THE RELATIONSHIP BETWEEN CLASSROOM PARTICIPATION AND DIGITAL LITERACY OF LOGISTICS MAJORING STUDENTS IN LINYI UNIVERSITY
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The objectives of this research were 1) to study classroom participation of logistics majoring students in Linyi University; 2) to study digital literacy of logistics majoring students in Linyi University.; and 3) to study the relationship between classroom participation and digital literacy of logistics majoring students in Linyi University. This study adopts a quantitative method to explore the relationship between integrated teaching strategies and students' comprehensive ability. The accidental random sampling was 210 students of logistics majoring at Linyi University, selected according to Krejcie and Morgan table (1970). The research instrument was a self-designed questionnaire. The statistics used were frequency, percentage, mean, standard deviation, and Pearson product moment correlation coefficient.
The research results were:
- Classroom participation of logistics majoring students in Linyi University in 3 aspects was at a high level ( =3.63, S.D.= 0.90). Considering the results of these 3 research aspects were as follows: the highest rank was "emotional engagement", indicates a high level ( =3.69, S.D.=0.94). Followed by "cognitive engagement" ( =3.62, S.D.=0.88), whereas "behavioral engagement" was the lowest rank ( =3.58, S.D.=0.87).
- Digital literacy of logistics majoring students in Linyi University in 5 aspects was at a high level ( =3.66, S.D.=0.90). Considering the results of these 5 research aspects were as follows: the highest rank was "digital communication and collaboration", indicates a high level ( =3.70, S.D.=0.89). Followed by "information literacy" ( =3.67, S.D.=0.91), whereas "digital content creation" was the lowest rank ( =3.63, S.D.=0.90).
- It was found that the correlation between classroom participation and digital literacy has a positive correlation at the high level with statistical significance level at .01 (r=0.94**).
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