Predictors of students’ SQ3R in Learning Statistics During Distance Education: an Ordinal Logit Modeling
DOI:
https://doi.org/10.23887/jpiundiksha.v13i1.69445Keywords:
Statistics learning, SQ3R, Distance Education, Ordinal LogitAbstract
Studying statistics during distance education is challenging due to limitations and communication problems. This has an impact on learning activities that could be more optimal. This research aims to analyze students' SQ3R level in learning statistics and determine its significant predictors. This type of research is quantitative research. The research design of this study is complex correlational research. The data collection method uses a questionnaire. Data analysis techniques use descriptive and inferential statistics. Secondary data from existing research studies were used and summarized using standard statistical metrics. In addition, ordinal regression analysis was used to determine the predictors of students' SQ3R level in statistics learning and was tested at a standard significance level. Findings reveal that students usually use the SQ3R method to learn statistics during online learning. The statistical model illustrates that students' ability to read and review statistics is shaped by the learning environment, teaching attitudes, physical and emotional health, and free time activities. The study suggests that to improve students' learning of statistics in distance education, educational institutions and professors should create a conducive learning environment, use strategic teaching methods, and emphasize the importance of harmonious study habits due to the SQ3R method.
References
Adams, R. V, & Blair, E. (2019). Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance. SAGE Open, 9(1), 1–11. https://doi.org/10.1177/2158244018824506. DOI: https://doi.org/10.1177/2158244018824506
Apuke, O. D., & Iyendo, T. O. (2018). University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon, 4(12), e01052. https://doi.org/10.1016/J.HELIYON.2018.E01052. DOI: https://doi.org/10.1016/j.heliyon.2018.e01052
Asvio, N. (2017). The Influence of Learning Motivation and Learning Environment on Undergraduate Students’ Learning Achievement of Management of Islamic Education, Study Program of Iain Batusangkar In 2016. Noble International Journal of Social Sciences Research, 2(2), 16 – 31 2 2519–9722.
Aziz, I. N. (2019). Implementation of SQ3R Method in Improving the Students’ Basic Reading Skill. EDUCATIO: Journal of Education, 5(1). https://doi.org/10.29138/educatio.v4i1.179.
Bélair, M. A., Kohen, D. E., Kingsbury, M., & Colman, I. (2018). Relationship between leisure time physical activity, sedentary behaviour and symptoms of depression and anxiety: evidence from a population-based sample of Canadian adolescents. BMJ open, 8(10), 21119. https://doi.org/10.1136/bmjopen-2017-021119. DOI: https://doi.org/10.1136/bmjopen-2017-021119
Bender, R., & Grouven, U. (1997). Ordinal logistic regression in medical research. Journal of the Royal College of Physicians of London, 31(5), 546–551.
Beşe Canpolat, Ş., & Gök, M. G. (2020). Census methodology in Turkey: Transformation from traditional to register-based administrative data. Statistical Journal of the IAOS, 36(1), 177–185. https://doi.org/10.3233/SJI-190561. DOI: https://doi.org/10.3233/SJI-190561
Bestiantono, D. S., Agustina, P. Z. R., & Cheng, T. H. (2020). How students’ perspectives about online learning amid the COVID-19 pandemic? Studies in Learning and Teaching, 1(3), 133–139. https://doi.org/10.46627/silet.v1i3.46. DOI: https://doi.org/10.46627/silet.v1i3.46
Brady, A. C., Wolters, C. A., & Yu, S. L. (2022). Self-regulation of Time: the Importance of Time Estimation Accuracy. Frontiers in Educational Psychology. https://doi.org/10.3389/fpsyg.2022.925812. DOI: https://doi.org/10.3389/fpsyg.2022.925812
Casinillo, L. F. (2022). On modeling student’s resilience in learning statistics at a distance. The Palawan Scientist, 14(2), 85–93. DOI: https://doi.org/10.69721/TPS.J.2022.14.2.10
Casinillo, L. F. (2023). Are Students Submitting their Mathematics Outputs on Time during the COVID-19 Pandemic? A Statistical Modeling. Canadian Journal of Family and Youth/Le Journal Canadien de Famille et de la Jeunesse, 15(3), 100–112. https://doi.org/10.29173/cjfy29908. DOI: https://doi.org/10.29173/cjfy29908
Casinillo, L. F., Casinillo, E. L., Valenzona, J. V, Almonite, M. R. C., & Valenzona, D. L. (2022). How Challenging It Is to Learn Mathematics Online. Philippine Social Science Journal, 5(1), 80–89. https://doi.org/10.52006/main.v5i1.447. DOI: https://doi.org/10.52006/main.v5i1.447
Chen, P., Bao, C., & Gao, Q. (2021). Proactive personality and academic engagement: the mediating effects of teacher-student relationships and academic self-efficacy. Frontiers in Psychology, 12. https://doi.org/10.3389%2Ffpsyg.2021.652994. DOI: https://doi.org/10.3389/fpsyg.2021.652994
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555. DOI: https://doi.org/10.1007/BF02310555
Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379–390. https://doi.org/10.1002/hbe2.229. DOI: https://doi.org/10.1002/hbe2.229
Dubey, P., & Pandey, D. (2020). Distance learning in higher education during a pandemic: Challenges and opportunities. The International Journal of Indian Psychology, 8(2), 43–46. https://doi.org/10.25215/0802.204.
Fitria, T. N. (2023). The impact of gamification on students’ motivation: A Systematic Literature Review. LingTera, 9(2), 47–61. https://doi.org/10.21831/lt.v9i2.56616. DOI: https://doi.org/10.21831/lt.v9i2.56616
Fitria, Y., M., S., Purnamawati, & Nur, H. (2023). The Impact of a Conducive Learning Environment on Learning Motivation and Student Achievement in Vocational Schools. 2nd World Conference on Social and Humanities Research (W-SHARE, 199–206. https://doi.org/10.2991/978-2-38476-084-8_27. DOI: https://doi.org/10.2991/978-2-38476-084-8_27
Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic. TechTrends, 65(4), 589–601. https://doi.org/10.1007/s11528-021-00625-5. DOI: https://doi.org/10.1007/s11528-021-00625-5
Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12). https://doi.org/10.11114/jets.v7i12.4491. DOI: https://doi.org/10.11114/jets.v7i12.4491
García-Peñalvo, F. J., Alarcón, H., & Dominguez, A. (2019). Active learning experiences in engineering education. International Journal of Engineering Education, 35(1), 305–309.
Guinto, R. L., Estacio, E. V, & Vera, M. (2020). Philippine education in the time of COVID-19: Issues and recommendations. Asia Pacific Journal of Education, 40(3), 285–302. https://doi.org/10.1080/02188791.2020.1781123.
Guzman, J. A. (2020). Modular Distance Learning: A New Normal in Philippine Education. Journal of Education and Learning, 9(4), 321–329. https://doi.org/10.5539/jel.v9n4p321.
Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 276. https://doi.org/10.3390/educsci9040276. DOI: https://doi.org/10.3390/educsci9040276
Hensley, L. C., Wolters, C. A., Won, S., & Brady, A. C. (2018). Academic probation, time management, and time use in a college success course. Journal of College Reading and Learning, 48(2), 105–123. https://doi.org/10.1080/10790195.2017.1411214. DOI: https://doi.org/10.1080/10790195.2017.1411214
Jannah, M. (2018). The Effect of Survey, Question, Read, Recite, and Review (SQ3R. International research journal of engineering, IT & scientific research, 4(1), 1–11. DOI: https://doi.org/10.21744/irjeis.v4i1.585
Kohar, D. A., Saehu, A., & Ardiasih, L. S. (2022). Strengthening reading comprehension and interest through SQ3R strategy using Whatsapp during pandemic. Indonesian EFL Journal, 8(2), 165–176. https://doi.org/10.25134/ieflj.v8i2.6440.
Kohl III, H. W., & Cook, H. D. (2013). Physical activity, fitness, and physical education: Effects on academic performance. In Educating the student body: Taking physical activity and physical education to school. https://doi.org/10.17226/18314. DOI: https://doi.org/10.17226/18314
Maajida Aafreen, M., Vishnu Priya, V., & Gayathri, R. (2018). Effect of stress on academic performance of students in different streams. Drug Invention Today, 10(9), 1776–1780.
Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts. University of Melbourne.
Mahdavi, P., Valibeygi, A., Moradi, M., & Sadeghi, S. (2023). Relationship between achievement motivation, mental health and academic success in university students. Community Health Equity Research & Policy, 43(3), 311–317. https://doi.org/10.1177/0272684X211025932. DOI: https://doi.org/10.1177/0272684X211025932
Mendoza, N. B., King, R. B., & Haw, J. Y. (2023). The mental health and well-being of students and teachers during the COVID-19 pandemic: Combining classical statistics and machine learning approaches. Educational Psychology, 43(5), 430–451. https://doi.org/10.1080/01443410.2023.2226846. DOI: https://doi.org/10.1080/01443410.2023.2226846
Miñoza, S. B., & Casinillo, L. F. (2022). Profiling Bachelor of Science in Statistics (BSS) students under the open enrolment policy. IJIET (International Journal of Indonesian Education and Teaching, 6(1), 1–24. https://doi.org/10.24071/ijiet.v6i2.3723. DOI: https://doi.org/10.24071/ijiet.v6i2.3723
Mulyanto, H., Gunarhadi, G., & Indriayu, M. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review, 3(2), 37–45. DOI: https://doi.org/10.24331/ijere.408454
Razali, S. N. A. M., Rusiman, M. S., Gan, W. S., & Arbin, N. (2018). The impact of time management on students’ academic achievement. Journal of Physics: Conference Series, https://doi.org/10 1088 1742–6596 995 1 012042. DOI: https://doi.org/10.1088/1742-6596/995/1/012042
Sarker, M. F. H., Mahmud, R. A., Islam, M. S., & Islam, M. K. (2019). Use of e-learning at higher educational institutions in Bangladesh: Opportunities and challenges. Journal of Applied Research in Higher Education, 11(2), 210–223. https://doi.org/10.1108/JARHE-06-2018-0099. DOI: https://doi.org/10.1108/JARHE-06-2018-0099
Sefriani, R., Sepriana, R., Wijaya, I., & Radyuli, P. (2021). Blended Learning with Edmodo: The Effectiveness of Statistical Learning during the COVID-19 Pandemic. International Journal of Evaluation and Research in Education, 10(1), 293–299. https://doi.org/10.11591/ijere.v10i1.20826. DOI: https://doi.org/10.11591/ijere.v10i1.20826
Sugiharti, R. E., Pramintari, R. D., & Destianingsih, I. (2020). SQ3R Method as A Solution To Improve Reading Comprehension Skills in Elementary School. Indonesian Journal of Primary Education, 4(2), 238–247. https://doi.org/10.17509/ijpe.v4i2.26300. DOI: https://doi.org/10.17509/ijpe.v4i2.26300
Trafimow, D. (2006). Multiplicative invalidity and its application to complex correlational models. Genetic, Social, and General Psychology Monographs, 132(3), 215–239. https://doi.org/10.3200/MONO.132.3.215-240. DOI: https://doi.org/10.3200/MONO.132.3.215-240
Wang, Z., Shakeshaft, N., Schofield, K., & Malanchini, M. (2018). Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation. PloS one, 13(2). https://doi.org/10.1371/journal.pone.0192072. DOI: https://doi.org/10.1371/journal.pone.0192072
Wibowo, D. C., Friana, F., & Pelipa, E. D. (2018). Effect of Recitation Method to the Students’ Interest and Learning Results. Jurnal Studi Guru dan Pembelajaran, 1(1), 16–20. https://doi.org/10.30605/jsgp.1.1.2018.22. DOI: https://doi.org/10.30605/jsgp.1.1.2018.22
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacogn. Learn, 12, 381–399. https://doi.org/10.1007/s11409-017-9174-1. DOI: https://doi.org/10.1007/s11409-017-9174-1
Wong, J., Baars, M., Davis, D., Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4–5), 356–373. https://doi.org/10.1080/10447318.2018.1543084. DOI: https://doi.org/10.1080/10447318.2018.1543084
Yaniawati, P., Kariadinata, R., Sari, N., Pramiarsih, E., & Mariani, M. (2020). Integration of e-learning for mathematics on resource-based learning: Increasing mathematical creative thinking and self-confidence. International Journal of Emerging Technologies in Learning (iJET, 15(6), 60–78. https://doi.org/10.3991/ijet.v15i06.11915. DOI: https://doi.org/10.3991/ijet.v15i06.11915
Zulaikhah, Z., Subyantoro, S., & Haryadi, H. (2020). The Effectiveness of Identifying Learning of the Information in Explanatory Texts By Using the SQ3R Method Based on the Reading Intensity of the XI Grade Students at Madrasah Aliyah. Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 9(3). https://doi.org/10.15294/seloka.v9i3.41052. DOI: https://doi.org/10.15294/seloka.v9i3.41052
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Leomarich F Casinillo, Melbert Hungo, Rujube Hermano
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
