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Teaching and learning practices are essentially meant to equip students with necessary competences. In assessing student learning, few teaching and learning practices consider the role of affective factors. Assessment relying solely on cognitive factors could impact teaching and learning effectiveness although marginal work exists exploring affective factors to enhance teaching and learning effectiveness...
Criterion-referenced assessment (CRA) uses a narrowly-defined set of skill criteria that can guide teacher to assess student grade by comparing student learning score with the criteria. However, the use of CRA is regarded as incomplete as most of the criteria in general based on student skill of knowledge. Affective factors also need to be considered in the assessment. Nonetheless, measuring affective...
This study aims, first, to propose a model and to test an acceptance model to identify the students' intention to use e-learning system and to identify the use of e-learning used as a supplementary tool in a conventional learning context. A TAM model proposed includes System Functionality (SF), System Interactivity (SI), Usability (U), Self-Efficacy (SE), Internet and Computer Experience (ICE), Socio-Environment...
Differences between teaching perspectives and students characteristics may impact negatively on students' learning effectiveness. A new approach to bridge such a gap needs establishing. The capabilities of artificial neural networks to approximate extremely complex problems encourage us to develop a grouping model of students' English ability. The model was trained using back propagation algorithm...
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