The aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.
{"title":"Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching","authors":"Leiv Opstad","doi":"10.30560/ier.v5n1p1","DOIUrl":"https://doi.org/10.30560/ier.v5n1p1","url":null,"abstract":"The aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81258309","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}
This study aims to determine the improvement of student learning outcomes through the online class recitation learning model during the covid-19 pandemic, on the learning process of class X1 students of the Accounting Department at SMK Negeri 1 Tompaso Baru Minahasa, totaling 14 students. The online classroom research method used is in the form of CAR (Classroom Action Research) which refers to classroom action research. In terms of treatment, learning is given that applies an online class recitation learning model. From the results of the analysis obtained by researchers on accounting subjects with service company accounting cycle material with the stages: Recording transactions/documents into general journals (General Entries) and posting from general journals to general ledgers (General Ledger), there is an increase in student learning outcomes. This increase can be seen from the percentage of student learning completeness individually and classically. This increase can be seen from the percentage of student learning completeness individually and classically. At the pre-cycle stage or before the implementation of the action, the average value of the class was 63.92 with the percentage of classical learning completeness only 35%. In the first cycle, it reached an average of 71.78 with a classical mastery level of 64.28%. While the learning outcomes in the second cycle reached an average of 77.85 with the classical learning completeness level reaching 92.85%. Likewise with student learning activities at every face-to-face online class. Student activity at the 1st meeting only reached a percentage of 56.25% with high criteria. At the second meeting it reached a percentage of 72.76% with high criteria, and at the third meeting it reached a percentage of 83.92% with very high criteria. Thus, student learning activities and student learning completeness in online classes during the COVID-19 pandemic increase by using the online class recitation learning model. With learning outcomes reaching 92.85% above the minimum learning completeness.
本研究以SMK Negeri 1 Tompaso Baru Minahasa会计系X1班14名学生的学习过程为研究对象，旨在确定新冠肺炎疫情期间在线课堂背诵学习模式对学生学习成果的改善。使用的在线课堂研究方法是CAR(课堂行动研究)的形式，即课堂行动研究。在治疗方面，学习是采用在线课堂背诵学习模式。从研究人员对会计科目的分析结果来看，服务公司会计周期材料的阶段:将交易/文件记录到总账(总账)和从总账到总账(总账)，学生的学习成果有所增加。这种增长可以从个别学生和古典学生的学习完成度百分比中看出。这种增长可以从个别学生和古典学生的学习完成度百分比中看出。在前循环阶段或行动实施前，班级的平均得分为63.92，经典学习完成率仅为35%。第一个周期平均为71.78分，古典精通水平为64.28%。而第二周期的学习成绩平均达到77.85分，经典学习的完备性达到92.85%。同样，学生在每次面对面在线课程中的学习活动也是如此。在第一次会议上，学生的活跃度仅达到56.25%，标准很高。在第二次会议上，这一比例达到了72.76%，标准很高;在第三次会议上，这一比例达到了83.92%，标准很高。因此，在新冠肺炎疫情期间，使用在线课堂背诵学习模式，学生在在线课堂上的学习活动和学习完整性得到了提高。学习成果达到92.85%以上的最小学习完备性。
{"title":"Online Class Resitation Learning Model During the Covid-19 Pandemic to Increase Outcomes Students Learning in Class Accounting Lessons","authors":"Meike D. Mamentu","doi":"10.30560/ier.v4n2p40","DOIUrl":"https://doi.org/10.30560/ier.v4n2p40","url":null,"abstract":"This study aims to determine the improvement of student learning outcomes through the online class recitation learning model during the covid-19 pandemic, on the learning process of class X1 students of the Accounting Department at SMK Negeri 1 Tompaso Baru Minahasa, totaling 14 students. The online classroom research method used is in the form of CAR (Classroom Action Research) which refers to classroom action research. In terms of treatment, learning is given that applies an online class recitation learning model. \u0000From the results of the analysis obtained by researchers on accounting subjects with service company accounting cycle material with the stages: Recording transactions/documents into general journals (General Entries) and posting from general journals to general ledgers (General Ledger), there is an increase in student learning outcomes. This increase can be seen from the percentage of student learning completeness individually and classically. This increase can be seen from the percentage of student learning completeness individually and classically. At the pre-cycle stage or before the implementation of the action, the average value of the class was 63.92 with the percentage of classical learning completeness only 35%. In the first cycle, it reached an average of 71.78 with a classical mastery level of 64.28%. While the learning outcomes in the second cycle reached an average of 77.85 with the classical learning completeness level reaching 92.85%. Likewise with student learning activities at every face-to-face online class. Student activity at the 1st meeting only reached a percentage of 56.25% with high criteria. At the second meeting it reached a percentage of 72.76% with high criteria, and at the third meeting it reached a percentage of 83.92% with very high criteria. Thus, student learning activities and student learning completeness in online classes during the COVID-19 pandemic increase by using the online class recitation learning model. With learning outcomes reaching 92.85% above the minimum learning completeness.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81384175","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}
Chantacha Sitticharoon, N. Charoenngam, Issarawan Keadkraichaiwat, Pailin Maikaew, Vasu Lertsiripatarajit
This study aimed to determine factors influencing happiness in preclinical students especially in aspects of teaching and learning, students’ motivation, study habits, and academic achievement. This study was a questionnaire-based cross-sectional study. The questionnaire was validated and approved for clarity, readability, rational analysis, and comprehensiveness by the experts. Questionnaires were sent to all second and/or third-year medical students of the 2018 (328) and 2019 (329) classes, Faculty of Medicine Siriraj Hospital, Mahidol University, Thailand. Cronbach’s alpha values were 0.886. The data were analyzed by the Statistical Package for Social Science version 18. From open-ended questions, the top 5 ranking factors increasing students’ happiness were teaching of instructors, content satisfaction, content understanding, free time, and handouts. Factors that had positive influences/associations with happiness of preclinical students were happiness in learning subjects taught in a particular year; satisfaction of content, study outcomes, materials, handouts, teaching motivating desire to learn, and applicability of content to medical profession; high motivation to study medicine, expected score, and the percentage of achievement of study targets; less amount of time spent on recorded-e-lecture study and internet for non-academic use; and low stress. Happiness of preclinical students was influenced by satisfaction in teaching and learning, their attitude, study habits, and academic achievement. Further studies on determining students’ happiness after improvement of teaching and learning environments, augmenting activities that enhance students’ motivation, and promoting good study habits among medical students, are required to prove whether enhancement of these factors could effectively increase students' happiness.
{"title":"Happiness of Preclinical Students: Evaluating Factors Influencing Happiness of Preclinical Students","authors":"Chantacha Sitticharoon, N. Charoenngam, Issarawan Keadkraichaiwat, Pailin Maikaew, Vasu Lertsiripatarajit","doi":"10.30560/ier.v4n2p28","DOIUrl":"https://doi.org/10.30560/ier.v4n2p28","url":null,"abstract":"This study aimed to determine factors influencing happiness in preclinical students especially in aspects of teaching and learning, students’ motivation, study habits, and academic achievement. This study was a questionnaire-based cross-sectional study. The questionnaire was validated and approved for clarity, readability, rational analysis, and comprehensiveness by the experts. Questionnaires were sent to all second and/or third-year medical students of the 2018 (328) and 2019 (329) classes, Faculty of Medicine Siriraj Hospital, Mahidol University, Thailand. Cronbach’s alpha values were 0.886. The data were analyzed by the Statistical Package for Social Science version 18. From open-ended questions, the top 5 ranking factors increasing students’ happiness were teaching of instructors, content satisfaction, content understanding, free time, and handouts. Factors that had positive influences/associations with happiness of preclinical students were happiness in learning subjects taught in a particular year; satisfaction of content, study outcomes, materials, handouts, teaching motivating desire to learn, and applicability of content to medical profession; high motivation to study medicine, expected score, and the percentage of achievement of study targets; less amount of time spent on recorded-e-lecture study and internet for non-academic use; and low stress. Happiness of preclinical students was influenced by satisfaction in teaching and learning, their attitude, study habits, and academic achievement. Further studies on determining students’ happiness after improvement of teaching and learning environments, augmenting activities that enhance students’ motivation, and promoting good study habits among medical students, are required to prove whether enhancement of these factors could effectively increase students' happiness.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88753239","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}
This predictive cross-sectional study explored core self-evaluation, level of writing motivation, and their influence on the business writing performance of junior business students at Occidental Mindoro State College. One hundred fifty junior business students of Occidental Mindoro State College Main Campus in Academic Year 2020-2021 selected through a simple random sampling technique were the respondents in the study. It was found that the student’s level of core self-evaluation was moderate considering their results in the locus of control, self-esteem, and self-efficacy. However, the students are highly motivated in performing their writing activities. Therefore, the improvement in core self-evaluation may slightly improve writing motivation and writing performance. Likewise, improving writing motivation may slightly improve the writing performance of business students. The positive beta coefficients indicate that if the indicators of writing motivation are improved, the students’ writing performance becomes better. Thus, core self-evaluation and writing motivation affect students’ business writing performance.
{"title":"Core Self-Evaluation, Writing Motivation, and Business Writing Performance of College Third Year Students of Occidental Mindoro State College","authors":"V. S. Casanova, Miracle B. Tuazon","doi":"10.30560/ier.v4n2p16","DOIUrl":"https://doi.org/10.30560/ier.v4n2p16","url":null,"abstract":"This predictive cross-sectional study explored core self-evaluation, level of writing motivation, and their influence on the business writing performance of junior business students at Occidental Mindoro State College. One hundred fifty junior business students of Occidental Mindoro State College Main Campus in Academic Year 2020-2021 selected through a simple random sampling technique were the respondents in the study. It was found that the student’s level of core self-evaluation was moderate considering their results in the locus of control, self-esteem, and self-efficacy. However, the students are highly motivated in performing their writing activities. Therefore, the improvement in core self-evaluation may slightly improve writing motivation and writing performance. Likewise, improving writing motivation may slightly improve the writing performance of business students. The positive beta coefficients indicate that if the indicators of writing motivation are improved, the students’ writing performance becomes better. Thus, core self-evaluation and writing motivation affect students’ business writing performance.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"89 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83574870","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}
The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers. The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.
{"title":"Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers","authors":"I. Al-Hussein, A. Mohammad, M. Al-Zahrani","doi":"10.30560/ier.v4n2p1","DOIUrl":"https://doi.org/10.30560/ier.v4n2p1","url":null,"abstract":"The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers. The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83344264","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}
This study was intended to search the vital factors and indicators of personal knowledge management and the effectiveness of teacher learning management for primary school teachers in Lao PDR. A survey research design was employed to 600 teachers with the purpose of testing the goodness-of-fit of the identified vital factors and indicators with the empirical data. The results revealed that an entire of 30 indicators were recognized from 10 vital factors. The structural relationship model of personal knowledge management to enhance the effectiveness of teacher learning management indicators was found to be in parallel to the empirical data, with χ2 =382.319, df=342, χ 2/df=1.117, CFI=0.997, TLI=0.996, RMSEA=0.030, and SRMR=0.030. The results contribute significantly to knowledge with orientation to recommending a measurement model which can be referred by primary school teachers in Lao PDR in particular on how to utilize personal knowledge management skills to enhance their learning management capabilities.
{"title":"Personal Knowledge Management to Enhance the Effectiveness of Teacher Learning Management in Lao PDR","authors":"Vathanavanh Sayasane, Kanokorn Somprach, Jatuphum Ketchatturat","doi":"10.30560/ier.v4n1p88","DOIUrl":"https://doi.org/10.30560/ier.v4n1p88","url":null,"abstract":"This study was intended to search the vital factors and indicators of personal knowledge management and the effectiveness of teacher learning management for primary school teachers in Lao PDR. A survey research design was employed to 600 teachers with the purpose of testing the goodness-of-fit of the identified vital factors and indicators with the empirical data. The results revealed that an entire of 30 indicators were recognized from 10 vital factors. The structural relationship model of personal knowledge management to enhance the effectiveness of teacher learning management indicators was found to be in parallel to the empirical data, with χ2 =382.319, df=342, χ 2/df=1.117, CFI=0.997, TLI=0.996, RMSEA=0.030, and SRMR=0.030. The results contribute significantly to knowledge with orientation to recommending a measurement model which can be referred by primary school teachers in Lao PDR in particular on how to utilize personal knowledge management skills to enhance their learning management capabilities.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83886106","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}
Kampon Khantawong, Saowanee Sirisooksilp, D. Thawinkarn
The purpose of this research was to study the need assessment of internal supervision in secondary schools under the jurisdiction of the Office of Basic Education Commission, Thailand. A total of 944 teachers participated in the survey using multistage random sampling. The five scopes of internal supervision were investigated, namely, academic in curriculum development, development of learning process, evaluation and comparison of grades transfer, development of innovative media and digital technology, and educational supervision using a 43-items questionnaire. The need assessment results showed that the development of innovative media and digital technology (PNImodified=0.373) is the most essential scope of internal supervision according to respondents’ perceptions. This is followed by the development of the learning process (PNImodified=0.267), educational supervision (PNImodified=0.262), and evaluation and comparison of grades transfer (PNImodified=0.257). The least capacity scope is academic in curriculum development (PNImodified=0.246). The overall results imply that supervisors or school principals should attempt to ensure that internal supervisions are regularly operated to improve the teaching and learning process by paying more attention to the scope of development of innovative media and digital technology without ignoring the other four scopes.
{"title":"Needs Assessment of Internal Supervision in Secondary Schools under the Office of Basic Education Commission","authors":"Kampon Khantawong, Saowanee Sirisooksilp, D. Thawinkarn","doi":"10.30560/ier.v4n1p71","DOIUrl":"https://doi.org/10.30560/ier.v4n1p71","url":null,"abstract":"The purpose of this research was to study the need assessment of internal supervision in secondary schools under the jurisdiction of the Office of Basic Education Commission, Thailand. A total of 944 teachers participated in the survey using multistage random sampling. The five scopes of internal supervision were investigated, namely, academic in curriculum development, development of learning process, evaluation and comparison of grades transfer, development of innovative media and digital technology, and educational supervision using a 43-items questionnaire. The need assessment results showed that the development of innovative media and digital technology (PNImodified=0.373) is the most essential scope of internal supervision according to respondents’ perceptions. This is followed by the development of the learning process (PNImodified=0.267), educational supervision (PNImodified=0.262), and evaluation and comparison of grades transfer (PNImodified=0.257). The least capacity scope is academic in curriculum development (PNImodified=0.246). The overall results imply that supervisors or school principals should attempt to ensure that internal supervisions are regularly operated to improve the teaching and learning process by paying more attention to the scope of development of innovative media and digital technology without ignoring the other four scopes. ","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80700650","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}
The sustainability of educational administration is depending on school administrators’ growth mindset. A growth mindset is detected to have a direct relationship with school achievement and success. Despite being an integral part of school leadership, the growth mindset of school administrators has been ignored by past researchers. Hence, this research is designed to investigate the growth mindset’s significant factors and indicators of high school administrators in Thailand. The researchers employed a quantitative approach survey design. A total of 460 school administrators and teachers participated in a survey using a multi-stage sampling technique. The researchers intended to test whether the identified factors and indicators are fitting with empirical data as the ultimate research outcome. The results revealed that there are a total of 17 indicators derived from the six factors in a growth mindset model. The measurement model of growth mindset is corroborated to the empirical data, with χ2=64.875, df=50, χ2/df=1.2975, CFI=0.99, TLI=0.99, RMSEA=0.02, and SRMR=0.01. In conclusion, the developed growth mindset model for high school administrators has a goodness-of-fit with the attained data. Finally, the results of this research have successfully proposed a measurement model that would be guidelines for school administrators to grow their positive mindset as our major contribution to the educational administration field.
{"title":"Developing Factors and Indicators of Growth Mindset for School Administrators in Thailand","authors":"Nitas Masalee, Wallapha Ariratana, Saowanee Sirisooksilp","doi":"10.30560/ier.v4n1p61","DOIUrl":"https://doi.org/10.30560/ier.v4n1p61","url":null,"abstract":"The sustainability of educational administration is depending on school administrators’ growth mindset. A growth mindset is detected to have a direct relationship with school achievement and success. Despite being an integral part of school leadership, the growth mindset of school administrators has been ignored by past researchers. Hence, this research is designed to investigate the growth mindset’s significant factors and indicators of high school administrators in Thailand. The researchers employed a quantitative approach survey design. A total of 460 school administrators and teachers participated in a survey using a multi-stage sampling technique. The researchers intended to test whether the identified factors and indicators are fitting with empirical data as the ultimate research outcome. The results revealed that there are a total of 17 indicators derived from the six factors in a growth mindset model. The measurement model of growth mindset is corroborated to the empirical data, with χ2=64.875, df=50, χ2/df=1.2975, CFI=0.99, TLI=0.99, RMSEA=0.02, and SRMR=0.01. In conclusion, the developed growth mindset model for high school administrators has a goodness-of-fit with the attained data. Finally, the results of this research have successfully proposed a measurement model that would be guidelines for school administrators to grow their positive mindset as our major contribution to the educational administration field.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86229168","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}
Sirirat Chaona, Maitree Inprasitha, Narumon Changsri, K. Sangaroon
This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.
{"title":"Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies","authors":"Sirirat Chaona, Maitree Inprasitha, Narumon Changsri, K. Sangaroon","doi":"10.30560/ier.v4n1p55","DOIUrl":"https://doi.org/10.30560/ier.v4n1p55","url":null,"abstract":"This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"259 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73347862","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}
Saastra Laah-On, Maitree Inprasitha, K. Sangaroon, Narumon Changsri
Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.
{"title":"Using Classroom Video in Designing Open-ended Problem Situations","authors":"Saastra Laah-On, Maitree Inprasitha, K. Sangaroon, Narumon Changsri","doi":"10.30560/ier.v4n1p46","DOIUrl":"https://doi.org/10.30560/ier.v4n1p46","url":null,"abstract":"Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81980484","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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