Entrepreneurship is a process of creating realizing values for entrepreneurs. The entrepreneurial activities play quite important roles in promoting economic and social development. While the development of entrepreneurship in Malaysia and Nigeria is growing very fast, there have been few studies on entrepreneurship and the factors that influence intentions to become entrepreneurs. In the field of entrepreneurial research, the motivation factors which lead people to leave their comfort zone, take financial risks, abandon their high-income jobs to pursue their own business is always an interesting topic. For these reasons, in recent decades, the problems of entrepreneurship have become a focus for many scholars and policy makers. This paper examines the attributes that influences entrepreneurship intention in Malaysia and Nigeria. Data were collected from universities of the two countries. This study applies a quantitative approach with statistical techniques using descriptive statistics. The output of this study is expected to significantly contribute to business owners as well as decision makers.
The aim of the current research is to identify (the effectiveness of the training program based on active learning strategies among students of the College of Basic Education and their logical thinking, and to achieve the goal of the research, the experimental design with partial control was used for two equivalent groups, one experimental and the other a control. The research sample was chosen randomly from the research community and the number of the sample was selected) 80) male and female students, where the training program was applied to the members of the experimental group after the researcher built and prepared it by reviewing the studies and special resources in building programs as well as the literature on active learning and its strategies, as well as building and preparing the test for logical thinking, Where it was applied to all the research sample after the completion of the training program on the experimental group, which was for a period of (12) weeks in the first semester of the year (2019-2020), and the researcher reached a set of results through which conclusions, recommendations and proposals that feed the field were drawn Educational information that helps the development of the educational progress process.
This paper described the different classroom assessment strategies, determined the extent of implementation of feedback and tested the differences between respondentsclassification group on the feedback practicesimplemented by the College Instructors on the class performance of their students.It made used of quantitative-descriptive and cross-sectional research design. The data were provided by 51 Instructors chosen systematically and 312 IT students selected through stratified sampling. The findingsreported that the instructors have always practiced the giving of class recitation, seatwork and teacher-made quiz in which these were confirmed by their students’ responses.After these assessments were evaluated, the Instructors have always provided feedback as they promptly return the papers of their students to correct major issues or misconceptions and to serve as guide for students on where to go next and what to focus on. Further, they too provide feedback orally to the whole class when there is so much information for them to read. Moreover, the Instructors regardless of employment status and subject taught have the same feedback practices despite that not all of them have earned Education units. This best practices of the Instructors in using different assessment strategies and the provision of feedback have contributed to the academic achievement of the students as this will guide not only them but more so their students, on what to improve and focus on. Among all the factors for an effective feedback, timeliness has always been practiced by all the IT Instructors.However, the extent of implementation of giving feedback practiced by Non-major Instructors as assessed by students and self-rating of Non-major Instructors, and the evaluation of the feedback practices made the Non-major and major Instructors are statistically significant.Hence, a deeper investigation is needed to confirm the present finding as regards the differences on the implementation of feedback by the Major and Non-major Subject Instructors in Information Technology.
This research aims to find the guidelines for developing the restaurant businesses providing online food delivery services in Muang District, Khon Kaen Province, Thailand. Qualitative research was utilized to conduct the research. There were two techniques: namely, Documentary research and In-depth interviews (IDI) with seventeen key informants with at least five years of business experience. The study found that 9 M (Man, Money, Materials, Management, Morale, Message, Marketing, Menu, and Mindset) led to the business-critical successes. Place or distribution channel was an important factor for service marketing mixed factors. The finding showed three service innovations: 1) New service concepts, 2) New service processes, and 3) New service business models for the guidelines to develop restaurant businesses providing online food delivery services.
This research aims to describe the quality of critical thinking skill test of fluid mechanics material in senior high schools in Makassar City. The emphasis is the content validity aspect, the characteristics of each item for the One-Parameter Logistic (1PL) model, the Two-Parameter Logistic (2PL) model, dan the Three-Parameter Logistic (3PL) model. It is a descriptive quantitative research with the subject of all student responses to the critical thinking skills test of fluid mechanics material at senior high schools in Makassar City. There were 726 student responses. The data were collected online by google form and analyzed by using descriptive quantitative technique. The results showed that the critical thinking skill test of fluid mechanics material had fulfilled the content validity. Analysis of the quality of CTS test items showed that the models of 1PL, 2PL, and 3PL were all consistent, showing that the test items were mostly able to discriminate the high abilitytestees from the low abilitytestees. Of the three logistic model approaches used to estimate the parameters of item difficulty level, item discrimination, and guess factor, the 3PL model is better than the other twomodels.
