首页 > 最新文献

International Educational Scientific Research Journal最新文献

英文 中文
Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching 商科学生对考试形式的表现和学习方法有不同的看法,这取决于对数字化教学的态度
Pub Date : 2022-09-22 DOI: 10.30560/ier.v5n1p1
Leiv Opstad
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.
本文的目的是看看在校学生和喜欢在线版本的学生之间对教学方法和评估选择的态度是否存在实质性差异。在2019冠状病毒病期间,我们获得了一个独特的机会来比较参加相同课程和相同考试的学生。在挪威科技大学(NTNU)的经济学必修科目中,向两组学生分发了相同的问卷。方法的选择是使用t检验对平均值进行两两比较。研究结果显示,这两组之间存在显著差异。那些选择在校的学生在高中的平均绩点(GPA)更高,他们更喜欢传统的考试形式。那些选择听数字课程的人更喜欢选择题测试,或者在家“开卷”考试。这意味着教学方法和考试形式的选择都会对学生的排名产生重大影响。
{"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}
引用次数: 0
Online Class Resitation Learning Model During the Covid-19 Pandemic to Increase Outcomes Students Learning in Class Accounting Lessons Covid-19大流行期间的在线课堂保留学习模式提高学生在课堂上学习会计课程的效果
Pub Date : 2022-01-21 DOI: 10.30560/ier.v4n2p40
Meike D. Mamentu
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}
引用次数: 1
Happiness of Preclinical Students: Evaluating Factors Influencing Happiness of Preclinical Students 临床前期学生幸福感:影响临床前期学生幸福感的因素评价
Pub Date : 2021-12-30 DOI: 10.30560/ier.v4n2p28
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.
本研究旨在探讨影响临床预科学生幸福感的因素,特别是在教与学、学生动机、学习习惯和学业成绩等方面。本研究是一项基于问卷的横断面研究。专家对问卷进行了验证,认为问卷清晰、易读、分析合理、全面。调查问卷发给了泰国玛希隆大学医学院Siriraj医院2018届(328名)和2019届(329名)的所有二年级和/或三年级医学生。Cronbach’s alpha值为0.886。这些数据是通过社会科学统计软件包第18版分析的。从开放式问题来看,提高学生幸福感的前5个因素是教师的教学、内容满意度、内容理解、空闲时间和讲义。对临床前学生幸福感有正向影响/关联的因素是对某一年所教科目的学习幸福感;对内容、研究成果、材料、讲义、教学激励学习欲望的满意度,以及内容对医学专业的适用性;学习医学的积极性高,期望分数高,完成学习目标的百分比高;更少的时间花在录制的电子讲座学习和非学术使用的互联网上;而且压力小。临床预科学生的幸福感受教学满意度、学习态度、学习习惯和学业成绩的影响。改善医学生的教与学环境、增加增强学生学习动机的活动、培养医学生良好的学习习惯对学生幸福感的影响,需要进一步的研究来证明这些因素的增强是否能有效地提高学生的幸福感。
{"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}
引用次数: 0
Core Self-Evaluation, Writing Motivation, and Business Writing Performance of College Third Year Students of Occidental Mindoro State College 西方民都洛州立学院三年级学生核心自我评价、写作动机与商务写作表现
Pub Date : 2021-11-05 DOI: 10.30560/ier.v4n2p16
V. S. Casanova, Miracle B. Tuazon
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.
本研究旨在探讨西方民都洛州立学院商科学生的核心自我评价、写作动机水平及其对商务写作表现的影响。采用简单随机抽样的方法,选取了2020-2021学年西方民都洛州立大学主校区的150名商科大三学生作为研究对象。结果发现,从控制点、自尊和自我效能的结果来看,学生的核心自我评价水平处于中等水平。然而,学生们在进行写作活动时积极性很高。因此,核心自我评价的提高可能会略微提高写作动机和写作成绩。同样,提高写作动机可能会略微提高商科学生的写作成绩。正贝塔系数表明,如果写作动机的指标得到改善,学生的写作成绩就会变好。因此,核心自我评价和写作动机影响着学生的商务写作成绩。
{"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}
引用次数: 0
Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers 冠状病毒大流行期间优质幼儿远程教育:女教师的看法
Pub Date : 2021-10-17 DOI: 10.30560/ier.v4n2p1
I. Al-Hussein, A. Mohammad, M. Al-Zahrani
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.
新冠肺炎疫情导致世界各地的幼儿园机构和学校关闭,迫使上级当局将重点转向在线远程教育。这种流行病的影响非常严重,几乎影响到四分之一的人的生活、公共卫生,尤其是教育部门。本研究是根据Servqual模型设计的,使用沙特阿拉伯和约旦的早期儿童参数的样本感知,利用在线问卷收集157名教师的回答。由于教师对远程教育技术不熟悉,新冠肺炎疫情对小学生在线教育服务的质量影响很大。本研究建议有必要探索高水平的小学儿童学习工具研究,使教师和家长能够有效地处理在线平台。在目前不可避免的危机中,这篇文章为家庭中的每个孩子提供了一个更容易和公平的平台。
{"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}
引用次数: 2
Personal Knowledge Management to Enhance the Effectiveness of Teacher Learning Management in Lao PDR 个人知识管理提高老挝教师学习管理的有效性
Pub Date : 2021-06-23 DOI: 10.30560/ier.v4n1p88
Vathanavanh Sayasane, Kanokorn Somprach, Jatuphum Ketchatturat
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.
本研究旨在探讨老挝小学教师个人知识管理的关键因素和指标,以及教师学习管理的有效性。采用调查研究设计对600名教师进行调查研究,目的是用实证数据检验所识别的关键因素和指标的拟合优度。结果显示,从10个关键因素中识别出了30个指标。个人知识管理提升教师学习管理指标有效性的结构关系模型与实证数据基本一致,χ2 =382.319, df=342, χ2 /df=1.117, CFI=0.997, TLI=0.996, RMSEA=0.030, SRMR=0.030。研究结果对知识导向有显著贡献,可为老挝人民民主共和国的小学教师推荐一个测量模型,特别是关于如何利用个人知识管理技能来提高他们的学习管理能力。
{"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}
引用次数: 0
Needs Assessment of Internal Supervision in Secondary Schools under the Office of Basic Education Commission 基础教育委员会办公室辖下中学内部督导的需要评估
Pub Date : 2021-06-22 DOI: 10.30560/ier.v4n1p71
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. 
本研究的目的是研究泰国基础教育委员会办公室所辖中学内部监督的必要性评估。采用多阶段随机抽样的方法,共有944名教师参与了调查。通过43项问卷调查,对课程开发中的学术、学习过程的开发、成绩转移的评价和比较、创新媒体和数字技术的开发以及教育监督五个方面进行了调查。需求评估结果显示,创新媒体和数字技术的发展(PNImodified=0.373)是受访者认为最重要的内部监督范围。其次是学习过程的发展(PNImodified=0.267)、教育监督(PNImodified=0.262)和成绩转移的评价和比较(PNImodified=0.257)。课程开发能力范围最小的是学术(PNImodified=0.246)。整体结果表明,主管或学校校长应尝试通过更多关注创新媒体和数字技术的发展范围,而不是忽视其他四个范围,确保定期进行内部监督,以改善教与学的过程。
{"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}
引用次数: 0
Developing Factors and Indicators of Growth Mindset for School Administrators in Thailand 泰国学校管理者成长心态的发展因素与指标
Pub Date : 2021-06-22 DOI: 10.30560/ier.v4n1p61
Nitas Masalee, Wallapha Ariratana, Saowanee Sirisooksilp
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.
教育管理的可持续性取决于学校管理者的成长心态。研究发现,成长型思维模式与学校成绩和成功有直接关系。尽管成长心态是学校领导不可或缺的一部分,但过去的研究者却忽视了学校管理者的成长心态。因此,本研究旨在调查泰国高中管理者成长心态的显著因素和指标。研究人员采用了定量方法调查设计。共有460名学校管理人员和教师参与了一项采用多阶段抽样技术的调查。研究人员旨在检验所识别的因素和指标是否与实证数据拟合,作为最终的研究结果。结果显示,成长心态模型中的6个因素共衍生出17个指标。成长心态测量模型与实证数据相吻合,χ2=64.875, df=50, χ2/df=1.2975, CFI=0.99, TLI=0.99, RMSEA=0.02, SRMR=0.01。综上所述,所建立的高中管理者成长心态模型与所得数据具有良好的拟合性。最后,本研究的结果成功地提出了一个测量模型,作为学校管理者培养积极心态的指导方针,是我们对教育管理领域的主要贡献。
{"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}
引用次数: 1
Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies 数学教育家对职前数学教师专业能力的看法
Pub Date : 2021-06-20 DOI: 10.30560/ier.v4n1p55
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.
本研究旨在探讨职前数学教师的专业能力,并从数学教育者的角度,运用课程研究和开放方法创新来协助学生学习。共有35名数学教育工作者被选中,他们不仅在利用课程研究和开放方法创新方面有三年以上的经验,而且还为职前数学教师提供培训。研究人员采用了三种数据收集方法,即文献分析、问卷调查和访谈。利用三角剖分原理对三个源的数据进行设计。本研究在泰国课程研究模式的三个步骤下提出研究结果。在第一步“协同设计研究性教案”中,职前教师可以创造与学生真实世界相关的问题情境,可以分析问题情境的背景,可以分析引发学生想法的关键词,可以预测学生的想法,可以准备教材来支持学生的想法。接下来是第二步“合作观察研究课”。研究发现,职前教师可以观察学生在解决数学问题时的想法,可以注意到学生在学习中的困难,可以使用与学生熟练程度相匹配的语言进行反馈,给学生机会展示如何思考和表达自己的想法,倾听和接受学生的意见,并记录学生的想法或学习证据。最后一步“协同反思教学实践”的研究结果表明,职前教师可以通过将学生的想法与教学指导联系起来来反映学习成果。
{"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}
引用次数: 1
Using Classroom Video in Designing Open-ended Problem Situations 利用课堂视频设计开放式问题情境
Pub Date : 2021-06-19 DOI: 10.30560/ier.v4n1p46
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.
在过去的二十年里,泰国课程研究将开放教学模式作为以问题解决为基础的教学方法。以问题解决为基础的教学方法必须从提出开放式的问题情境开始,鼓励学生用自己的方法独立解决问题。因此,开放式问题情境设计被认为是教师或受培训者在解决问题时为学生的学习经验提供足够机会的关键因素(Inprasitha, 2017)。因此,本研究旨在利用课堂教学录像和专家反思实践来分析教师学员设计开放式问题情境的能力。采用有目的抽样技术,从皇家赞助的哇拉亚隆功拉贾哈特大学教育学院数学系(英语课程)中选出了10名培训教师。采用多案例调查研究设计,采用定性方法。本研究使用了四种研究工具,分别是教案、录像和录音、现场笔记和访谈程序。数据收集使用各种来源,如研究课程计划,音频和视频记录以及访谈。结果显示,教师培训生利用课堂教学视频来帮助他们澄清不确定的问题情境,修改教学顺序,修改适当的词语来指导问题情境。另一方面,专家们的反思视频成功地帮助他们更好地理解了问题解决教学法中的数学内容和教师学员在学习活动中每个动作的意图。
{"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}
引用次数: 2
期刊
International Educational Scientific Research Journal
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1