Pub Date : 2024-05-20DOI: 10.18844/cerj.v14i2.9318
Wawan Gunawan, Sunyoto Hadi
This research aimed to test the conceptual understanding and procedural understanding of mathematics in groups of students who have high reasoning abilities and low reasoning abilities by following the RME approach and lecture method. This research used a 2X2 factorial quasi-experimental design with the independent variables being the RME approach and the lecture method. Data collection was carried out using tests of reasoning ability, conceptual understanding, and procedural understanding instruments. The pretest and posttest data were analyzed using the MANCOVA test. Based on the results of the research there is a significant difference in the conceptual understanding and procedural understanding of mathematics in groups of students who have high reasoning abilities and low reasoning abilities by following the RME approach and lecture method. Based on the results of this research, it was concluded that using the RME approach and high reasoning abilities can improve the conceptual understanding and procedural understanding of mathematics for class VII students. This research implies that the RME approach can be used as a way to improve students' conceptual understanding and procedural understanding of mathematics. Keywords: Conceptual understanding; mathematics; procedural understanding; reasoning ability; RME approach.
{"title":"The effect of a Realistic Mathematics Education (RME) approach and reasoning ability on students' conceptual and procedural understanding","authors":"Wawan Gunawan, Sunyoto Hadi","doi":"10.18844/cerj.v14i2.9318","DOIUrl":"https://doi.org/10.18844/cerj.v14i2.9318","url":null,"abstract":"This research aimed to test the conceptual understanding and procedural understanding of mathematics in groups of students who have high reasoning abilities and low reasoning abilities by following the RME approach and lecture method. This research used a 2X2 factorial quasi-experimental design with the independent variables being the RME approach and the lecture method. Data collection was carried out using tests of reasoning ability, conceptual understanding, and procedural understanding instruments. The pretest and posttest data were analyzed using the MANCOVA test. Based on the results of the research there is a significant difference in the conceptual understanding and procedural understanding of mathematics in groups of students who have high reasoning abilities and low reasoning abilities by following the RME approach and lecture method. Based on the results of this research, it was concluded that using the RME approach and high reasoning abilities can improve the conceptual understanding and procedural understanding of mathematics for class VII students. This research implies that the RME approach can be used as a way to improve students' conceptual understanding and procedural understanding of mathematics.\u0000Keywords: Conceptual understanding; mathematics; procedural understanding; reasoning ability; RME approach.\u0000 ","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"60 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.18844/cerj.v14i2.9313
Tri Achmad Efendi, Wisnu Kristanto
The 21st century demands that students acquire the 4C’s skills so that they can face future challenges. In that case, English teachers have to select particular teaching methods or techniques to assist the students in sharpening their 4C skills. Therefore, to make the teaching relevant and effective, teachers should understand the notion of 21st-century language teaching and implement particular teaching methods and strategies that suit their needs. This research is aimed at examining if English language teaching in Indonesia has turned to the ideas of 21st-century education based on the student’s point of view. To seek the answer, this research employed a descriptive-qualitative approach. There were 58 secondary student participants from public and private schools. A survey, documents, and FGD were used as the instruments to collect the data. The data were transcribed, coded, and analyzed using thematic analysis. The findings revealed that many of our English language teaching practices in Indonesia were still conducted with a teacher-centered approach, focused on language components rather than sharpening their holistic knowledge, and rarely integrated with technology. In conclusion, based on the students’ perspectives, ELT in their schools has not tuned to the notion of 21st-century education. It was indicated by three reasons discussed in the study. Keywords: ELT; Language; Learning; Perspectives; Students; Teaching.
{"title":"Is Indonesia's ELT Implementation Already Aligned with the Concept of 21st Century Language Teaching?","authors":"Tri Achmad Efendi, Wisnu Kristanto","doi":"10.18844/cerj.v14i2.9313","DOIUrl":"https://doi.org/10.18844/cerj.v14i2.9313","url":null,"abstract":"The 21st century demands that students acquire the 4C’s skills so that they can face future challenges. In that case, English teachers have to select particular teaching methods or techniques to assist the students in sharpening their 4C skills. Therefore, to make the teaching relevant and effective, teachers should understand the notion of 21st-century language teaching and implement particular teaching methods and strategies that suit their needs. This research is aimed at examining if English language teaching in Indonesia has turned to the ideas of 21st-century education based on the student’s point of view. To seek the answer, this research employed a descriptive-qualitative approach. There were 58 secondary student participants from public and private schools. A survey, documents, and FGD were used as the instruments to collect the data. The data were transcribed, coded, and analyzed using thematic analysis. The findings revealed that many of our English language teaching practices in Indonesia were still conducted with a teacher-centered approach, focused on language components rather than sharpening their holistic knowledge, and rarely integrated with technology. In conclusion, based on the students’ perspectives, ELT in their schools has not tuned to the notion of 21st-century education. It was indicated by three reasons discussed in the study.\u0000Keywords: ELT; Language; Learning; Perspectives; Students; Teaching.\u0000 ","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"67 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.18844/cerj.v14i2.9310
Aikaterini Delikonstantinidou
The affinities, interaction, and cross-fertilization of theatre art with games date back at least to the early modern period. However, since the 1990s, a pronounced and promising interconnection has been fostered between theatre and digital games, in theory, and practice, manifesting in fields like theater in education. In the present paper, we set forth some of the key constitutive elements of the said interconnection, underlining the benefits of studying digital gaming using theater as a basic reference model. Next, we turn to the affordances of the theatre-digital games alliance for the theatre and its reception by a diverse public. Finally, we discuss the presence of the said alliance in learning environments, zooming in on a few well-documented and effective methods through which it has been integrated into the praxis of theatre in education. Keywords: Digital games; performance; theatre; theatre in education
{"title":"The Learning Potential of the Alliance Between Theatre and Digital Games","authors":"Aikaterini Delikonstantinidou","doi":"10.18844/cerj.v14i2.9310","DOIUrl":"https://doi.org/10.18844/cerj.v14i2.9310","url":null,"abstract":"The affinities, interaction, and cross-fertilization of theatre art with games date back at least to the early modern period. However, since the 1990s, a pronounced and promising interconnection has been fostered between theatre and digital games, in theory, and practice, manifesting in fields like theater in education. In the present paper, we set forth some of the key constitutive elements of the said interconnection, underlining the benefits of studying digital gaming using theater as a basic reference model. Next, we turn to the affordances of the theatre-digital games alliance for the theatre and its reception by a diverse public. Finally, we discuss the presence of the said alliance in learning environments, zooming in on a few well-documented and effective methods through which it has been integrated into the praxis of theatre in education.\u0000Keywords: Digital games; performance; theatre; theatre in education","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"22 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.18844/cerj.v14i2.9327
Maria Liza I. Berandoy, G. L. Villonez
This study aimed to determine the effect of Outdoor Learning Inquiry-Based Activities (OLIBA) on the performance of grade 5 students in science. A sequential explanatory mixed methods design was used in the study. The respondents were the 180 grade 5 students from the representative divisions in Region XI. Sixty (60) grade 5 students from each division namely Davao Occidental, Tagum City, and Davao City were considered as respondents. The study utilized two instruments; the standardized test and the researcher-developed interview guide. The statistical tools employed were Mean and standard deviation and Independent Samples t-test. The results revealed the pretest performance of the students in the experimental and control groups in the three divisions was described as fairly satisfactory. Also, the students in the experimental group demonstrated an outstanding performance in the posttest due to the use of OLIBA while the control group registered a very satisfactory performance with the use of the traditional style of teaching. The result of qualitative analysis of participant's experiences in the pretest revealed similarities in content difficulty. After the implementation of OLIBA, both pupils and teachers revealed similarities in knowledge acquired and engagement due to OLIBA. Keywords: Inquiry-based; learners; outdoor learning; performance; sequential explanatory
本研究旨在确定户外学习探究式活动（OLIBA）对五年级学生科学成绩的影响。 研究采用了顺序解释混合方法设计。研究对象是来自第十一区有代表性的分部的 180 名五年级学生。每个分区（即西达沃、塔古姆市和达沃市）有六十（60）名五年级学生被视为受访者。研究使用了两种工具：标准化测试和研究人员编写的访谈指南。采用的统计工具有平均值和标准差以及独立样本 t 检验。结果显示，实验组和对照组的学生在三个分部的前测成绩相当令人满意。此外，由于使用了 OLIBA，实验组学生在后测试中表现出色，而对照组学生在使用传统教学方式的情况下表现非常令人满意。对参与者在前测中的体验进行定性分析的结果显示，他们在内容难度上有相似之处。在实施户外探究式教学法后，学生和教师在所学知识和参与度方面都有相似之处：探究式；学习者；户外学习；表现；顺序解释性
{"title":"Effect of outdoor learning inquiry-based activities on learners performance in science: A sequential explanatory design","authors":"Maria Liza I. Berandoy, G. L. Villonez","doi":"10.18844/cerj.v14i2.9327","DOIUrl":"https://doi.org/10.18844/cerj.v14i2.9327","url":null,"abstract":"This study aimed to determine the effect of Outdoor Learning Inquiry-Based Activities (OLIBA) on the performance of grade 5 students in science. A sequential explanatory mixed methods design was used in the study. The respondents were the 180 grade 5 students from the representative divisions in Region XI. Sixty (60) grade 5 students from each division namely Davao Occidental, Tagum City, and Davao City were considered as respondents. The study utilized two instruments; the standardized test and the researcher-developed interview guide. The statistical tools employed were Mean and standard deviation and Independent Samples t-test. The results revealed the pretest performance of the students in the experimental and control groups in the three divisions was described as fairly satisfactory. Also, the students in the experimental group demonstrated an outstanding performance in the posttest due to the use of OLIBA while the control group registered a very satisfactory performance with the use of the traditional style of teaching. The result of qualitative analysis of participant's experiences in the pretest revealed similarities in content difficulty. After the implementation of OLIBA, both pupils and teachers revealed similarities in knowledge acquired and engagement due to OLIBA.\u0000Keywords: Inquiry-based; learners; outdoor learning; performance; sequential explanatory","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"40 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.18844/cerj.v13i3.9141
Ardani Ahsanul Fakhri, Putu Sudira, P. Pardjono
Vocational education is an educational institution that prepares its graduates to be ready for work, through work-based learning. The implementation of work-based learning requires a very good role from the industry. Therefore, this research intended to explore the role of industry in work-based learning. This research was conducted using a descriptive quantitative method. The data collection was carried out with a questionnaire that contained five elements to explore the role of industry in work-based learning. Data processing was carried out using statistical software to display the mean and standard deviation of the data results, then categorization was carried out to describe the role of the industry. The results of the research through the exploration of the five elements show that the role of industry in work-based learning is in the very good category for each element. This study was necessary, considering the industry is an important component in the implementation of work-based learning. Keywords: work-based learning, vocational, quantitative, Role of Industry
{"title":"Exploring the role of industry in vocational education: A quantitative study of work-based learning competencies","authors":"Ardani Ahsanul Fakhri, Putu Sudira, P. Pardjono","doi":"10.18844/cerj.v13i3.9141","DOIUrl":"https://doi.org/10.18844/cerj.v13i3.9141","url":null,"abstract":"Vocational education is an educational institution that prepares its graduates to be ready for work, through work-based learning. The implementation of work-based learning requires a very good role from the industry. Therefore, this research intended to explore the role of industry in work-based learning. This research was conducted using a descriptive quantitative method. The data collection was carried out with a questionnaire that contained five elements to explore the role of industry in work-based learning. Data processing was carried out using statistical software to display the mean and standard deviation of the data results, then categorization was carried out to describe the role of the industry. The results of the research through the exploration of the five elements show that the role of industry in work-based learning is in the very good category for each element. This study was necessary, considering the industry is an important component in the implementation of work-based learning. Keywords: work-based learning, vocational, quantitative, Role of Industry","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139348127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.18844/cerj.v13i3.9144
Debela Tezera, Yilfashewa Seyoum, D. Negassa, G. Basha
This inquiry sought to determine academic staff’s commitment to implementing curriculum from the perspective of multiculturalism in Eastern Ethiopian Higher Education. A descriptive survey research design was employed. A sample consisting of 151 academic staff selected using a simple random sampling technique was used. Data was collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study results revealed the implementation of a multicultural curriculum, the commitment of academic staff was found at a low level. There is no mean difference between males and females in implementing the multicultural curriculum. Based on the findings it is concluded that if academic staff were hard-working, committed, appreciated, and respected diversity, embraced a positive attitude, used culturally responsive pedagogy, and used strategies properly, the execution of the philosophy curriculum would have been ensured. Therefore, recommendations are forwarded to concerned stakeholders. Keywords: Commitment; curriculum; higher education; multiculturalism; multicultural perspectives.
{"title":"Higher education staff's commitment to implementing multicultural perspectives curriculum in Eastern Ethiopia","authors":"Debela Tezera, Yilfashewa Seyoum, D. Negassa, G. Basha","doi":"10.18844/cerj.v13i3.9144","DOIUrl":"https://doi.org/10.18844/cerj.v13i3.9144","url":null,"abstract":"This inquiry sought to determine academic staff’s commitment to implementing curriculum from the perspective of multiculturalism in Eastern Ethiopian Higher Education. A descriptive survey research design was employed. A sample consisting of 151 academic staff selected using a simple random sampling technique was used. Data was collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study results revealed the implementation of a multicultural curriculum, the commitment of academic staff was found at a low level. There is no mean difference between males and females in implementing the multicultural curriculum. Based on the findings it is concluded that if academic staff were hard-working, committed, appreciated, and respected diversity, embraced a positive attitude, used culturally responsive pedagogy, and used strategies properly, the execution of the philosophy curriculum would have been ensured. Therefore, recommendations are forwarded to concerned stakeholders. Keywords: Commitment; curriculum; higher education; multiculturalism; multicultural perspectives.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139348007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.18844/cerj.v13i3.8896
M. Sepasdar, F. Sadighi
The present study examined the effect of raising awareness of lexical bundles on Iranian EFL learners' argumentative writing performance. Therefore, 52 EFL learners at the Talash Language Institute of Jahrom were selected from 73 students by administering the Nelson English Language Test. The selected students were divided into two groups and participated in a writing pretest. The participants in the control group wrote an essay on a topic provided by the teacher in each session without any particular treatment. In contrast, in the experimental group, before the experiment began, the participants were introduced to the use of lexical bundles in the first session, and they followed the procedure used in the control group. After ten writing sessions, a posttest was given to both groups to compare their writing competency after the treatment. The results of the data analysis indicated that raising Iranian EFL learners' awareness of lexical bundles improved their argumentative writing performance significantly. Keywords: Argumentative writing; lexical approach, lexical awareness, lexical bundles, lexical chunks, lexical items, writing
{"title":"The effect of lexical bundles on Iranian EFL learners' argumentative writing performance","authors":"M. Sepasdar, F. Sadighi","doi":"10.18844/cerj.v13i3.8896","DOIUrl":"https://doi.org/10.18844/cerj.v13i3.8896","url":null,"abstract":"The present study examined the effect of raising awareness of lexical bundles on Iranian EFL learners' argumentative writing performance. Therefore, 52 EFL learners at the Talash Language Institute of Jahrom were selected from 73 students by administering the Nelson English Language Test. The selected students were divided into two groups and participated in a writing pretest. The participants in the control group wrote an essay on a topic provided by the teacher in each session without any particular treatment. In contrast, in the experimental group, before the experiment began, the participants were introduced to the use of lexical bundles in the first session, and they followed the procedure used in the control group. After ten writing sessions, a posttest was given to both groups to compare their writing competency after the treatment. The results of the data analysis indicated that raising Iranian EFL learners' awareness of lexical bundles improved their argumentative writing performance significantly. Keywords: Argumentative writing; lexical approach, lexical awareness, lexical bundles, lexical chunks, lexical items, writing","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139348085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.18844/cerj.v13i3.9142
M. Mutoharoh, Achmad Hufad, Isti Rusdiyani
Educators deal with complex difficulties daily due to economic realities. Educational leadership therefore needs to be more creative and innovative to be effective. This study aims to determine whether there is an influence of innovative leadership in improving the performance of educators in early childhood education institutions in Serang District. This research used quantitative data collection through a survey. The analysis utilized statistical software for the determination of the validity test method, simple linear regression test, coefficient of determination, reliability test, product moment correlation test, and hypothesis test. Based on the result, there is a positive and significant influence of the innovative leadership of the ECE principals towards the performance of ECE educators. For early childhood education institutions located in Serang, Banten, this research can be used as a reference material in considering the selection of school principals. Keywords: Early childhood education ; educator; innovative; leadership; performance
{"title":"The relationship between innovative leadership and educator performance in early childhood education","authors":"M. Mutoharoh, Achmad Hufad, Isti Rusdiyani","doi":"10.18844/cerj.v13i3.9142","DOIUrl":"https://doi.org/10.18844/cerj.v13i3.9142","url":null,"abstract":"Educators deal with complex difficulties daily due to economic realities. Educational leadership therefore needs to be more creative and innovative to be effective. This study aims to determine whether there is an influence of innovative leadership in improving the performance of educators in early childhood education institutions in Serang District. This research used quantitative data collection through a survey. The analysis utilized statistical software for the determination of the validity test method, simple linear regression test, coefficient of determination, reliability test, product moment correlation test, and hypothesis test. Based on the result, there is a positive and significant influence of the innovative leadership of the ECE principals towards the performance of ECE educators. For early childhood education institutions located in Serang, Banten, this research can be used as a reference material in considering the selection of school principals. Keywords: Early childhood education ; educator; innovative; leadership; performance","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.18844/cerj.v13i3.9062
Boualem Benghalem
The COVID-19 pandemic has forced educational institutions worldwide to explore new learning modes, including blended learning, which combines face-to-face instruction with online learning. Despite the potential benefits of blended learning, its effectiveness is influenced by several factors that can pose challenges, particularly in terms of student outcomes. This study aimed to investigate the attitudes of third-year English students toward blended learning. A total of 45 students completed an online questionnaire, and three teachers participated in interviews. Results indicated that students had mixed attitudes towards blended learning and generally preferred face-to-face instruction over online learning. Additionally, the study found that while some teachers expressed negative attitudes toward blended learning, others recognized its potential effectiveness and importance. These results highlight the need for educators to consider the challenges and advantages of blended learning and provide appropriate support and resources to help students adapt to this new mode of learning. Haut du formulaire Bas du formulaire Keywords: Attitude; blended Learning; Covid-19; E-learning; face-to-face instruction; learning English.
COVID-19 大流行迫使世界各地的教育机构探索新的学习模式，包括将面授教学与在线学习相结合的混合式学习。尽管混合式学习具有潜在的益处，但其有效性受到多种因素的影响，尤其是在学生的学习效果方面。本研究旨在调查英语专业三年级学生对混合式学习的态度。共有 45 名学生完成了在线问卷调查，3 名教师参与了访谈。结果表明，学生对混合式学习的态度不一，与在线学习相比，他们普遍更喜欢面授教学。此外，研究还发现，虽然一些教师对混合式学习持否定态度，但也有一些教师认识到其潜在的有效性和重要性。这些结果突出表明，教育工作者需要考虑混合式学习的挑战和优势，并提供适当的支持和资源，帮助学生适应这种新的学习模式。 Haut du formulaire Bas du formulaire Keywords：态度；混合式学习；Covid-19；电子学习；面对面教学；英语学习。
{"title":"Investigating the effectiveness of blended learning in English foreign language classroom","authors":"Boualem Benghalem","doi":"10.18844/cerj.v13i3.9062","DOIUrl":"https://doi.org/10.18844/cerj.v13i3.9062","url":null,"abstract":"The COVID-19 pandemic has forced educational institutions worldwide to explore new learning modes, including blended learning, which combines face-to-face instruction with online learning. Despite the potential benefits of blended learning, its effectiveness is influenced by several factors that can pose challenges, particularly in terms of student outcomes. This study aimed to investigate the attitudes of third-year English students toward blended learning. A total of 45 students completed an online questionnaire, and three teachers participated in interviews. Results indicated that students had mixed attitudes towards blended learning and generally preferred face-to-face instruction over online learning. Additionally, the study found that while some teachers expressed negative attitudes toward blended learning, others recognized its potential effectiveness and importance. These results highlight the need for educators to consider the challenges and advantages of blended learning and provide appropriate support and resources to help students adapt to this new mode of learning. Haut du formulaire Bas du formulaire Keywords: Attitude; blended Learning; Covid-19; E-learning; face-to-face instruction; learning English.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139351250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.18844/cerj.v13i2.9020
Furtasan Ali Yusuf, Mohammad Syadeli Hanafi, Y. Ruhiat, Yati Rivati Rahayu
School principals, school committees, and school conditions are integrated into education. This research aims to determine the relationship between school principals' managerial with the condition of school facilities and infrastructure, the roles of school committees on the condition of school facilities and infrastructure, and the relationship between school principals' managerial and the roles of school committees simultaneously with the condition of school facilities and infrastructure. The research method used is quantitative with a correlational analysis technique. The results of the research concluded that there is a positive and significant relationship between the principal managerial and the condition of school facilities and infrastructure. Also, there is a positive and significant relationship between the roles of the school committee and the condition of school facilities and infrastructure and there is a positive and significant relationship between the school principal managerial and the roles of the school committee simultaneously with the condition of school facilities and infrastructure. Keywords: Facilities; infrastructure; principal; school committee; school conditions; school managerial.
{"title":"The relationship between school principal managerial roles and school committee roles with school infrastructure and facilities","authors":"Furtasan Ali Yusuf, Mohammad Syadeli Hanafi, Y. Ruhiat, Yati Rivati Rahayu","doi":"10.18844/cerj.v13i2.9020","DOIUrl":"https://doi.org/10.18844/cerj.v13i2.9020","url":null,"abstract":"School principals, school committees, and school conditions are integrated into education. This research aims to determine the relationship between school principals' managerial with the condition of school facilities and infrastructure, the roles of school committees on the condition of school facilities and infrastructure, and the relationship between school principals' managerial and the roles of school committees simultaneously with the condition of school facilities and infrastructure. The research method used is quantitative with a correlational analysis technique. The results of the research concluded that there is a positive and significant relationship between the principal managerial and the condition of school facilities and infrastructure. Also, there is a positive and significant relationship between the roles of the school committee and the condition of school facilities and infrastructure and there is a positive and significant relationship between the school principal managerial and the roles of the school committee simultaneously with the condition of school facilities and infrastructure. \u0000Keywords: Facilities; infrastructure; principal; school committee; school conditions; school managerial.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115964678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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