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ADAMS PROJECT

Peer Review of "Investigating the Relationship between Digital Literacy and Academic Performance"

Industry

Academic Publishing

Company

Journal of Technical Education and Training (JTET)

Completion

November 14, 2023

Ensuring Quality and Rigor in TVET Research

This project involved a comprehensive peer review of a manuscript submitted to the Journal of Technical Education and Training (JTET). The review aimed to evaluate the quality, validity, and significance of the research on the relationship between digital literacy and academic performance among TVET students. The feedback provided is intended to guide the authors in improving their manuscript and contribute to the advancement of knowledge in the field of TVET.
Data Details
The data reviewed consisted of a full manuscript submitted by the authors, including: Abstract, Introduction, Literature Review, Methodology, Results, Discussion and Conclusion, References
The Problem
The peer review process addresses the critical need to ensure that published research meets high standards of rigor, clarity, and relevance to the field of TVET. This particular manuscript presented findings on a crucial topic (digital literacy in TVET) and required careful evaluation to ensure its contribution to the body of knowledge.
The Solution
The review was conducted using the JTET Reviewer Form 2020/4, which provides a structured framework for assessing various aspects of the manuscript, including: Importance and originality of the topic. Clarity of research goals and objectives. Adequacy of research methods. Interpretation and presentation of results. Implications for TVET practice and policy. Writing quality and clarity
Showcase
No items found.
Insight

The review identified both strengths and weaknesses in the manuscript. While the study addressed a relevant topic and employed appropriate methodology, concerns were raised regarding the sample size, lack of detailed description of digital literacy skills assessed, and the need to explore other factors influencing academic performance.

Recommendation

The review recommended revisions to the manuscript, including: Increasing the sample size to enhance generalizability. Providing a more comprehensive description of the digital literacy skills measured. Considering a longitudinal study design to assess long-term impacts. Exploring additional factors that may contribute to academic performance. Offering specific recommendations for educators and policymakers on integrating digital literacy into TVET curricula.

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