704 Wednesday Onsite Presentation Session 3

Higher Education

Session Chair: Ivica Veža

13:40-14:05

67482 | Intellective Factors as Predictor of Psychology Graduates Performance in Board Examination

Liezel Abrea, Adamson University, Philippines

This study determines if the intellective factors such as Mock board examination, General Weighted Average (G.W.A) and undergrad grades in four board subjects are significant predictors of Board Examination Performance psychology graduates in one of the Universities in the Philippines. Method of research was employed with documentary analysis as primary tool for data gathering. The respondents consisted of the 78 Bachelor of Science in psychology graduates, who were takers of Board Licensure Examination for Psychometrician (BLEPP). Moreover, the board examination results and G.W.A of graduates for 2016-2019 were also examined. Data were analyzed through frequency, percentage and multiple regression analysis. The results showed that majority of the Psychology graduates have maintained an above national passing rate in BLEPP from 20162019. G.W.A of graduates from 2016-2019 significantly differs (p=.000) between passers and non- passers. In terms of 2019 intellective profiles subjected to multiple regression analysis most of them have an average academic performance while their mock boards revealed that most of them are below average performers specifically in theories of personality and abnormal psychology. BLEPP 2019 performance are at good level with the highest board subject rating in psychological assessment and lowest in industrial psychology. Finally, intellective factors as a whole are significant predictors of 2019 BLEPP performance (p=.000). When taken singly, only the G.W.A did not make a significant prediction. Thus, graduates who perform better in the mock board examination and in their undergrad board subjects, tend to perform better in the board examination.

14:05-14:30

68217

| Study on the Relations Between Students’ Personal Achievement Goals and Learning Engagement in Medical School in Taiwan

Yun-Ting Huang, National Cheng Kung University, Taiwan

Shyh-Jou Shieh, National Cheng Kung University, Taiwan

Yuk-Ying Tung, National Cheng Kung University, Taiwan

Student engagement during learning activities is a significant and heavily researched educational construct (Christenson et al., 2011). Student’s learning engagement is defined as behavioral, cognitive, emotional and agentic aspects of students' academic experience in teaching, learning and research through interacting with other students and teaching faculty (Reeve & Tseng, 2011). Despite the growing interest in the field of student’s learning engagement, medical education research in this area is still fragmented. According to the empirical research (Dweck &Elliot, 1983; Martin & Elliot, 2016; Rothes et al., 2022; Weiner, 1986), personal achievement goals can influence learning engagement. Therefore, the study examined the relations between personal achievement goals and learning engagement and constructed the personal achievement goals and learning engagement model. Data collected from students in medical school (<em>N </em>=181, 112 boys). Structural equation modeling was used to analyze the data. The results were summarized as below.

- The results of the present study indicated that the personal achievement goals and learning engagement model had an excellent fit with the data

- Students with mastery-approach goals can positively predict their learning engagement.</li>

- Students with mastery-avoidance goals can positively predict their learning engagement.</li>

- Students with performance-approach goals can positively predict their learning engagement.</li>

- Students with performance- avoidance goals can negatively predict their learning engagement.</li> The findings of this study serves as a reference for medical education in other countries.</p>

14:30-14:55

68158 | An Investigation of Collaborative Inquiry Between Preservice and Inservice Music Teachers

Jihae Shin, Ewha Womans University, South Korea

The purpose of this study was to investigate collaborative inquiry between preservice and inservice music teachers. The specific research questions were as the following: (a) what is the process of collaborative inquiry between preservice and inservice music teachers? (b) how do they cooperate with each other in collaborative inquiry? © how do they perceive the strength of collaborative inquiry? (d) how do they perceive the limitation of collaborative inquiry? Five inservice music teachers and 14 preservice music teachers participated, so five groups were formed in which one inservice music teacher was paired up with two or three preservice music teachers. Participants had three meetings where they developed new lesson plans together. Then, they applied their new lessons to inservice music teachers’ classes for two weeks. Reflective journals, individual interviews, researcher’s log were used as research methods. The results showed that both inservice and preservice music teachers had positive perceptions of collaborative inquiry. Especially, collaborative inquiry enabled inservice music teachers to reflect on their own teaching practice and have an open mind toward new teaching strategies. Also, preservice music teachers in collaborative inquiry could have an opportunity to think about what kinds of music teachers they want to be. Implications and conclusions would be discussed.

14:55-15:20

68468 |

Lean Learning Factory

(LLF) Concept at the University of Split

Ivica Veža, University of Split, Croatia

Marina Crnjac Zizic, University of Split, Croatia

Nikola Gjeldum, University of Split, Croatia

Marko Mladineo, University of Split, Croatia

Today, engineers have many new technologies at their disposal that make their daily work easier. For the education of engineers, it is necessary to design such learning environments, which will enable the acquisition of knowledge as easily as possible. Through the Lean Learning Factory (LLF) concept, students or industrial partners are exposed to the latest engineering methodologies and tools in the engineering area. Learning Factory could be placed where Universities, Industry and Government meet each other, share needs and expectations, and work on collaborative projects. It could be a solution to a missing link in the Triple helix model. A learning factory represents a learning environment with real industrial processes and technologies. This real environment allows users a direct approach to real industrial problems. The latest knowledge gained through scientific research is applied to real industrial problems, so the transfer of new knowledge to the users is done. Materials and learning methods are focused on experimental and problem-based learning. All mentioned indicated a need to create new or adapt existing learning environments, especially when it comes to engineers who are continually exposed to new technological and organizational challenges. The curriculum of a learning factory should have clear learning goals, referring to the competencies the participants should develop. In the LLF at the University of Split, the required knowledge about technology and management is determined and integrated into the curriculum for teaching engineers.