This paper explores different approaches for developing skills in economics in schools. It considers the differentpreferred learning styles of students through the VARK method and applies a contextual learning approach to engagestudents and develop skills. The key skills that are considered are literacy, numeracy, information andcommunication technology, and critical and creative thinking. Graduate surveys and undergraduate student feedbackare used to demonstrate the success of this approach, as it was applied at a university in Sydney, Australia.
The purpose of this research was to study factors affecting stress of online learning due to the COVID-19 situation at the Faculty of Education, Thailand National Sport University Chonburi Campus, and to create equations to predict the stress of students. The samples consisted of 280 students in the Faculty of Education, Thailand National Sport University Chonburi Campus. The research instruments were the Suanprung Stress Test and a questionnaire gauging emotional and mental status, perceived severity of stress, opportunity for risk of stress, perceived usefulness of stress management, university policies that promote stress management, environment, and social support. The data were analyzed in terms of frequency, percentage, mean, standard deviation and Stepwise Multiple Regression Analysis. The results indicated that 1) study stress levels during the COVID-19 situation were at a moderate level: subjects had a mild level of stress 8.93 percent, moderate level of stress 56.78 percent, high level of stress 33.93 percent and severe level of stress 0.36 percent; 2) The subjects’ emotional and mental well-being, perceived severity of stress, perceived usefulness of stress management, University policies that promote stress management, environment, social support were at a high level, and Opportunity for risk of stress moderate level. 3) The factors that related to the stress of online learning due to the COVID-19 situation comprised were 4 variables: achievement perceived usefulness of stress management, opportunity for risk of stress, university policies that promote stress management, and social support. There was a statistically significantly difference at the 0.1 level. These 4 factors could predict the Stress about percentage of 70.50. The significantly predicted equations were as follows: In term of raw scores: Y/ = 75.425 + (-5.180) (X4) + 3.816 (X3) + (-3.465) (X5) + (-2.689) (X7) In term of standard scores: Z / Y = (-0.324) (Z X 4) + 0.280 (Z X 3) + (-0.225) (Z X3) + (-0.165) Z X 7)
The global Covid-19 pandemic has changed the established approaches and methods of the educational space. The education system was forced to obey the requirements and regulations implemented by the authorities to prevent spreading infectious diseases. Therefore, the evaluation of the training of humanitarian specialists requires thorough study and analysis. The study aims to consider the components of hybrid education within humanitarian education; to establish students' assessment of hybrid education. The research methodology is based on an integrated approach—the method of pedagogical experiment, statistical methods, and descriptive methods allowed to form an empirical basis. The hypothesis of the study lies in the fact that adaptation to hybrid learning involves the use of digital technologies. They include software, educational platforms, social networks, and tools for non-formal humanitarian education. However, education still requires full-time education and practical experience, which is challenging to obtain virtually. The result of the study determines the effectiveness of hybrid forms of learning using the capabilities of digital technologies for the training of a specialist in the humanities. The study involves: conducting experiments to solve the problem of training humanitarian specialists in the era of the pandemic and researching the right balance between studying at university and home. The primary purpose of such training is to maintain readiness for professional activities, reduce stress among students and teachers, and avoid professional combustion, which has become a fundamental problem of training during a pandemic. The study results made it possible to note that the majority of surveyed students have a positive attitude to the new conditions and methods of organizing the educational process. At the same time, students recognized the advantage of non-formal education. The article proved that the main problem of the implemented education systems for students was the lack of possibility of personal communication "student-student" and "student-teacher". A comparative description of forms of education (classical and hybrid) is provided. The main problem that is not solved by the introduction of hybrid education is the ineffective use of academic support, which is basic for humanitarian specialties. Based on the survey, a decreasing-increasing trend in the attendance of classes according to the mixed form of education was revealed, and the intensity of attendance increases before the final control of knowledge.
This research was a the students’ motivation in learning English by using zoom platform during covid-19 pandemic. During covid-19, all teaching and learning process have been conducted from offline to online methods. The increasing of using the media in learning process such as android become a new phenomena, but the motivation of students in learning become less since the teachers did not meet and face-to-face with the students in the learning process. Because this study investigates students' motivation in English online learning via the Zoom app based on their experiences, a qualitative technique was chosen as an appropriate approach and descriptive research was conducted. In this research, the source of data was taken from primary source data. The primary source data was the data which the researchers took data of this research directly in the field of the problem’s concern, namely in grade X MIA 2 of SMA Negeri 5 Pematangsiantar. The findings of this study are provided descriptively in order to provide a thorough picture of students' motivation. According to the data analysis offered, kids had two motivations: extrinsic motivation, which consists of a person's point of view and attitude, and extrinsic motivation, which consists of parents, school facilities, and teachers.
The objectives of this research were: 1. to develop a teaching model of physical education after the COVID-19 situation based on the concept of proactive learning in combination with digital technology media; 2. to compare the students' proactive learning behavior with digital technology media between the experimental group and the control group 3. Assess the students' higher thinking between the experimental group and the control group 4. Assess the satisfaction of students who manage learning by using a proactive learning management model and digital technology media. Affecting the effect of using the model the sample group used in the interview research there were 5 professors of the Faculty of Education and 15 students. The sample group that used the model to teach students was 30 students, divided into an experimental group of 15, and students trained by students of 300 people, a control group of 15 and students who were trained. 300 teaching students by random sampling. Tools include Document analysis record form interview questions Questionnaire on learning management conditions Program to develop faculty members to measure readiness in learning management Learning Behavior Assessment and Learning Satisfaction Questionnaire Qualitative data were analyzed by content analysis. Quantitative data analysis using basic statistics such as percentage, mean, standard deviation variance the differences between the mean were compared using the covariance analysis (ANCOVA) t-test statistic and the efficiency was analyzed. Process/efficiency of results. The results showed that 1. Physical education teaching style in the situation of COVID-19 Based on the concept of proactive learning with digital technology media there are 6 steps in learning management (PODARE). 2. Comparison of proactive learning behavior with digital technology media the experimental group was significantly higher than the control group at the .01 level. 3. The results of the assessment of advanced thinking of the experimental group of students who received learning management according to the proactive learning management model with digital technology media. Have a good high thinking score. Accounted for 43.83% 4. The results of the satisfaction assessment of the students who participated in the development of the model were of the opinion that the model made the students more clear and clear about proactive learning management with digital technology media. When students change the way they organize learning and activities in the classroom change, students change their learning behavior. Make students have more participation behavior in class
The response to COVID-19 created a need to evaluate options and develop innovative solutions to assure students progressed towards graduation. Creating both a Community Pharmacy APPE Test-Out Option and a Virtual Community Pharmacy APPE was a positive experience which provided a vital resource for students who were unable to complete the traditional Community Pharmacy APPE due to the pandemic. This solution provided a unique opportunity to utilize the combined expertise of faculty to tailor the Community Pharmacy APPE based on the individual student’s previous experience and educational needs and meet both ACPE and graduation requirements. Further development of this option could prove useful as we move forward in these unprecedented times.
The COVID-19 pandemic and lockdown disrupted every human endeavour including the world of medical education, halting pre-clinical and clinical trainings as well as graduation of physicians for the healthcare workforce thus posing a double jeopardy at a time of dire need for increased healthcare personnel. The adaptability and preparedness of training curricula for emergencies such as natural and man-made disasters ultimately determine the degree of disruption in medical education. This study explored students’ insights on the efficacy and suitability of two curriculum pathways before and during the COVID-19 pandemic. This is a descriptive, cross-sectional study conducted between 2020 and 2021 in a public medical school using 102-item questionnaire administered online to 300 medical and dental students exposed to different training curricula- a “Traditional Curriculum”, and a new “SPICCES Curriculum” that emphasizes student-centred designs. The questionnaire response rate was 93.3% comprising 55.7% and 44.3% female and male respondents, and 78.6% and 21.4% medical and dental students respectively with a mean age of 22.1 ± 2.39 years (range: 18-33 years). A total of 65.4% and 34.6% respondents were on the SPICCES and Traditional curriculum pathways respectively. More respondents in the SPICCES curriculum compared with the traditional curriculum track (70.5% vs 52.6%; χ2 = 8.862, p = 0.003, φ = -0.178) had favourable perspectives on the relevance of their program and the overall quality of the curriculum in preparing them to be rounded physicians for the 21st-century (59.0% vs 27.8%). Approximately 47.0% and 33.0% (χ2 = 3.990, p = 0.046, φ = -0.119) respondents in dentistry and medicine respectively had unfavourable perception about the relevance of the SPICCES curriculum. Findings in this study echo the need for student-centred curriculum designs and conducive educational environments that are resilient to emerging and established threats to educational pedagogy and programs. The study highlights the need for programs that support social and extracurricular activities for students.
It is crucial to investigate adaptability in the context of COVID-19, as evidence suggests that difficulties posed by adaptability can be exacerbated during times of crisis. International students encounter additional pressures during this period, which might impair their capacity to stay and prosper in a new place. In light of this context, the purpose of this study is to examine the factors that contribute to the adaptability of international university students in Malaysia, namely the academic system, acculturation, and social support. A cross-sectional research design was used, and the research instruments were adapted from a number of previous studies. A total of one hundred thirty online questionnaires were filled out by international students in Malaysia. The research hypotheses were evaluated using SPSS Version 27.0. All predictors were found to have a statistically significant and positive effect on the adaptability of international students. This research aims to shed light on educational management strategies for addressing the adaptability challenges faced by most international students within COVID-19 by illuminating the key drivers that influence adaptability.
The problem of teaching mathematics in modern Ukrainian schools is general, but it has become more difficult for students with a non-mathematical background. Despite numerous studies of this problem, no specific recommendations have been made. Therefore, to develop and implement an experimental method of teaching mathematics aimed at activating the cognitive activity of non-mathematical specialties pupils. The goal was solved by conducting a questionnaire among students and teachers, which allowed us to reveal and deepen the aspects of the specified problem. Two groups were created: experimental and control. The experimental group studied according to the new model of education, and the control group - according to traditional methods of teaching mathematics. The study revealed a complex of interrelated problems, both for teachers and students. Among the problems, the lack of motivational mechanisms and a complex pedagogical approach to explaining mathematics and the limited amount of teaching mathematics to students with a non-mathematical background are of primary importance. The results of the study indicate the need to introduce the specifics of conducting classes, which would focus on understanding the subject through imaginative thinking. The need to develop textbooks and manuals, which would focus on a more in-depth and understandable teaching of the subject with exercises and tasks for humanitarian areas, has been proven. At the same time, such measures became urgent due to the introduction of quarantine measures of the Covid-2019 pandemic.
The unprecedented outbreak of Covid-19 and the suspension of classes while continuing teaching created disruption and a situation that added considerable stress not only to the management of technical and vocational institutions but also to teachers, trainers and students and their ability to cope with the situation. The shift to online teaching platforms rather than face-to-face learning caused emotional and physical consequences that affect the ability of teachers and trainers to achieve course objectives. This paper identifies and examines the emotional and physical consequences resulting from the use of online teaching platforms on teachers, trainers and students, in addition to examining the quality of online teaching platforms in achieving course objectives. The research involves designing, testing, and distributing questionnaires to a sample of teachers, trainers, and students as well as meeting with the Dean of the College of Technological Studies. The findings of this research revealed that teachers and trainers are more vulnerable to stress, and this can have a significant effect on teachers and trainers psychological and physical health and triggers emotional and physical consequences. In respect to students’ perception towards the effectiveness of applying online teaching platforms, the majority of students were disagreed that online teaching platforms helped in gaining the required skills, understanding cases studies and understanding the course topics. Thus, the management of the College of Technological Studies must ensure that teachers and trainers are well equipped with the required knowledge, skills and attitudes to overcome and/or reduce the consequences resulting from the use of online teaching platforms.
The aim of this study was to propose alternative approaches to clinical practice that would be effective substitutes for traditional clinical practice at the bedside of patients during a pandemic. For this purpose, an alternative approach and a method of determining the effectiveness of its use in medical educational institutions were developed through the method of synthesis. The level of medical competencies acquired during clinical practice was also assessed. The effectiveness of the proposed alternative approach is determined through the Pearson’s chi-squared test and Cohen’s coefficient. This study showed that the distance learning can be introduced through the methods that will allow medical students to acquire the clinical skills needed to perform their professional duties. In particular, video discussions of specific clinical cases, viewing videos of clinical procedures, interviews with a virtual patient, video conferencing, electronic testing, etc. are effective. They allow students to acquire the skills and abilities to conduct a survey of patients, their physical examination, prescription of additional examinations, interpretation of the results, performing clinical procedures, making medical records and more. The results of this study suggest that clinical practice can be realized remotely, if necessary. And the proposed alternative approach to clinical practice allows students to develop the necessary clinical competencies for future professional activities. This study revealed the need for further research to develop methods for assessing the clinical competencies of medical students.
The Covid-19 outbreak has not only changed the economic, social, and educational systems but has also affected the psychology of students. This study aimed to explore the form of self-control counseling for students through Al-Islam and Kemuhammadiyahan during Covid-19. This study is important considering AIK as a compulsory curriculum in Muhammadiyah schools and colleges to form students cognitively and form an emotionally and spiritually mature generation. This study was designed with a qualitative approach with data sources namely AIK teachers and students through purposive sampling. Based on the results, first, AIK material has the power to provide counseling to students in situations faced with life problems. Second, self-control counseling through AIK provides strength and emotional maturity for students to accept God's provisions. Third, the forms of self-control counseling provided to students during the Covid-19 period are in the form of personal counseling, worship counseling, study counseling, and organizational counseling.
The Coronavirus pandemic (COVID-19) has caused countries to resort to using distance education, as the study tried to uncover the factors that affect in the achievement of universal courses objective by using distance education during (COVID-19) pandemic. The researchers used the relational descriptive Methodology through the questionnaire Instrument. The questionnaire consisted of (24) items distributed on (6) factors (Effectiveness of Students, Effectiveness of faculty members, Methods of Distance Teaching, Motivation of Students, Availability of facilities and Achieving of course objectives). The study sample consisted of (1320) students from university colleges in Jordan, which were chosen by the Available sample method. The appropriate statistical analysis represented by the path analysis was found through the IBM SPSS Statistics. The results of the study showed the validity of the study hypotheses and that the specific factors (Effectiveness of Students, Effectiveness of faculty members, Methods of Distance Teaching, Motivation of Students and Availability of facilities) affect the Achieving of course objectives. According to the results of the research, the researchers recommended concerned universities in taking the factors found in the study to improve the effectiveness of distance education. Where the research contributes to supporting e-learning by developing it as a method of distance education and identifying the most important factors that affect its achievement of the objectives of the courses, especially in countries where the use of e-learning is considered a preliminary experience due to the Corona pandemic, which has not happened previously, and the state did not resort Jordanian to rely on him previously.
This study explores how teachers' communities of practice facilitated the transition to emergency remote teaching after school closures in South Korea during the coronavirus disease 2019 (COVID-19) pandemic. We also investigate whether and how teachers’ online education experiences in times of crisis continue to influence face-to-face teaching practices. We first conducted a literature review on teachers building communities of practice to cope with the pandemic and their execution of emergency remote teaching with collective professionalism. Five experienced teachers from elementary and middle schools participated in a semi-structured interview to share their experiences since the outbreak of COVID-19 until Spring 2022. We found that in response to significant pandemic-related challenges, teachers rapidly adapted to the digital educational environment, with assistance from their peers, through online and offline learning communities. Moreover, teachers’ online education experiences have contributed to innovative teaching practices with technological integration. We present the implications for teacher education research and practice in the post-COVID-19 era.
National organizations in the United States issued policy proposals for returning to school during the COVID-19 pandemic. A qualitative review, using the constant comparison model, examined six policies from different organizations. The policies operate on the notion of a progressive curriculum, with the values of equity, access, and adaptations driving the planning process. There are five variables national policies utilize to operationalize the progressive curriculum and values: organizing, staffing, scheduling, envisioning, and vulnerabilities. A case study using an individual school district examined the impact on learning within the framework of the policies. Recommendations to improve online and remote learning follow.
Normal 0 21 false false false ES-MX X-NONE X-NONE MicrosoftInternetExplorer4 Based on the analysis of 1241 documents published in Mexico (2002-2012) concerning curriculum studies, we findthat the issue of innovation was addressed in 6 out of 10 research papers that focused on the higher education level(60.4 %). It shows an increase in empirical research, quantitative and qualitative, that accounts for the process ofimplementation of innovative curriculum models and recover the experiences of his actors. There is still apredominance of neoliberal discourse and a vertical approach in curricular reforms, the "top-down curriculum design",but there are also examples of active agency of actors (mostly teachers and students), ranging from acts of resistanceand rejection, to proactive experiences in their academic communities based on the organization of groups of teachersor researchers who took a leading role and achieved successful experiences related to the needs of their context. Thelack of a systemic change approach, and especially appropriate teacher training processes, are the main obstacle toeducational change prescribed in the curricular reforms in Mexico. In higher education are two important issues: thecompetency based education approach and the curricular flexibility. In both terms prevails polysemy, and there are noconsistent attempts to innovation through them in the sense of changing conceptions and practices in the classrooms.The competencies approach suffers a “pedagogical vacuum”, and in some curricular reforms it has tried to fill inseveral ways, primarily the adoption of business models or neo-behaviorists conceptions transferred to universities.The flexible curriculum is not only a technical issue, because of its implications in the management and administrationof universities, as well as in school practices and processes. There is evidence that the most important problems in theirimplementation concerns legal aspects, academic organization and operation, as well as by the lack of mentoring andacademic mobility of students and teachers.
Reading comprehension is the cornerstone of human development, and consequently a fundamental and indispensable tool for communication and social interaction. In recent years, the field of reading comprehension research has been tightly connected with educational neuroscience, which has produced a growing number of interventions aimed at turning theoretical ideas of neuroeducation into practical efforts applicable to the classroom. The aim of the present systematic review was to analyze the state of neuroeducational research, to identify the main characteristics of the interventions developed, and to propose suggestions on the main findings that contribute to neuroeducation research on reading comprehension. Based on the guidelines of the PRISMA method, an exhaustive search was carried out in high impact databases. The selection process yielded 13 eligible studies and they were analyzed in terms of, for instance, theoretical focus, context and participants, and main findings. Results show that these studies most frequently addressed the emotional principle of self-regulation, the importance of the social principle of neuroeducation and its impact on the development of reading comprehension skills through activity breaks, holistic environment and physical exercise, and sensory cognitive development of attention and memory skills. Despite the homogeneity of the interventions presented in these studies, they showed significant effects on reading development, displaying higher research development concerning emotional and social aspects. The present study discusses the contributions of neuroeducational classroom interventions towards the development of reading comprehension skills, offering practical recommendations for teachers.
This paper reviews Ghana’s performance in the TIMSS 2011 survey in comparison with other African and some high performing countries which participated in the TIMSS assessment. Students’ achievement in the science content areas assessed were summarized and teacher preparation constructs of teachers of the students who took part in the assessment explored with the aim of finding any possible linkage between teacher preparation and students achievement. Two set of reviews were done. First, results on
the eighth grade (JHS 2) science content achievement in biology, chemistry, physics, and earth
science for Ghana, Morocco and Tunisia were compared. The second review
compared how Ghana prepares her teachers to Finland and Singapore who were among the first five performing countries on the TIMSS 2011 assessment. Some mismatch was identified in
terms of teacher preparation and students’ achievement in the case of Ghana. Ghanaian teachers scored relatively high on most of the constructs that were measured by the TIMSS report under teacher prep
aration but these were not reflected in the students’ achievement. In view of this, it is recommended that other indicators such as classroom instruction, resources for teaching science, and school climate are
investigated with the aim of finding any other underlying factors that could account for the mismatch between Ghanaian students’ achievement on the TIMSS science assessment and teachers’ preparation.
International literature has reported that teachers present deficiencies and insecurities in teaching music; consequently, music is not taught competently and appropriately. Self-efficacy is the belief in one's ability to cope with different situations and tasks to produce achievements according to the individual's conviction. This systematic literature review aims to examine the self-efficacy of teachers who teach music within classrooms in studies conducted between the years 2011 and 2021. Articles were reviewed from the Web of Science, Scopus, and EBSCO databases, using the thematic analysis methodology and inclusion criteria, and fifteen articles were finally selected. The results indicate a clear difference in self-efficacy between specialist and non-specialist (generalist) teachers. In both cases, teachers look for different ways to teach music despite the adversities they face in their educational institutions, the low priority of the discipline within the school curriculum, and the scarce musical education they had in their teacher training. As a consequence, their level of self-efficacy is affected according to their professional and life experiences.
Education is seen as an instrument “per excellence” for effecting national development. Education is seen as a means of developing potentialities and capacity building. Any educational Curriculum that aims at developing human potentials must target at functionality. Functionality here refers to curriculum that is designed to teach students skills that will enable them function as competent and acceptable adults. Obviously, school environment is one of the most important factors that determine the success of a well designed curriculum. This study tries to give the concept of functional curriculum and school/ learning environment. It looks into the various ways the school curriculum can be made functional and responsive for human capacity development in Nigeria. The paper as well discuses what is expected of education/knowledge to pursue as we journey into the year 2020. The paper equally explains the challenges hindering the quick realization of functional curriculum that is expected to develop human capacity. The paper concludes and made recommendations on how to make the Nigerian school curriculum more functional for human capacity development.
Such recommendations includes:-
- Provision of necessary school facilities and infrastructure.
- Proper curriculum assessment and monitoring of what goes on in the education sector.
The growing digitalization that is taking place in most current societies, shaping a super-smart society - such as, for example, the aimed Society 5.0 - raises profound implications in the learning that the higher education context should foster, and which is summarized in the following question: what kind of skills should be taught and how? This perspective paper aims to analyze the centrality of soft skills in this new and unavoidable context, as well as the implications in the learning process. The results of a bibliographical search point toward the fact that, in addition to professional and scientific skills, soft skills are critical for professional and personal success, which implies a profound reformulation of the teaching processes in the overwhelming majority of higher education institutions and their actors. For this challenge to become a reality and for the success of these processes, elements such as digital literacy, sustainability and interculturality are paramount.
The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7th-grade students’ learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students’ social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.
The purpose of the present study was to find out the opinions of the 7th grade students about the cooperative learningpractices applied in the social studies course. The study was carried out for 3 weeks on the 7th grade studentsstudying at Şehit Cihan Yıldız Secondary School in Mamak District of Ankara. In this study where the survey modeland the content analysis were used together, an open-ended semi-structured question form about the cooperativelearning practices and a self-assessment scale were used for data collection. Means, standard deviations, and t-testswere used in the analysis of the quantitative data while content analysis was used in the analysis of the qualitativedata. The participants indicated that thanks to the cooperative learning practices, their interest towards andparticipation in the lessons increased; the lessons became more enjoyable; their bonds of friendship were tightened;and they helped each other so that they could be successful as a group.
This study investigates Effective School-Community Relations as a key Performance Indicator (KPI) of Secondary Schools Administrator in Aba South District, Nigeria. Descriptive survey method was adopted. All the 248 teachers made up the population and sample in a purposive sampling technique representing 100% of the entire population as sample. A two-part, 10-item, 4-point scale instrument known as ‘School-Community Relations Performance Questionnaire’ (SCRPQ) was used to generate data for answering two research questions and for testing two null hypotheses. The instrument was validated by a team of experts at the Department of Educational Management, University of Port Harcourt, Nigeria, and a reliability value of 0.82 established using Pearson’s Product Moment Correlation Co-efficient. Mean was used to answer the research questions while t-test was used to test the null hypotheses at 0.05 level of significance. Findings reveal among others that communities employ teachers in core subjects, build library and donate land for building school facilities and concluded that effective school-community relation is a key performance indicator for the administrator. It was recommended that efforts be made to encourage community active participation in ensuring adequate academic performance of students.
This paper examines teacher job satisfaction for secondary school effectiveness. It was a descriptive survey. A sample of 512 teachers emerged from a population of 1280 representing 40% of the entire population. A 2-part, 15-item, 4-point scale instrument was used to generate data for answering 3 research questions. The instrument was validated by a team of experts in the Department of Educational Management, University of Port Harcourt, Nigeria; and a reliability value of 0.83 established. The researchers distributed and retrieved the instrument. Mean was used to answer the research question. The findings included among others that the classrooms are well ventilated and concluded that inadequate classroom environment and school facilities produced negative teacher job satisfaction and recommended among others that school laboratory should be well equipped to make science teaching more practical and promote effective teacher job satisfaction.
With growing numbers of Hispanic students enrolling in post-secondary school, there is a need to increase retentionand graduation rates. The purpose of this study was to validate the Spanish adaptation of the Abbreviated MathAnxiety Scale (AMAS). The AMAS was translated and administered to 804 freshman students at a post-secondaryinstitution in Mexico. After data analysis, the measure was found to be valid and reliable. The validated measurecould serve as a predictor for math course grades and retention among Hispanic students at the post-secondary level,and it could allow researchers to study the structure of math anxiety across cultures.
The present study aimed to explore the impact of distance education on the learning outcome of students in computer skills course in Prince Sattam bin Abdulaziz University in Al-Sulail, Saudi Arabia. In this study, the learning outcome is represented in the students’ academic achievement. The researcher adopted an experimental approach. He selected a sample consisting from 80 male students from 4 sections of a computer skills course. Those students were divided equally into control and experimental groups. The members of the control group were taught through adopting a face-to-face instructional approach. They attended 4 face-to-face lectures. The members of the experimental group were taught online through using the Blackboard system. The researcher used a pre-test and a post-test for assessing students’ academic achievement. SPSS program was used. It was found that both groups share similar levels of computer literacy. It was found that distance education has a significant positive impact on students’ academic achievement in the computer skills course. The researcher recommends adding online instructional activities to the curricula used in Saudi universities.
This study aims to explore the extent of utilization of the ISTE standards for students in higher education. It also aims to examine the impact of some demographic variables (gender, specialization, and academic degrees) on implementing the ISTE standards for the students. The researcher used a questionnaire method to collect the data from the students of Prince Sattam bin Abdulaziz University and sent it to the 626 participants who consented affirmatively and included 614 valid responses from them. A correlational analysis was carried out, and the statistical findings highlight that most of the participants signaled to achieve ISTE standards positively, and the availability of the standards was positive. The findings revealed statistically significant differences in responses between male and female students in all standards, with females outperforming males. Female participants exhibited a higher orientation in the use and implementation of the standards. However, the students' specializations and their respective degree programs made no significant difference in implementing the standards. The research overall finds efficacy in implementing the ISTE standards in all the universities for both the students and the teachers. It is recommended to embed these standards in the regular curriculum of the university's degree programs and create a regular mechanism to enhance awareness and provide training to the users to ensure efficacy in improving the educational standards.
The study investigated the achievement of Abraham Maslow’s need hierarchy theory among secondary school teachers in Rivers State. A 25-item questionnaire was designed, validated and administered on a sample of 500 teachers drawn from 245 secondary schools in Rivers State. The result revealed that secondary school teachers indicated insignificant level achievement of lower and higher order needs of Abraham Maslow’s need theory which reflected in their low level of achievement of hunger, shelter, security, belongingness, friendship and affection needs; as well as poor achievement of self respect, recognition, self actualization and potential self development. The effect of this on teacher motivation is the declining quality of teaching and learning, and unethical practices to ‘make ends meet’ among teachers. It is recommended that teachers’ remunerations be kept at par with those of their counterparts in other professions. Above all, government must muster the will power to upgrade existing facilities and work conditions in the secondary school system; this will engender greater commitment and productivity of teachers.
Over the past few decades, South Korea has become a popular education and teaching destination for native English teachers, international school teachers, and university lecturers. However, as the COVID-19 pandemic has changed the requirements, offshore teachers need to complete the self-funded quarantine before they can join the workforce in South Korea. This study aims to understand the motivations, career decisions, and decision-making processes of a group of native English teachers who decided to come to South Korea to develop their English language teaching career, particularly those who came during the COVID-19 pandemic. The phenomenological approach with interview session, focus group activity, and member checking interview were employed. Based on the social cognitive career and motivation theory and qualitative data from 38 participants, three themes were categorized: special life pathways, easy employment, and attractive cultural environment. The results of this study may provide some recommendations to school leaders, employers, and policymakers for native English teachers who would like to provide teaching services in their countries. As the COVID-19 pandemic and traveling restrictions will eventually eliminate, the human resources management and school leaders should continue to reform and improve the management to meet the needs of the long-term human resources shortage.
The present study aimed to identify the stage of thinking of practicum students at Najran University in light of Piaget's theory and its relationship to their academic achievement in the scientific disciplines they were studying at the college of science, mainly mathematics, physics and chemistry disciplines. The sample consisted of (50) female student teachers who were practicing teaching mathematics, physics and chemistry at the public schools in Najran. Piaget test was used as a main instrument to determine participants' thinking stage. Results showed that only 10% of participants were in the stage of abstract thinking, 46% were in the transitional stage and 44% were in the stage of concrete operations. Results also revealed statistically significant differences (α=0.05) between the academic cumulative averages of participants in the concrete thinking and transitional thinking stages in favor of participants in the transitional stage. Moreover, results indicated that there were significant differences between the cumulative academic averages of participants in the concrete and abstract thinking stages in favor of participants in the abstract thinking stage. Nevertheless, there were no statistically significant differences between the cumulative averages of participant students in both transitional and abstract stages. Significant differences were revealed between mathematics and physics student teachers in favor of participants of mathematics discipline. On the opposite, no significant differences were noticed between mathematics and chemistry student teachers, on one hand, and between physics and chemistry student teachers. In addition, there was no significant effect for the interaction between participants' stage of thinking and cumulative average.
Research-based projects are traditionally targeted at senior undergraduate or postgraduate students. In this paper, we advocate teaching research skills to freshmen rather than older students. Academic writing might be a challenge for university freshmen, especially if their previous learning experience has not involved composing a structured written text that clearly presents the writer’s point of view and supports it with facts and statistics from scholarly sources. The author analyses the problems that freshmen might face in the initial stages of research skills development and offers classroom activities that could help students overcome difficulties related to selecting sources and integrating them into the written text. At the beginning, a brief literature review is presented, which illustrates that the problem of freshmen academic writing has not been researched sufficiently. In the section Discussion, the author shares some examples of activities targeted at solving typical problems that freshmen face while writing research-based papers. For instance, among the suggested activities are those that might help students a) learn to differentiate between reliable and unreliable sources; b) decide on the length of the cited excerpt; and c) make judgements about the relevance of the selected source to the purpose of the research paper. Davidson (2018) referred to course-based research as ‘a new pedagogical paradigm’. The author of this paper supports this opinion and emphasises that such a paradigm should be applied in the earlier stages rather than at the level of PhD or Masters studies, which might yield a significant improvement.
The present study aimed to explore the effectiveness of a proposed program titled (creativity lamp) in improving students’ thinking skills and academic achievement and promoting creativity among them in Kuwait. This program involves several enrichment activities. The experimental group consists from 26 students. The control group consists from 25 students. Those students were randomly selected from a school named Al-Ma’moun Primary School. The proposed program is based on extracurricular activities. The teacher was trained about the way of implementing the program. The program was implemented throughout the semester. Through using the Torrance test of creative thinking-figural, it was found that the proposed program has a statistically significant impact –at the statistical significance of (a=0.001)- on the students’ academic achievement and creativity. The researchers recommend adding enrichment activities to the curricula of primary school students in Kuwait.
Learners acquire knowledge in various ways and in various degrees. This paper examined the effect of intensivereading, homework and assignment as study habits on academic achievement of students in selected secondaryschools in Bayelsa State, Nigeria. The sample for this study was made up of 140 students randomly selected from theschools. Two research questions were raised and the Chi Square statistical tool was used to analyze the data. Theresult yielded the X2 values of 13.2 and 14.32 with a critical value 7.81. At 3 degree of freedom and 0.05 level ofsignificant the result shows that intensive reading, homework and assignment as study habits are among the factorsthat affect academic achievement in Economics as a subject among secondary school students in Bayelsa State. Thepaper therefore recommended among other things that more emphasis should be laid on intensive reading as a studyhabit by students to improve on their academic achievement.
This study was to design, develop, and investigate instructional units for freshmen with low academic achievementto learn before they study calculus. Because the concepts, skills, and theories of function are fundamental for thecalculus course but the below average students were not familiar with the basic knowledge and ability in functionwhen they studied in the high schools and it will affect their learning calculus, the investigator in this study hasanalyzed the calculus course to find out the relevant functional concepts, skills, and theories and taken some actualresearch studies as references to deliberately design, compile, and write an instructional unit on function. Then theteaching material was tried out in the classroom. During trying out the unit, the investigator found that students werealso unfamiliar with the concepts and operations of numbers and sets. Therefore, the investigator thought that it isindispensable to integrate the content of numbers and sets into the course. Finally the curriculum units includingnumbers, sets, and functions have been completed to be a basic course for calculus. After preparing the curriculumunits, the teaching materials were sent to experts to ask for reviewing and giving feedback for revising the content.Then the curriculum will be tried out again in the beginning of the calculus course to test the degree ofappropriateness and find where should be revised again. During the next year, a formal instruction will be carried out.Finally, it is to complete a set of curriculum units on number systems, sets, and functions for freshmen to take asbasic content for calculus course.
This study aims to examine the effect of “Formative Assessment (FA)” practices in “Assessment and Evaluation in Education” class on the academic achievement levels of prospective teachers. It uses a mixed research design. Quantitative data were collected by using double pretest-posttest design, which is one of the complete experimental design structures; while a semi-structured Interview Form was used to collect the qualitative data. The study group consists of a total of 220 prospective teachers who participated in a “Teacher Training Course” in Faculty of Education in Yildiz Technical University, Turkey during the 2017-2018 academic year. The data collection instruments included a 40-item multiple-choice achievement test (AT) chosen from a question bank in accordance with the course objectives and a semi-structured interview form. For the achievement test, reliability was achieved by the test-retest method (r=.95), and validity was secured by the “analytical” method based on expert opinion. Following the nine-week FA practices using the complete experimental double pretest-posttest research design, it was found that these practices (what do I recall? and what have I learned?) resulted in a significant difference in favor of the experiment groups. The responses of prospective teachers to the semi-structured interview form developed to collect qualitative data for the study were categorized into common themes, which demonstrate that the quantitative data are confirmed by the qualitative data regarding the FA practices. This harmony between the quantitative and qualitative data showed that FA practices (independent variable) are strong enough to affect the achievements of prospective teachers (dependent variable).
The aim of this study is to investigate the effectiveness of the learning cycle-5 Es model “Bybee ”in the developmentof problem-solving skills and academic achievement in Geography subject in the ninth graders in Jordan. The studyconsists of 60 students from the University Education Directorate in Amman in the second semester for the year2017/ 2018. The sample was distributed randomly into two groups; one of which is experimental of (30 students) andwas taught according to the Bybee model. The other was a control group, which consisted of (30) students and wastaught in the usual way. The study tools consisted of the cognitive achievement test and the capacity scale forproblem-solving.The results of the study showed that there were statistically significant differences in the average achievement of theninth-grade students in geography subject, due to the impact of the teaching strategy in favor of the experimentalgroup. Also, it showed statistically significant differences in the average achievement of ninth grade students ingeography, due to the teaching strategy of problem-solving skills and in favor of the experimental group.The researcher recommended the benefit of the learning model "Bybee" in teaching the geography subject at allstages of the upper stage.
Available reports provide an account of academic staff’s poor job performance in higher education institutions and universities in particular. Consequently, a growing body of research has been attracted to this area, including those seeking ways to understand the problem and others aimed at proffering solutions. This study contributes to the literature by investigating the influence of occupational stress on the job performance of academic staff in universities. Three null hypotheses directed the study in line with the quantitative ex-post facto research design. A sample of 150 respondents was obtained using the systematic random sampling technique from a population of 400 lecturers in the Faculty of Education from two public universities in Nigeria. A 31-item questionnaire was used for data collection. The null hypotheses were tested at the .05 alpha level using simple linear regression analysis. It was revealed that remuneration is a significant positive predictor of academic staff job performance. The prediction of workload was negatively non-significant on the job performance of academics. The provision of institutional amenities has a positive but non-significant prediction on academic staff job performance in the two public universities. It was concluded that occupational stress significantly influences the job performance of lecturers in universities. The study recommended that the government constantly pay lecturers’ salaries as and when due. Institutional managers should reward lecturers with outstanding performance to boost their morale for effective service delivery.
The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high schoolstudents. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, highachieving students showed significantly higher academic self-efficacy that their peers. However, interesting genderdifferences were found. Whereas men had higher self-efficacy feelings towards Math, Sciences and English as asecond language; women showed higher self-efficacy in Spanish language. Likewise, private school’s studentsshowed feelings of academic self-efficacy. Implications of findings for education practice and research are discussed.
Adherence to the principles of academic culture is one of the main values of the corporate cultural environment of the university community of any HEI. Today, the implementation of each of the numerous functions of education - pedagogical, developmental, didactic and methodological, socio-pedagogical, value-oriented, as well as the function of professional and personal self-improvement - requires a lot from the educator. Namely, knowledge and consideration of ethno-cultural peculiarities of students, reasonable and expedient selection of content, methods and techniques of teaching and upbringing on this basis, the ability to productive dialogue and fruitful cooperation with the family of students and the community - all this can be the subject of intercultural competence education. At the same time, scientific developments in this field require practical confirmation of certain aspects of developing academic cultural trends, as well as identifying the most promising directions for the successful formation of a virtuous academic environment. The aim of the article is to clarify the key directions and trends of scientific developments in the field of development of academic culture of applicants for higher music, pedagogical and choreographic education. Based on the analysis of the survey results, it is advisable to study the point of view of specialists on this issue on certain practical aspects of scientific reflection of this problem. Methodology. During this study, the analytical and bibliographic method has been used to study the scientific literature on the academic culture of applicants for higher music, pedagogical and choreographic education, analysis, synthesis, induction, deduction in the processing of scientific information, as well as theoretical methods (systemic-structural, comparative, logical-linguistic, abstraction, idealization) and an online survey to study some practical aspects of the problem. Results. According to the results of the study, the peculiarities of the scientific developments on the topic of the research have been studied. Moreover, the major trends in the development of academic culture of applicants for higher music, pedagogical and choreographic education have been identified. In addition, the data on the peculiarities of the current state and prospects for the development of a successful formation of a virtuous academic environment in the above-mentioned sphere, supported by the results of the survey, have been established.
This study aimed to identify the level of applying talent management and achieving career stability among academicleaders at Al-Hussein Bin Talal University (AHU), and to investigate the relation between talent management and itsdomains with career stability. The study population consisted of all the (55) administrative academics in Al-HusseinBin Talal University occupying positions: Dean, Vice Dean, and Head of Department. The analytical approach wasused to develop the study tools and the descriptive approach to determine the level of applying talent managementand the degree of career stability. To achieve the study objectives, two tools were used: applying talent managementand achieving career satisfaction where its validity and reliability calculated. The results showed that means fortalent management ranged between (3.236-3.448) with medium agreement; the highest among them was the domainof (talents acquisition), followed by the domain of (talents development), while the lowest was the talentsmaintenance domain. The total mean was (3.344) with a medium degree of agreement. The results also indicated thatthe means for the items of achieving career stability ranged between (3.218-4.273) with high and medium degrees ofagreement, and the mean for the total was (3.82) with a high degree of agreement.The results showed that correlation coefficients between the talent management and the career stability rangedbetween (0.685-0.799), which indicates that there is a positive relationship between them.
The purpose of this study is to investigate the mediator role of school burnout between academic stress and academic motivation in high school students. In the recent years, academic stress and school burnout have been considered among the problems that affect students in many ways. The study group consists of 690 high school students studying at various high school types. Academic stress, school burnout and academic motivation scales were used to collect data. Correlation analysis and structural equation model were used for data analysis. The findings of the study showed that academic stress and school burnout significantly predicted academic motivation and that school burnout had a full mediating role between academic stress and academic motivation. As a result, it is considered that school burnout is an important risk factor for students who have experienced academic stress and it is necessary to include the mediator role of school burnout in the studies aimed at reducing academic stress and improving motivation. The findings obtained from the research were discussed in line with the literature.
The purpose of this study is to identify groups of gifted university students that differ in their self-concept and achievement motivation. For this, 80 students who achieved scores of the 95th percentile or higher in the Raven's Progressive Matrices test were selected. Two groups were identified in terms of their social self-concept and the competitiveness-oriented achievement motivation variables. The first group (Protected) gathered 51 (63.7%) gifted students who exhibited high levels of social self-concept and a low level of competitiveness-oriented achievement motivation with respect to the second group (At-risk), which gathered 29 (36.3%) gifted students. It was concluded that Protected students possess affective resources that strengthen their social and academic development, whereas At-risk students' variables represent vulnerability factors.
This article reviews the functional behavior assessment steps followed to develop interventions designed to decreasechallenging behavior in the classroom. The implementation of antecedent based interventions generated from datagathered through interviews and observations addressed off-task, call outs and other challenging classroom behaviors.The interventions helped the student learn appropriate replacement behavior that resulted in a decrease in challengingbehavior. A discussion and description of the step by step process of developing and implementing an effectiveantecedent based intervention to address disruptive behavior triggered by the demand of academic tasks is presented.
High requirements for professional training of Defence Specialists were and remain the main guarantee of successful functioning of any military structure. Continuous improvement of the educational process in higher military educational institutions is the basis for its transformation to the conditions of the current situation in the world. In the paper, the authors offer an option to determine the number of classroom hours. This project describes approaches to creating a new, modern system of classroom hours, which ensures the continuity of improving the level of professional competence of higher military educational institutions using the nonlinear mathematical model of Weibull-Gnedenko. Organisational and methodological problems were analysed. Because of the analysis of methodological literature, the points of view of teachers and methodologists are compared on the modern methodological work, and a mathematical model was used that established the relationship between the training level of students and the number of academic hours. The proposed model divides the educational process into initial and main periods. The learning process strengthens in the main period. There is a slowdown at the beginning and end.
The study aimed at identifying the degree of practicing academic freedom by faculty members in Jordanian publicand private universities in the Northern Region from the point of view of the faculty members. The researcherapplied the analytical descriptive survey method. The study population was composed of faculty members ofJordanian public and private universities in the Northern Region for the year 2017/2018. Their number was 1210faculty members: 893 males and 308 females. The study sample was 445 males and 155 females, 50% of the studypopulation. To achieve the objectives of the study, a study tool was developed. It is a questionnaire consisting of 50items distributed on 5 domains. The findings of the study showed that the degree of practicing academic freedom byfaculty members in Jordanian public and private universities in the Northern Region from the point of view of thefaculty members on all domains of the tool was medium. Furthermore, there were no statistically significantdifferences at the level of significance (0.05 α ≤) in the degree of practicing academic freedom by faculty membersin Jordanian universities due to the variable of the type of university, and the existence of differences in the degree ofpracticing academic freedom by faculty members in Jordanian public and private universities in the Northern Regioncan be attributed to the academic rank between those whose rank is professor and associate professor on the one hand,and the rank of assistant professor on the other, for the benefit of the rank of professor and associate professor, ie, infavor of the upper rank. The researcher recommended the need to increase the practice of academic freedom by thefaculty members at the Jordanian public and private universities in the Northern Region.
This article offers teacher educators’ practical methods for, and shares findings from a study of, developing teachercandidate dispositions for inclusive literacy. Based on the extensive teacher disposition literature, the authors discernthat dispositions for inclusive literacy include the belief that all students have valid ways of being literate; the valueof inclusive literacy experiences for all students; and an attitude that all students should be participants in meaningfulliteracy experiences. Using a within-site case study approach, qualitative thematic analysis of three assignments usedin a literacy teaching methods course suggest that it is possible to shift narrow dispositions to broader and moreinclusive conceptualizations that support struggling readers and students with disabilities in the general educationclassroom. Conclusions suggest that dispositional development toward inclusive literacy can support teachercandidates’ implementation of inclusive literacy practices; thus, fostering an equitable and empowering education foracademically diverse learners.
The purpose of this research; a laboratory preschool located in one of the northern states of the United States ofAmerica and operating under the Child Development Institute, explains the practices about the Emergent Curriculumand builds a bridge between theory and practice in preschool education. It is thought that bringing good examples ofa laboratory school in the United States with a long history in the field of education to the national domain literaturewill be especially useful for teachers, researchers and specialists working on this field. The method of the study wascarried out by the observational case study which is one of the qualitative research designs. In addition, the documentanalysis method was used to support the information obtained from the observations over time. Obtained dataconsisted of observations made by the researcher in the preschool, unstructured teacher interviews, and informationobtained from the handbook of the kindergarten. The findings are discussed in the headings on the basis of theEmergent Program: Beginning of the day: Arrival in preschool exploration time and gym, large group time/classmeeting, activity time and free play, large and small group activities, use of learning centers, outdoor, role of teacherin practice and role of family and parent involvement practices.
Underrepresented and marginalized students have challenges when connecting their personal identities to STEM identities. This has a direct impact on the post-secondary educational and career choices of these students. Some factors which contribute to the disenfranchisement of marginalized students include inequity in academic preparation, students’ lack of self-efficacy and self-identity in STEM, students’ lack of connection to the STEM curriculum and students’ lack of role models and mentors. Although the opportunities in the STEM workforce are abundant and lucrative, students who identify as students of color, female and/or English language learners are poorly represented in the STEM professions. Through the CCERS STEM + C Program, students are asked to expand their STEM identity through near-peer mentoring, encounters with STEM experts and individual STEM Research projects that are focused on the environmental restoration of New York Harbor, its watershed and the native oyster population.
In this paper we explain how teachers can subvert settler colonial epistemology in their classrooms and become ‘imperfect accomplices.’ Drawing on a larger project, we focus on the ways non-Indigenous teachers understood their role in teaching Indigenous content and epistemologies through their lenses of ‘fear,’ which we re-theorize as ‘anxiety.’ These anxieties were enacted by the educators in two ways: stopping the teaching of Indigenous content and epistemologies, or using productive pausing for self-reflection. We explain how stopping the teaching outside of settler colonial epistemology is based on structures that impose fear to go outside of that epistemology. We then examine how some teachers pause within these structures of ‘fear’ and explain three strategies to become ‘imperfect accomplices.’