bioedupat.v4.i2.pp207-213.
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The tendency of Natural Science Learning, especially biology today is students only studying biology as a product, memorize concepts, theories and laws. Facts in the field also found that teachers have not empowered the students' potential. Consequently metacognitive skills, cognitive learning outcomes, and low student retention. It takes a learning model that can improve and empower the students' potential. The application of Reading Questioning Answering learning strategies combined with Think Pair Share may increase metacognitive skills, cognitive learning outcomes, and student retention.This study used a quasi-experiment approach (quasi experimental) with a design of non-equivalent pretest-posttest control group design. The research was conducted in the second semester of the academic year 2014/2015 at the high school level in the city of Ambon. The application on the three schools was as follows: SMA N 4 Ambon: RQA, SMA N 5 Ambon: RQA combined with TPS, SMAN 14 Ambon: conventional.The results showed that there is influence of RQA combined with TPS learning model against metacognitive skills, there is the influence of RQA combined with learning model of TPS against cognitive learning outcomes, but there is no influence of RQA combined with learning model of TPS on the retention of students.
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Haghani, Nader, and Samira Kiani. "On the Efficiency of Text Production in Vocabulary Learning: An Empirical Study on Iranian GFL-Learners." Journal of Education and Learning 7, no. 3 (2018): 176. http://dx.doi.org/10.5539/jel.v7n3p176.
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The concept of text-oriented vocabulary exercises is based on Kühn’s (2000) three-step model of vocabulary teaching—receptive, reflective and productive vocabulary exercises—which focuses on working with texts. Since the production is in principle more exhausting than the reception—as can be seen from the Levels of Processing Effect—one can assume that it comes to a deeper processing in the text production and consequently exerts a positive influence on the retention performance of the learners. The main purpose of this paper is to conduct an empirical study on Iranian GFL-learners (Note 1) to demonstrate whether text production has a positive impact on the short-term, medium-term and long-term retention of the GFL-learners who have learned the new words in foreign language based on the concept of text-oriented vocabulary exercises or not. In addition, this study also has the secondary object of demonstrating the possibility of GFL-Learner’s sex as well as the age having any effect on the retention performance. The results have shown that the text production has a positive effect on the short-term and medium-term retention. It could also be shown that gender exerts an influence on the medium-term retention performance of female GFL-learners. In terms of age, the result was that text production has a positive impact on the retention performance of the 30 to 40-year-old GFL-learners, enabling them to better remember the textually learned words in the short, medium and long term.
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Tamam, Badrud, and Aida Fikriyah. "The Effect of Students’ Learning Motivation toward Retention in Biology Learning Using Augmented Reality-based Media." Indonesian Journal of Mathematics and Natural Science Education 5, no. 1 (2024): 16–22. https://doi.org/10.35719/mass.v5i1.157.
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This research aims to examine the effect of students’ learning motivation to retention in biology learning. This research is included in quantitative research. The research sample was 56 students. To measure learning motivation, the ARCS (Attention, Relevance, Confidence and Satisfaction) motivation questionnaire was used which was adapted from Keller (2010) with a total of 36 statements. Retention was measured using an essay test which was carried out 2 weeks after the posttest. Student answers were then measured using Hart's (1994) rubric. A simple linear regression analysis was carried out to see the effect of students’ learning motivation toward retention. The results of data analysis show that there is a significant effect of students’ learning motivation toward the retention. Based on the regression results, it is known that the R value is 0.654, which indicates that there is a correlation in which a strong relationship between motivation and retention. Motivation has a contribution of 42.8% to retention and 57.2% is influenced by other factors. It can be concluded that learning motivation can encourage working memory performance so that the flow of information can be processed in the long-term memory.
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GonçalvesPereira-Júnior, Francisco Milton. "Influence of attentional focus distance on motor learning of skilled children." European Journal of Human Movement 48 (2022): 85–91. http://dx.doi.org/10.21134/eurjhm.2022.48.9.
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In adults, longitudinal external focus benefitsthe motor performance of high-skilled performers. Whilelow-skilled performers benefit from a proximal external focus. Children seem to respond differently to adults regarding the effects of attentional focus on motor learning, and the cause of this difference remains unclear.The present study investigated the effects of the attentional focus distance on motor performance and learning of high-skilled children. Forty-five 8-years-old high-skilled children were divided into three groupswith different attentional focus distances (internal, proximalexternal and distal external). All participants practiced aninside-of-the-foot kick soccer task in 5 blocks of 10 trials. Motorperformance was assessed through absolute and variable errors before the practice (pre-test), immediately after the practice (post-test), and after 24-hours (retention test). As inferential analyses,we run an ANOVA two-way (3 groups x 3 times) for absolute and variable errors. For absolute error, there was aneffect in time (p< .0001), with improvement across practice and retention; also, the distal external group demonstrated lower absolute error than othergroups (p< .0001). In contrast,proximal external focus provides a lower variability inter-trials (but with a lower score)(p< .001).Our findings suggested that distal external attentional focus benefits motor performance and learning of skilled children.Practice and experience are the predominant factors in this interaction, as it happens in adults.Childhood characteristics seem not to influence this process.
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Khalid, Komal, and Mona Abdul Kareem Al Zahrani. "Investigating the Dynamics of Workforce Stability: The Influence of Perceived Employability on Career Resilience, Task Performance, Learning Agility and Employee Retention." European Journal of Sustainable Development 13, no. 3 (2024): 389. http://dx.doi.org/10.14207/ejsd.2024.v13n3p389.
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The main purpose of this study is to analyze the complex interrelationships among perceived employability, employee task performance, employee retention, career resilience, and learning agility to cover this knowledge gap and provide HR practices and policies supported by evidence that can increase service sector development and contribute to Saudi Arabia's economic goals. The study used a cross-sectional quantitative design and conducted an online survey of employees in the service sector of Saudi Arabia. Snowball sampling was used during the data collection, and 403 usable responses were collected and utilized for data analysis. Data analysis techniques included descriptive statistics, Pearson correlation, and composite assessment analyses were conducted through SPSS 28. For hypothesis testing, the PLS-SEM model was used through SmartPLS4. R2adj, standardized root means square residual, Normed fit index, and Q2predict were used for model evaluation. The research findings highlighted the importance of perceived employability which is positively related to task performance and retention and show the need for organizations to train their employees so that they are characterized by career resilience and learning agility, which relate positively on their task performance and their retention within the Saudi service industry. Acquiring knowledge and understanding regarding these relationships is essential to develop targeted practices and policies to improve employee outcomes and elevate the organization's competitiveness in an economy undergoing rapid transformations. This study's findings provide practical implications regarding human resource management and organizational development strategies in Saudi Arabia that will support future research by enhancing perceived employability, building career resilience, developing employee task performance, improving learning agility, and ensuring a higher rate of employee retention, realizing the significance of each element in developing organizational goals and success. Keywords: perceived employability, employee task performance, employee retention, career resilience, learning agility.
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Yannikc, François Ebangaa. "Therapeutic Patient Education and Retention of People Living With HIV within the Healthcare Area of Emana (Yaounde, Cameroon)." RA JOURNALS OF APPLIED RESEARCH 10, no. 04 (2024): 75–79. https://doi.org/10.5281/zenodo.10982035.
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Introduction: Therapeutic patient education (TPE) helps individuals suffering from chronic illnesses to become capable of managing their disease, produce health benefits, and make financial savings. However, many healthcare providers lack the necessary abilities to educate their patients. Objective and method: In this study, we aim to answer the following research question: Does therapeutic patient education influence the retention of people living with HIV (PLHIV) within the healthcare area of Emana? In doing so, we wanted to verify the hypothesis that therapeutic patient education influences the retention of PLHIV within the healthcare area of Emana. Results: The context plays an essential role in understanding and assimilating new information, encompassing both the physical environment and the social, cultural, and psychological elements that influence the learner; The development of psychosocial skills becomes crucial as a person's ability to maintain mental well-being by adopting appropriate and positive behavior in relationships with others, their own culture, and their environment; A strong sense of self-efficacy can have significant benefits in various situations, including the belief in one's ability to achieve goals and overcome obstacles; and information alone is not sufficient to help patients manage their illness on a daily basis. Conclusion: Our study allows us to note that learning the practice of TPE influences the retention of PLHIV within the healthcare area of Emana; and that the role of healthcare actors in practice influences the retention of PLHIV within the healthcare area of Emana.
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Lorås, Håvard, Monika Haga, and Hermundur Sigmundsson. "Effect of a Single Bout of Acute Aerobic Exercise at Moderate-to-Vigorous Intensities on Motor Learning, Retention and Transfer." Sports 8, no. 2 (2020): 15. http://dx.doi.org/10.3390/sports8020015.
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Acute exercise influences human cognition, and evidence suggests that learning can be improved. According to the cognitive–energetic approach towards exercise cognition, exercise represents a stressor that elevates physiological arousal, which, in turn, increases the availability of mental resources. However, the degree of arousal is hypothesized to have optimal and suboptimal states, and moderate intensity exercise is thus considered to be favorable compared to low intensity and vigorous exercise. The current evidence for such a moderating effect of exercise intensity on motor learning, however, appears somewhat mixed. Therefore, the purpose of this study was to explore the effect of aerobic exercise conducted with different exercise intensities on immediate practice, transfer, and 24-h retention of a motor skill. To this end, young adults (n = 40, mean (SD) age: 23.80 (1.98) years) were randomized to exercise at either 50% or 75% of age-predicted maximal heart rate according to the Karvonen formulae. Immediately after exercising, participants practiced a high-precision golf putting task in a blocked design. Retention and transfer of skill were assessed after 24 h. Results indicated that both groups demonstrated motor learning, retention, and transfer at a similar level. Further works are thus needed to establish the specific relationship between exercise and learning and establish the factors that have an influence.
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Rozenfeld, S. V., E. A. Vatskel, N. P. Vanchakova, and M. A. Korzhenevskaya. "Long-term knowledge retention in medical genetic disciplines: relationship with teaching format and learning styles." Cardiovascular Therapy and Prevention 23, no. 4S (2024): 4305. https://doi.org/10.15829/1728-8800-2024-4305.
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Aim. To study the long-term knowledge retention in medical genetic disciplines and its reference to teaching format and learning styles.Material and methods. Knowledge retention was assessed in General Medicine students (n=63; men, 16%; women, 84%). The data was obtained in the 4th year full-time students and 1st year mixed (in-person and distance) students (retrospectively). Knowledge retention was assessed by analyzing academic performance tests. Learning styles were studied using the Learning Styles Questionnaire (LSQ).Results. When comparing the knowledge retention in medical and biological disciplines studied in person (Genetics in year 1) and online (Parasitology in year 1), no significant difference was found. At the same time, after updating the genetics knowledge obtained in year 1 in the 4th year, students showed better results in the Medical and Biological Consulting course than in "factual" reproduction of knowledge. Reflective and theoretician learning styles dominated in 4th year students.Conclusion. It is necessary to develop professional thinking associated with the logic of professional activity and allowing one to quickly update what has been studied and supply the deficient knowledge. The assumption about the favorable influence of the theoretician and reflective learning styles needs verification in further studies.
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Maigari, Martha Adamu, Adam Muhammad, Victoria Elooviano Okereke, and Munir Usman Manufashi. "Influence of Career Satisfaction on Teachers’ Attrition and Retention in Public Secondary Schools of Dass Local Government Area in Bauchi State, North Eastern-Nigeria." Path of Science 7, no. 10 (2021): 5001. https://doi.org/10.22178/pos.75-7.
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The disregard of teachers' needs had an influence negatively on our educational system in Nigeria. This study was undertaken to explore the influence of career satisfaction on teachers' attrition and retention in public secondary schools of Dass Local Government Area of Bauchi state was also the objective. A survey design was adopted for the study; the study population constitutes 356 teachers in public secondary schools in Dass Local Government. A proportionate stratified sampling technique was employed in selecting 186 teachers as sample respondents in this study. An instrument was adopted from previous studies relevant to the current research and was used for data collection in this study. Descriptive statistics were used to answer the research questions, while multiple regressions were used to test the null hypotheses at a 0.05 level of significance. Findings from the study showed an influence of 26.226 as against P-value =.000) between career satisfaction and teachers and attrition and retention. Findings showed that career satisfaction positively influences teachers' attrition and retention in public secondary schools in Dass Local Government of Bauchi State. The study recommended that the school management and the government improve the working conditions of teachers by providing adequate teaching/learning resources.
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Zetou, Eleni, George Tzetzis, Nikos Vernadakis, and Efthimis Kioumourtzoglou. "Modeling in Learning Two Volleyball Skills." Perceptual and Motor Skills 94, no. 3_suppl (2002): 1131–42. http://dx.doi.org/10.2466/pms.2002.94.3c.1131.
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The present study was designed to investigate the influence of two different types of modeling and knowledge of performance on acquisition and retention of two volleyball skills (set and serve). Participants were 63 boys and 53 girls in elementary school, whose mean age was 11.7 yr. ( SD = .5). The children were randomly assigned into two groups given the same practice method for 16 practice sessions (8 for the set and 8 for the serve) but different types of modeling. Some participants observed a videotape of an expert model performing the skills, and the second group observed a videotaped replay of their own performance. Verbal cues were provided simultaneously with the videotaped demonstration. The first group improved set and serve skills more on acquisition and on the retention test than the second group. This improvement was present when scores and form were evaluated. Modeling plus instructional cues seemed to improve children's learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.
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Adeoye, Moses Adeleke, Entika Fani Prastikawati, and Rika Riwayatiningsih. "Beyond Traditional Testing: Exploring the Efficacy of Adaptive Assessments in Shaping Future Learners." Journal of Nonformal Education 11, no. 1 (2025): 153–69. https://doi.org/10.15294/jone.v11i1.19934.
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This study investigates the impact of adaptive assessment tools on student learning outcomes, engagement and knowledge retention compared to traditional assessment methods. The research employs a descriptive survey design, utilising a quantitative research approach to gather data from 200 students across various educational settings in Kwara State, Nigeria. The primary research questions explore how adaptive assessments influence knowledge retention, engagement levels and the identification of areas needing additional support. By focusing exclusively on students as respondents, the study reliable data that elucidates the effectiveness of adaptive assessments in enhancing knowledge retention and engagement within educational settings. The findings reveal that adaptive assessments significantly enhance knowledge retention, as indicated by mean scores above the established cut-off point of 3.0 across all survey items. Students reported high levels of engagement, motivation and clarity regarding their learning needs when using adaptive tools. In contrast, traditional assessments received notably lower scores, suggesting limited effectiveness in fostering positive learning experiences. The study concludes that adaptive assessment tools provide a more personalised and effective approach to student learning, leading to improved outcomes in both knowledge retention and engagement. It is recommended that educators integrate adaptive assessments into their curricula to maximise student learning potential. Policymakers should consider supporting the implementation of adaptive technologies in educational institutions to enhance the overall learning experience. The research contributes to the theoretical understanding of personalised learning approaches and offers empirical evidence supporting the effectiveness of adaptive assessments in contemporary education.
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Krajčovič, Martin, Gabriela Gabajová, Marián Matys, Patrik Grznár, Ľuboslav Dulina, and Róbert Kohár. "3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention." Sustainability 13, no. 14 (2021): 7916. http://dx.doi.org/10.3390/su13147916.
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The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.
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Özgür, Tutal. "Active learning improves academic achievement and learning retention in K-12 settings: A meta-analysis." i-manager's Journal on School Educational Technology 18, no. 3 (2023): 1. http://dx.doi.org/10.26634/jsch.18.3.19288.
Full textAbstract:
The meta-analysis investigates the impact of active learning on K–12 students' academic achievement and learning retention. A thorough search of published and unpublished research reveals 398 studies for academic achievement and 88 studies for learning retention. The analysis demonstrates that active learning has a significant positive impact on academic achievement (g = 1.005) and learning retention (g = 1.204) in comparison to teacher-led instruction under the random-effects model. The analysis conducted to identify publication bias suggest that the findings are not influenced by publication bias. However, there is significant variation in effect sizes across studies. Therefore, moderator analysis is conducted for eight possible moderator variables. The analysis indicate that the impact of active learning on academic achievement is moderated by domain subject, educational level, course implementer, region, and group size. Conversely, the impact of active learning on learning retention is moderated by publication type, domain subject, educational level, experimental duration, and region.