Assessment of learning strategies: self-report questionnaire or learning task

Professional literacy that Taiwan's bag manufacturing industry talents should possess: Analyzing from a practical perspective

Aim

This research aimed to explore the professional literacies that should be possessed by Taiwan's bag manufacturing industry talents. This understanding will also help the technical and vocational education system to cultivate talents in Taiwan's bag manufacturing industry.

Methods

A qualitative research design was adopted. The outline of the interview on the professional literacy of Taiwan's bag manufacturing industry talents was compiled, and seven interviewees were selected by purposive sampling from those who had worked (including supervisors) in Taiwan's bag manufacturing industry for 21 to 42 years. One-on-one in-depth interviews with semi-structured interview questions were conducted. Using grounded theory, the content of the in-depth interviews was analyzed and discussed.

Results and discussion

This study discusses what professional literacy of Taiwan's bag manufacturing industry talents should possess from the practical perspective of Taiwan's bag manufacturing industry leaders or senior managers. This study shows that bag manufacturing industry talents should possess knowledge, skills, and attitudes and values of common professional literacies. Moreover, bag designers, manufacturing technicians, patternmakers, hand stitchers, and production supervisors should acquire these professional literacies. The results of this study will help Taiwan's bag manufacturing industry leaders or senior managers to highlight the importance of professional literacy that Taiwan's bag manufacturing industry talents should possess.

Conclusion

This study summarized the professional literacy of bag manufacturing industry talents into three major aspects: knowledge, skills, and attitudes and values. Based on this, suggestions are made as a reference for the implementation of curriculum development for talent cultivation in higher education institutions, and a reference for the learning and on-the-job training of bag manufacturing industry practitioners in the workplace.

Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children? Importance of question format depending on the grade

Predicting the actual performance of strategy use with self-report questionnaires is difficult, especially among elementary school children. Nevertheless, due to the simplicity of self-report questionnaires, it is desirable to identify one that can predict children’s performance of actual strategy use. This study investigated whether a self-report questionnaire on the frequency of using a diagram strategy in mathematical problem-solving can predict children’s actual diagram use by manipulating the question type (i.e., free description, multiple-choice, and Likert scale). We also examine the question types that can better predict the actual strategy use in elementary school children. Fourth- to sixth-grade children were asked to complete both a questionnaire, which asked about their daily use of a diagram strategy through three question types and a test consisting of math word problems. We found that when children were asked to self-report their strategy using a Likert scale, they were predicted to use diagrams during the test regardless of grades. Furthermore, the older the children became, the more effective it was to ask them to self-report in a free description type. These results suggest that appropriate question types can make it possible to measure actual strategy-use behaviors through self-report measures, even for elementary school children.

What role do comprehension-oriented learning strategies have in solving math calculation and word problems at the end of middle school?

BACKGROUND

Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math.

AIMS

This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) - together with math self-concept, task-persistent learning behaviour, earlier math skills, reasoning abilities, and reading comprehension - on solving mathematical calculation and word problems at the end of middle school.

SAMPLE

The sample consisted of 231 students (50% boys; mean age in Grade 9 = 15.55 years) from 16 schools and 31 classrooms in Estonia.

METHODS

Students were tested twice - once at the end of Grade 6 and once at the end of Grade 9. Calculation and problem-solving skills were assessed at both time points. Math self-concept, teacher-rated task persistence, reasoning abilities, and reading comprehension were assessed in Grade 6. Learning strategies were assessed using a word-memorization task in Grade 9. Multiple regression analysis was used.

RESULTS AND CONCLUSIONS

Applying abstract (but not perceptual) grouping was related to higher calculation and problem-solving skills. Math skills were persistent over time, and calculation and problem-solving skills mutually affected each other. Math self-concept, task persistence, and reading comprehension had a positive effect on problem-solving but not calculation skills. The study noted deficient use of comprehension-oriented strategies at the end of middle school, suggesting that more attention should be paid to teaching and discussing such learning strategies. These findings suggest that students' math skills may be enhanced by supporting metacognitive awareness and use of comprehension-oriented learning strategies.