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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-04-30
Vol. 10, No. 2, 2024 has been published!
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
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Volume 3, No. 1, March 2017
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Using Research Based Learning in Statistics Course to Develop the Students’ Research Skills and 21st Century Skills
Afifi Lateh
Department of Educational Evaluation and Research, Faculty of Education, Prince of Songkla University Pattani Campus, Rusamilae, Muang, Pattani 94000, Thailand
Abstract
—Using research based learning in the course of Multivariate Analysis for Education to develop the students’ research skills and 21st century skills was conducted with nine fourth year Information Technology and Educational Evaluation students who enrolled the course as an alternative subject in the first semester of academic year 2014 at the Faculty of Education, Prince of Songkla University Pattani campus. The course composed of the sections of theories, practice and research project methodology in the parallel form. The subjects were evaluated by the mid-term test, the final test, the task skills, the research skills, and the 21stcentury skills. The findings revealed that the mean of the research skills and the 21stcentury skills assessed by the students themselves and the instructors was above 70%. In addition, the relationship between the research skills and the 21st century skills was the highest correlation and they were also related to the task skills.
Index Terms
—active learning, teaching statistics, research skills, 21st century skills
Cite: Afifi Lateh, "Using Research Based Learning in Statistics Course to Develop the Students’ Research Skills and 21st Century Skills," International Journal of Learning and Teaching, Vol. 3, No. 1, pp. 23-28, March 2017. doi: 10.18178/ijlt.3.1.23-28
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