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This study determined the level of assessment of subjects with CBT (Computer-Based-Training) application among marine engineering students of John B. Lacson Foundation Maritime University-Molo, Iloilo City. The participants in this study were the randomly selected one hundred and thirty-three (133) marine engineering students of JBLFMU-Molo, Iloilo City who had taken subjects with CBTs. The present study employed quantitative-qualitative research design by Creswell (2013). Results reveal the following: (1) review with CBT or CBTR review is the mostly utilized subject because this is needed in the marine engineering licensure examinations; (2) level of assessment of CBTs is excellent; (3) no significant differences in the assessment of CBTs were found out among marine engineering students as classified according to different variables such as academic performance, students’ classification, type of students, and section.
Rocznik
Tom
Strony
821--825
Opis fizyczny
Bibliogr. 9 poz., rys., tab.
Twórcy
autor
- John B. Lacson Foundation Maritime University‐Molo, Iloilo City, The Philipines
autor
- John B. Lacson Foundation Maritime University‐Molo, Iloilo City, The Philipines
autor
- John B. Lacson Foundation Maritime University‐Molo, Iloilo City, The Philipines
autor
- John B. Lacson Foundation Maritime University‐Molo, Iloilo City, The Philipines
Bibliografia
- 1. Ariani, D. (2016). Why do I study? The mediating Effect of Motivation and self-Regulation on Student Performance. Business, Management, and Education Vilnius Gediminas Technical University, Department of Construction Economics, Lithuania. ISSN 20297491. - doi:10.3846/bme.2016.329
- 2. Brookhart, S.M. (2004). Classroom Assessment: Tensions and Intersections in Theory and Practice. Teachers College Record, N.Y., Blackwell Publishing Ltd. ISSN-01614681. - doi:10.1111/j.1467-9620.2004.00346.x
- 3. Cawthon, S. & Leppo, R. (2013). Assessment on tests of Academic Achievement for Students who are Deaf or Hard of Hearing: A Qualitative Meta-Analysis of Research Literature. Published by American Annual of the Dwaf, Washington, USA. ISSN-0002726X. - doi:10.1353/aad.2013.0023
- 4. Creswell, J.W. (2013). Qualitative Inquiry and Research Design: Choosing among Five Appriaches, 3rd Edition, London:Sage.
- 5. Freeze, R., Alshare, K., Lane, P. , & Wen, H. (2010).IS Success Model in E-Learning Context based on Students’ Perceptions. Journal of Information System Education,
- 6. Kantabutra, S. & Jariangprasert, N. (2013). The Evaluation of E-Learning System of Faculty of Business Administration, Chiang Mai University, Thailand.
- 7. Ozkan, S., Koseler, R., & Baykal, N. (2009). Evaluating Learning management systems, Adoption of Hexagonal E-Learning assessment Model in Higher Education. Transforming Government: People, Process, and Policy.
- 8. Siritongthaworn, S. & Krairit, D. (2006). Satisfaction in E-Learning: The Context of Supplementary instruction. Campuswide Information System. - doi:10.1108/10650740610654465
- 9. Waheed, M. & Jam, E. (2010). Teachers’ Intention to Accept On-line education Extended TAM Model. Interdisciplinary Journal of Contemporary Research in Business.
Typ dokumentu
Bibliografia
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