Higher Education & Research

Relationship between Extroversion Personality and Learning Strategy-based on MBTI Test

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Pang Yifan1* , Harwati Hashim2 & Nur Ehsan Mohd Said3
1PhD. Student, Faculty of Education, Universiti Kebangsaan Malaysia.
2Associated Professor. Faculty of Education, Universiti Kebangsaan Malaysia.
3Head of higher education English test. Faculty of Education, Universiti Kebangsaan Malaysia.

Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.26g
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Abstract

This study explores the relationship between extroversion personality traits, as measured by the Myers-Briggs Type Indicator (MBTI) test, and learning strategy preferences among English language learners. Employing a quantitative methodology, data were collected from a sample of 1621 participants to investigate the predominant extroversion personality traits and differences in learning strategy selection. The research background emphasizes the significance of understanding individual differences in personality traits and their impact on learning behaviors. The study aims to discern whether extroverted individuals exhibit distinct preferences for specific learning strategies, particularly in metacognition, cognition, compensation, affect, and social interaction. By elucidating these relationships, educators can tailor instructional approaches better to accommodate learners’ diverse needs and strengths, ultimately enhancing educational outcomes.

Keywords: Extroversion personality, learning strategy, MBTI test.

Conflicts of Interest: The authors declared no conflicts of interest.
Funding: No funding was received for this research.
Article History: Received: 29 February 2024. Revised: 21 June 2024. Accepted: 21 June 2024. First published: 23 June 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India
Citation: Yifan, P. & Hashim, H. & Said, N. E. M. (2024). Relationship between Extroversion Personality and Learning Strategy-based on MBTI Test. Rupkatha Journal 16:2. https://doi.org/10.21659/rupkatha.v16n2.26g

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

Employment Skills Revisited: A Qualitative Exploration of Multi-Stakeholder Perspective in China’s “3+1” Higher Education Context

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110 views

Wanyu Wang1* , Muhammad Hussin2 , Mohamad Zuber Abd. Majid3 
1Universiti Kebangssan Malaysia/Baicheng Normal University.
2,3Affiliation: Universiti Kebangssan Malaysia.

Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.14g
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Abstract

The issue of employment for university students is receiving significant attention in China, leading to educational reforms aimed at enhancing students’ employment skills and prospects. One such initiative is the “3+1” higher education programs, characterized by work-based learning. However, the effectiveness of this initiative falls short of expectations due to insufficient understanding of the up-to-date employment skills required by the industry. As such, this qualitative study explored stakeholders’ perceptions regarding the employment skills needed by students enrolled in “3+1” programs. Key challenges and strategies associated with developing students ‘ employment skills were identified through interviews with students, teachers, curriculum planners, industry leaders, and human resource professionals. Findings revealed a consensus among stakeholders on the importance of developing a holistic skill set, acquiring practical experience, increasing adaptability and resilience, embracing lifelong learning, and improving communication skills. Challenges included mismatches between academic learning and industry demands, limited industry exposure, soft skill deficiency, inadequate assessment, insufficient university-industry cooperation, and students’ low motivation, for which corresponding strategies were proposed. This study provides valuable insights into enhancing the employability of “3+1” graduates, emphasizing the importance of comprehensive education aligned with industry needs.

Keywords: Employment skills, higher education, “3+1” programs, stakeholders, China.

Conflicts of Interest: The authors declared no conflicts of interest.
Funding: No funding was received for this research.
Article History:Received: 16 March 2024. Revised: 05 June 2024. Accepted: 06 June 2024. First published: 07 June 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India
Citation: Wang, W. & Hussin, M. & Majid, M. Z. A. (2024). Employment Skills Revisited: A Qualitative Exploration of Multi-Stakeholder Perspective in China’s “3+1” Higher Education Context. Rupkatha Journal 16:2. https://doi.org/10.21659/rupkatha.v16n2.14g

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

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What is Performance Studies?

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A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity

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286 views

Jing Tao1*  , Aidah Abdul Karim2 & Mohd Khalid Mohamad Nasir3
1PhD Candidate, Faculty of Education, Universiti Kebangssan Malaysia. 
2Senior Lecturer, Faculty of Education, Universiti Kebangssan Malaysia.
3Senior Lecturer, Faculty of Education, Universiti Kebangssan Malaysia. 

Rupkatha Journal, Vol. 16, Issue 1, 2024. https://doi.org/10.21659/rupkatha.v16n1.08g
[Article History: Received: 05 January 2024. Revised: 28 March 2024. Accepted: 29 March 2024. Published: 30 March 2024]
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Abstract

In the context of higher education in China, this mixed-methods study with an intervention design explores the impact of Movie-Based Learning (MBL) on university students’ cultural identity (CI) within a movie education course. Quantitative findings indicated that MBL significantly enhanced CI, particularly in cognitive and emotional dimensions, while behavioral identity did not exhibit improvement. Notably, the effect of MBL on CI surpassed that of regular instruction in the control group, which improved general CI but not cognitive, emotional, or behavioral identity. Qualitative findings illuminated learners’ acceptance of MBL, revealing emotional resonance and connection with culturally rich and diverse movies. Despite positive perceptions, participants expressed uncertainty about translating cultural knowledge and awareness gained in the classroom to real-world actions and behavior. This research contributes to the understanding of the nuanced impact of MBL on CI development, which highlights the effectiveness of MBL but also underscores the need to address the transferability of cultural knowledge to behavioral actions. Implications include the importance of refining instructional strategies to bridge this gap and enhance the practical applicability of cultural learning beyond the classroom.

Keywords: movie-based learning, cultural identity, higher education, China, movie education

Sustainable Development Goals: Quality Education

Citation: Tao, Z. Karim, A. A.  & Nasir, M.K.M. (2024). A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity. Rupkatha Journal 16:1. https://doi.org/10.21659/rupkatha.v16n1.08g 

AI in the Higher Military Institutions: Challenges and Perspectives for Military Engineering Training

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322 views

Viktor Chmyr1*  & Nataliya Bhinder2  
1Department of Engineering and Technical Support, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine. *Corresponding author.
2European Institute of Knowledge and Innovation, London, United Kingdom.

Rupkatha Journal, Vol. 15, Issue 4, 2023. https://doi.org/10.21659/rupkatha.v15n4.11
[Article History: Received: 31 October 2023. Revised: 06 December 2023. Accepted: 07 December 2023. Published: 14 December 2023]
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Abstract

Recognizing the peculiarities of the current system of military education and considering the necessity of rapid modernization of military engineering training, HMIs need to implement innovative technologies to enhance the educational process. The purpose was to present a detailed analysis of the implementation of AI technologies while training future military engineering officers, to outline the existing strategies, and to develop possible strategies to enhance the educational process through AI technologies. To achieve the research purpose, we conducted open and closed-ended surveys among 154 instructors through five questionnaires to address the research questions. The answers were studied using conventional content analysis and statistical data processing. The results revealed basic directions for using AI in military engineering training and possible AI applications for the formation of professional competencies among future military engineering officers. But, meanwhile, the findings indicate that the process of military engineering training is facing several challenges complicating the implementation of AI-driven transformations. To overcome the existing challenges of AI and elaborate the applicable recommendations for the implementation of AI in the HMIs, we outlined the strategies for the enhancement of military engineering training through AI technologies.

Keywords: AI, higher military institution (HMI), military engineering training, AI technology, application, AI-based methodology.

Sustainable Development Goals: Better Education
Citation: Chmyr, V. & Bhinder, N. (2023). AI in the Higher Military Institutions: Challenges and Perspectives for Military Engineering Training. Rupkatha Journal 15:4. https://doi.org/10.21659/rupkatha.v15n4.11 

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The Interrelation of Art, Science, and Technology from a Cognitive Dimension: Art as a Way of Knowledge and the STEAM Methodology as the Answer

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288 views

Beatriz Escribano-Belmar 1, Raquel Caerols-Mateo 2, Reynaldo Thompson 3
1Faculty of Fine Arts, University of Salamanca
2Faculty of Information Sciences, Complutense University of Madrid
3University of Guanajuato, México
Rupkatha Journal, Vol. 15, Issue 3, 2023. https://doi.org/10.21659/rupkatha.v15n3.11
[Article History: Received: 27 December 2022. Revised: 08 August 2023. Accepted: 09 August 2023. Published: 26 August 2023]
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 Abstract

The interrelation between art and science can be understood as a dialogue that emerges from the process of knowledge construction, and consequently, it also defines the human being. The idea may be legitimated from a cognitive perspective. What if we consider this dialogue on the art/science split not as a model of knowing in itself, but as a constructed concept? Thinking as a construct, the advent of technology could have supposed an element to accentuate the divide in this dialogue, as an emerging techno-society may have deepened this separation. However, there is a need to explore the arts -and humanities- trying to find some answers to the challenges posed by the digital paradigm. For this reason, the inclusion of the letter “A” of Arts in the STEM dialogue, resulting in STEAM, is not accidental. From this approach, the entrance of the STEAM methodology into educational models is going to be addressed from the cognitive dimension of art, as a consequence of the conceptual, social, and cultural changes that give it meaning. For that purpose, the issue is addressed through the art cognitive dimension as the theoretical and conceptual foundation supporting it and that leads to the analysis of the named methodology and its contemporary necessity.

Keywords: Art; Science; Technology; Education; Cognition.
[Sustainable Development Goals: Better Education]
Citation: Escribano-Belmar,  Beatriz, Raquel Caerols-Mateo, Reynaldo Thompson. 2023. The Interrelation of Art, Science, and Technology from a Cognitive Dimension: Art as a Way of Knowledge and the STEAM Methodology as the Answer. Rupkatha Journal 15:3. https://doi.org/10.21659/rupkatha.v15n3.11 

A Study of the Mediating Effect of Work Stress on Work-life Conflict and Turnover Intention in the Private Higher Education Sector in India

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Soni Rathi1 & Praveen Kumar2
1Research Scholar, University School of Business, Chandigarh University.
ORCID: 0000-0002-2997-8622. Email: sonirathi.r20@gmail.com
2Assistant Professor, University School of Business, Chandigarh University.
ORCID: 0000-0002-7503-3531. Email: Praveen.usb@cumail.in. Corresponding Author

[Received June 28 2023, modified 28 July 2023, accepted 28 July 2023, first published 29 July 2023]

Rupkatha Journal, Vol. 15, Issue 2, 2023. https://doi.org/10.21659/rupkatha.v15n2.24
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Abstract
The main focus of this study is to analyze the impact of work-life conflict on turnover intention and examine the impact of work stress as a mediating variable among the teaching employees of private higher education institutions. The current study drew upon samples of 145 teaching employees of private higher education institutions in the education sector of Haryana. A questionnaire was administered to gather the necessary information. Data was evaluated by using the Smart PLS (v.3.2.9) software. In addition, structural equation modeling was conducted to achieve the study’s objectives, and SPSS 25 software was used to compute the demographic profile of teaching employees. The findings indicated that the turnover intention of teaching employees is positively associated with work-life conflict and work stress. In addition, work stress as an intervening variable positively and significantly impacts kinship amid work-life conflict and turnover intention. The teaching employees like to stay in their institutions if there is no work stress. The main concern is not only reducing the work stress of teaching employees but also reforming the quality and level (of work), so they can have less work-life conflict, thus reducing turnover intentions. To dwindle job-related stressors and work-life conflict among employees, various family-friendly benefits and job stress management policies may provide the benefits. This study enhances the understanding of work-life conflicts and work stress. Further, it also has taken into account some antecedents of work-life conflict and work stress, which will aid researchers and academicians in comprehending their impact on turnover intention. The current study has discussed limitations and future directions.

Keywords: Work-life conflict, Work stress, Turnover intention, Teaching employees, Private higher education institutions

[Sustainable Development Goals: Reduced Inequalities, Good Health and Wellbeing, Decent Work and Economic Growth]

The Effects of Social Media Networking on the Academic Performances of Students

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569 views

Somantri Manap1, Sumarsih2, Asti P. Kartiwi3, Lilis Karwati4

1Department of Educational Administration, Faculty of Training and Teacher Education, Universitas Bengkulu. ORCID: 0000-0002-5636-2137. Email: manapsomantris@gmail.com. Corresponding author

2Department of Educational Administration, Faculty of Training and Teacher Education, Universitas Bengkulu. ORCID: 0000-0002-1709-1987. Email: ssumarsih282@gmail.com

3Department of Educational Administration, Faculty of Training and Teacher Education, Universitas Bengkulu. ORCID: 0000-0001-8927-8153. Email: astipartiwi@outlook.com

4Program of Community Education, Faculty of Teacher Training and Education, Universitas Siliwangi. ORCID: 0000-0001-6304-3137. Email: lliliskarwati@gmail.com

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.23
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Abstract

While there are more subtle functional contrasts between current cell phones and exemplary PCs, one distinction is still there: cells are almost consistently with you and allow you to interface with different administrations and organizations at practically anytime and any place. Present-day young people, who are oftentimes alluded to be “advanced locals” or “Homo Zappiens” because of their ability to all the while interacting with different enlightening channels, are being depicted as evolving. All in all, advanced youngsters are multitaskers. Undergraduates and postgraduates are supposedly the quickest adopters of wireless innovation, as per the reports taken in Indonesian Colleges and Universities. Moreover, new information recommends that incessant utilization of mobile phones might adversely affect youngsters’ well-being and conduct. In this way, utilizing an enormous example of undergraduate and postgraduate students in Indonesia (N = 298) and messaging (N = 298), we investigated the impacts of mobile phone use overall (N = 298) and messaging (N = 298). It was anticipated that nervousness and Scholastic Execution (GPA) would go about as go-between in the relationship. Two distinct way models showed that the messaging and mobile phone use models fit the information well in general. Thusly, GPA was well associated with SWL while tension was antagonistically connected with SWL. PDA use and messaging were adversely connected with GPA and emphatically connected with uneasiness. These outcomes add to the conversation around the utilization of phones by undergraduates and postgraduates and how this utilization might adversely affect learning, emotional wellness, and abstract prosperity or joy.

Keywords: Mobile phone, Facebook, Academic performances, GPA, Anxiety

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Analyzing the Factors of College Life Adaptation and Dropout: A South Korean Context

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424 views

Eun Joo Kim
Professor, Faculty of Liberal Arts, Eulji University, Gyeonggi-do, Republic of Korea. ORCID: 0000-0002-8786-3356. Email: kej70@eulji.ac.kr

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.33
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Abstract

This study analyzed the difference in the probability of dropping out by gender and department to identify the variables influencing the likelihood of dropping out of college students. Moreover, the following factors were primarily investigated among various causes of college student dropout: academic integrity, social integrity, emotional stability, career identity, college education satisfaction, educational service satisfaction, relationship with professors, economic stability, family emotional support, academic continuity, and stability. The data analysis was carried out for one month, from October to November 2021, for students enrolled in a four-year E institution in Gyeonggi-do. Data collection was conducted through an online survey. The effective sample number of students used in this study was 771. As a measurement tool, the college life adaptability test tool was used, and the analysis methods were cross-analysis, correlation analysis, independent-sample t-test, and logistic regression analysis. As a result of the study, the probability of dropout was higher for male students than for female students by gender, and the physical therapy department had a relatively high dropout probability compared to other departments. In addition, a negative correlation was discovered in both the sub-factors of dropout possibility and college life adaptability, and the difference in college life adaptability according to dropout possibility showed that the group with the possibility of the dropout was the group without the possibility of dropout. In comparison, the level of adaptability to college life was found to be low. Moreover, college education satisfaction and education service satisfaction were found as sub-factors of college life adaptability that predicted the possibility of dropout. The results of this study imply that the causes of college dropouts should be investigated at the institutional and government levels, not only at the individual level.

Keywords: Dropout, College life adaptability, College students

Factors Influencing Research Productivity among the Academic Staff: A Case Study at the University of Social Sciences and Humanities, Vietnam

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535 views

Bui Ha Phuong1, Duong Thi Phuong Chi1, Duong Minh Quang1, Bui Ngoc Quang1 & Bui Thi Thanh Dieu2

1University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City, Viet Nam.

2University of Khanh Hoa, Khanh Hoa Province, Viet Nam

Corresponding email: buihaphuong81@hcmussh.edu.vn

Rupkatha Journal, Vol. 14, Issue 3, September-October 2022, Pages 1–13. https://doi.org/10.21659/rupkatha.v14n3.21

First published: October 24, 2022 | Area: Higher Education| License: CC BY-NC 4.0

(This article is published under Volume 14, Number 3, 2022)
Abstract Full-Text PDF Cite
Factors Influencing Research Productivity among the Academic Staff: A Case Study at the University of Social Sciences and Humanities, Vietnam

Abstract

Vietnamese universities expect faculty to become more effective not only in teaching but also in research coordinating activities. However, there are some obstacles to research productivity, thus causing a low level of research outcomes. This study aims to explore the impact of institutional factors as well as personal career development factors on the research productivity of academic staff at the University of Social Sciences and Humanities (Vietnam National University, Ho Chi Minh City). The analysis was conducted on a sample of 245 academic staff. Although respondents understood the importance of undertaking research and had a good attitude towards research, their research productivity was significantly affected by research experience, language barriers, and time spent on research. In addition, the research results clarified that the main factors that reduced the research productivity of academic staff were heavy teaching duties, lack of scholarly resources, and insufficient research funding. Furthermore, respondents emphasized that if they had better research funding, and regularly participated in academic meetings, they would have high research motivation which would ultimately increase their research productivity. The findings contribute to our understanding of research productivity in Vietnamese universities, which is useful for educational leaders.

Keywords: Research productivity, Research work, Academic staff, Vietnamese universities

A Survey of Using YouTube as Supplementary Material with University English Language Learners in Vietnam: A Replication Study

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432 views

Pham Minh Huy1, John R. Baker2 & Nhi Khanh Tran3

1 Creative Language Center, Ton Duc Thang University, Ho Chi Minh City, Vietnam. Email: tg_phamminhhuy@tdtu.edu.vn. https://orcid.org/0000-0002-7174-3392

2Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam. Email: drjohnrbaker@tdtu.edu.vn. https://orcid.org/0000-0003-3379

3 Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam. Email: trankhanhnhi@tdtu.edu.vn. https://orcid.org/0000-0002-4833-8073

Volume 13, Number 4, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n4.58 

Abstract

There is a growing body of international literature that has shown positive student perceptions of using YouTube as a source of supplementary teaching and learning material. The literature further shows that YouTube use in Vietnamese educational settings is growing. However, empirical investigations in this region are lacking. As such, the question arises whether international studies’ results may be generalizable to this context. However, no replication studies have been undertaken to explore this. This mixed-methods external approximate replication of the seminal work in this field (Kelsen, 2009) was conducted to address this gap. The triangulated results (descriptive statistics, inferential statistics, qualitative interpretation) demonstrated that the current study showed markedly more positive perceptions than the initial study. Following this, it is suggested that, while the initial study is historically important, generalizability may not be transferable to the current Vietnamese context. It is further suggested the current study’s results are employed as a reference for this context and a starting point for future investigations and discussions. The results’ relevancy to the broader Asian context and suggestions for further study are also discussed.

Keywords: YouTube, EFL, ESL, ELL, language learning, Z Generation, ICT, Replication, Kelsen, Supplementary resources

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