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We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations. To learn more about this journal, please visit the website http://www.ijlter.org. We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue. We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers. We will endeavour to ensure the reputation and quality of this journal with this issue.
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Background Integrated assessment has become imperative especially after applying the new integrated curriculum.Aim To shed the light on some strategies for incorporating integrated assessment when implementing the new integrated curriculum.Conclusion Integrated assessments must be applied in educational institutions. These assessments provide important ways to enhancestudent outcomes. Several strategies could be applied which should be selected in accordance to students’ learning outcome.
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This paper sheds light on the skills and competencies required for teaching online courses in higher education. The paper started with an overview of the issues related to online learning and teaching. Reviewing and analyzing literature in this topic were performed to confine skills and competencies that instructors need to effectively teach in online learning environments. These skills and competencies are classified into six categories: (a) pedagogical skills, (b) content skills, (c) design skills, (d) technological skills, (e) management and institutional skills, and (f) social and communication skills.
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The COVID-19 pandemic has forced higher-education institutions to switch to emergency online learning. This situation has also challenged the Muslim communities and institutions across the world to shift to the online mode of teaching Quran and Islamic studies. This research explored undergraduate students’ and instructors’ perceptions of the emergency online learning of Quran reading in Indonesia. Several aspects were analysed to compare the students’ perspective towards face-to-face class versus online learning, including class interaction, learning experience, motivation, satisfaction and comfort level. The study also compared students’ Quran reading performance in the online-learning setting with the records from a traditional face-to-face class during the previous year. The survey and performance data were obtained from 923 students. The findings indicated no significant difference in students’ performance between Quran reading classes in face-to-face and online classroom settings. Furthermore, although students and instructors felt that some aspects had changed, they generally tended to accept the Quran class in online mode. This is likely because, amidst the pandemic, students and instructors have no other options except to adapt to the rapid change and embrace the transition. Nevertheless, the study indicated signs of fatigue and reduction in the students’ acceptance of the Quran online learning over time.
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span lang="EN-GB">This study investigated students’ attitudes towards physics in Nine Year Basic Education (9YBE) in Rwanda. Data were collected from 380 students from Kayonza and Gasabo Districts using a physics attitudes test. Findings illustrated that more than a quarter of participants felt that learning physics is boring. About 39% think that the subject of physics does not relate to the real-world experience. A significant number of participants had negative attitudes towards physics in terms of the effort required for learning. The findings also showed that the overall level for participants in physics problem-solving skills was low . The item-by-item analysis showed that the differences between responses of students from rural schools and their counterparts from urban schools in categories of problem-solving and physics concepts connections and understanding are statistically significant. It was found that many students in rural schools need to know more about the interpretation of a new equation to be able to apply it to a new physics problem.</span
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The education system has dramatically changed from physical to online due to COVID-19. Millions of learners around the world have been affected due to the pandemic caused by coronavirus. The emergence of COVID-19 has forced educational institutions to divert all strategies from physical to online platforms for the safety of the students, instructors, and all the other staff members. The processes of examining students and their assessment strategies are heavily affected due to the sudden adoption of online education than physical education at campus. The research in this paper discusses issues relevant to online assessments and the strategies used by the universities due to COVID-19 in the region of UAE. The research collected data through an online questionnaire from 312 undergraduate university students in UAE to understand their behaviour. Furthermore, their performance of online assessment is gauged through the analysis of exams transcripts and comparison is made with their previous GPA and CGPA to understand the effects of COVID-19 on their overall performance. Semi-structured interviews were conducted to discuss issues related to e-assessment and recommendations are made to improve the online assessment process in universities. The research proves that students have benefited from the online assessment.
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In this study, we used a research tool for measuring students’ conceptual understanding in optics, the Geometrical Optics Conceptual Understanding Test-2 (GOCUT-2), to evaluate the impact of supplementing classroom instruction with laboratory experiments, PhET simulations, or YouTube videos. This study involved students from public, urban secondary schools in Rwanda. Preliminary findings from the study indicate that these instructional resources did impact student conceptual understanding, and this impact is not uniform across all topics covered in geometric optics. A MANOVA demonstrated that learning outcomes were best for students who combined traditional physics labs with digital tools. This analysis also indicates that schools, where physics laboratories were most used, were more likely to exhibit greater conceptual understanding. We observed similar increases when PhET simulations and YouTube video resources were used together. In each case, students still showed some gaps related to drawing and interpreting images formed by lenses. We recommend that teachers supplement the geometric optics curriculum with open educational resources (OERs), including PhET simulations and YouTube videos.
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It is natural for students to expect appropriate behaviours from their teachers. Not only students but also every human being appreciates care from surrounding individuals. Within the classroom, students can feel less motivated to take part in the learning of the given course with the teacher who has offensive behaviours. The purpose of this study was to explore students’ reflections about what they consider to be appreciable behaviors of mathematics teachers, for students to be motivated to learn. The study also intended to find out whether there is a link between teachers' behaviours and students' career development. A total number of 53 students comprised of 16 primary pupils, 26 secondary students, and 11 graduate students participated in this study. Purposive, inconvenient, and systematic sampling methods were used to collect data. The findings showed that teachers’ behaviours can influence learners’ interest to learn mathematics. However, the study showed that there is no link between mathematics teachers' behaviours and learners' career development. Therefore, teachers are advised to be approachable, responsive, and behave in a way that motivates students to learn mathematics.
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This study measured the structural and organizational changes in the knowledge schema of human cognition in response to the learning achieved by 48 students enrolled in the second year of a psychology degree. Two studies were carried out based on the Chronometric Constructive Cognitive Learning Evaluation Model. This article deals only with the first one, which consisted of a conceptual definition task designed in line with the Natural Semantic Network technique. Participants defined ten target concepts with verbs, nouns, or adjectives (definers), and then weighed the grade of the semantic relationship between the definers and the target concepts. The data indicate that the initial knowledge structures had been modified towards the end of the course. The participants’ human cognition schema presented changes in terms of content, organization, and structure. This evidence supports the idea that the acquisition and transformation of the schemata learned in academic environments may be observed through cognitive science indicators.
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We report a study aimed at understanding the effects of classroom normative influences on individual aggressive behavior, using samples of 614 and 427 urban elementary school children. Participants were assessed with measures of aggressive behavior and normative beliefs about aggression. We tested hypotheses related to the effects of personal normative beliefs, descriptive classroom norms (the central tendency of classmates' aggressive behavior), injunctive classroom normative beliefs (classmates' beliefs about the acceptability of aggression), and norm salience (student and teacher sanctions against aggression) on longitudinal changes in aggressive behavior and beliefs. Injunctive norms affected individual normative beliefs and aggression, but descriptive norms had no effect on either. In classrooms where students and teachers made norms against aggression salient, aggressive behavior diminished over time. Implications for classroom behavior management and further research are discussed.