Preparing an Annotated Bibliography Lai, I. K. W. , & Lam, F. K. S. (2010). Perception of various performance criteria by stakeholders in the construction sector Hong Kong. Construction Management & Economics, 28, 377-391. doi:10. 1080/01446190903521515 Ivan Lai from Macau University of Science and Technology, Macau and Frankie Lam from University of South Australia, Adelaide used a research model based on nine performance benchmarks and their corresponding performances.

The intent of this research is to analyze the participants concern about the significance of perceived performance criteria and their relevant performance results in a construction project. The data of total 324 practitioners who were engaged in construction projects in Hong Kong were compiled The following five hypotheses were developed based on their research i. e. he levels of emphasis of the performance criteria may be varied; levels of importance of the performance criteria may differ with respect to their performance outcomes; different participant capacities in a construction project may have different opinions on the identical performance; different kinds of construction projects may demand different types of performance; and lastly employees in different practical roles may have different opinions on performance. This research is established upon nine specific performance criteria i. . profit, time, no claims or contractual disputes, job satisfaction, quality, safety, environment, creation of innovative ideas, and efficiency. Common participants in construction field called stake holders include consulting firms, contractors, government departments and private enterprises. To gather requisite information, a questionnaire is compiled to obtain information from people engaged with partnering projects in Hong Kong. The data was evaluated using one way analysis of variance (ANOVA) and repeated measures ANOVA.

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Their findings signify that timely fulfillment of project is the most valuable performance criterion, followed by profit, environmental protection, quality, safety, effectiveness, no claims or contractual disputes, job satisfaction, and lastly creation of innovative ideas. Their research only supported three hypotheses issuing differences in the apprehension of performances of different practitioners in construction projects, different project kinds, and different practical roles in the partnering companies.

These findings have been backed by Soetanto, Proverbs and Holt (2001), revealing deviations in the level of importance that was ascribed to differing performance criteria. In conclusion, Lai and Lam research clearly shows that people have different kinds of approach as far as criteria are concerned to measure their performance. Kozub, R. M. 2010. An anova analysis of the relationships between business students’ learning styles and effectiveness of web based instructions. American Journal of Business Education, 3, 89-98 Dr.

Robert Kozub, an associate professor in the University of Wisconsin-Milwaukee, administered an analysis by using a sample of 159 Taxes and Personal Finance undergraduate students to examine the likely learning performance of students under web based usage. Dr. Kozub adopted four learning styles as determined by Kolb’s Learning Styles Inventory (LSI-IIa) and characterized them as Accommodator, Diverger, Converger, and Assimilator. He also used two web inserted instruction modules namely, text version and enhanced version with multimedia components.

Of the 159 participants, 81 participants concluded in favor of the text version while the other 78 favoring the enhanced version. The success of these learning modules was appraised by three online tests given to the participants during a semester. The participants’ responses to the online modules were measured through eight question Likert-type scale with questions concerning the acceptability of the program under the scale of 1 (did not like) to 4 (liked very much).

The information gathered was evaluated by means of a program called A 2 which is a sort of online module and A 4, which is a learning style analysis of variance. In his findings, Dr. Kozub discerned that there was no compelling difference in the attitude of students who used the text version in contrast to the enhanced version. He also uncovered that there was no indicative relationship between multimedia animations and student performances.

There was found a noticeable correlation between online test score and liking score, implying that the participants with higher scores on their online test had immense liking scores. The students who were affiliated with the enhanced version took a smaller amount of time to complete their module compared to those who took the text version. Dr. Kozub also found that there was no radical disparity in the students’ learning styles and their performance in the test scores because learning styles are not connected to the intellectual aptitude of students and therefore do not serve as a means for acumen.

He lastly concluded that framing web based instructional programs to appeal each student is not essential to augment their achievement. The use of multimedia for the learning enrichment has a sparse effect on students’ performance and liking of the web based instructions. Dr. Kozub findings are supported by Aragon, Johnson, and Shaik (2002) in which they found that students can learn identically well in either format, regardless of learning style. References Aragon, S. R. Johnson, S. D. , & Shaik, N. (2002). The influence of learning style preferences on student success in online versus face-to-face environments. American Journal of Distance Education, 16, 227-244. Soetanto, R. , Proverbs, D. G. , & Holt, G. D. (2001). Achieving quality construction projects based on harmonious working relationships-clients’ and architects’ perceptions of contractor performance. Institutional Journal of Quality & Reliability Management, 18, 528-548.