E-Wom, E-Trust dan Keluarga serta Pengaruhnya Terhadap Keputusan Pembelian Online Generasi Z Di Kota Pekanbaru

This research aims to identify the influence of e-wom, e-trust and family on online purchasing decisions of generation Z in the city of Pekanbaru. This research involved 120 people belonging to generation Z. Samples were taken using a purposive random sampling technique. Data was obtained through distributing questionnaires whose validity and reliability had previously been tested.  To test the hypothesis, multiple linear regression analysis, partial significance test (t test) and simultaneous significance test (f test) and determinant coefficient test were carried out. The results of data processing show that simultaneously e-WOM, e-trust and family have a significant influence on online purchasing decisions, but partially only the e-WOM and e-trust variables have a significant influence while the family variable does not have a significant influence on the Z generation's online purchasing decisions  in the city of Pekanbaru.  

A Study of Formative Assessment Strategies in the Teaching of Mathematics in a Private Primary School in Karachi, Pakistan

Assessment is an indispensable component in any learning institution, be it formal or informal. Without assessment it is hard to know the strengths and weaknesses of both teachers and students in teaching and learning. The ultimate aim of any institution of learning is progress and it cannot be attained unless there is assessment. However, not all forms of assessment can bring about progress. Improvement in the teaching-learning process for the benefit of both teachers and students is always at the centre of formative assessment (Black &Wiliam, 1998). I designed this study to develop an in-depth understanding into the use of formative assessment strategies in the teaching of mathematics. This study took place in a private primary school in Karachi, Pakistan. It was conducted in classes four and five. I used a qualitative design of research, in which classroom lesson observations, post observation conferences, interviews and review of documents served as tools of data collection. Research participants were mainly teachers and students. I also got supplementary information from the head teacher to have a holistic picture of the whole study with regard to assessment practices in the school. The findings revealed that there were a number formative assessment strategies used in the teaching of mathematics at the time of the study. The assessment strategies that were being used at the time of data collection were: questioning, marking and feedback, review of the previous work, and end-of topic tests. It was also found that there were facilitating and constraining factors that affected the use of formative assessment. I conclude with recommendations for the school administrators and teachers of the school in which the study was conducted. I also propose further studies in the same area of research community, with special focus in developing countries to see how effectively formative assessment can be applied.