The purpose of this research was planned to explore graduate students’ core values in the context of the Lesson Study process. The selected research institute is a Faculty of Education of a public university in Khon Kaen province, Thailand. A total of 59 samples were purposively selected to participate in a survey. The target group was selected based on the condition that they are studying Mathematics Education Graduate Program for not less than one year and have practiced several cycles of the Lesson Study process during their studies. The target group consisted of 40 and 19 samples who are currently doing their master’s and doctoral studies, respectively. This research utilized the Thailand Lesson Study Model (Inprasitha, 2010) consisting of three steps, namely (i) collaboratively design a research lesson (Plan); (ii) collaboratively observe the research lesson (Do), and (iii) collaboratively discuss and reflect on the research lesson (See) in terms of the four core values, namely building collaboration, open-minded attitudes, public concern, and emphasis on product-process approach (Inprasitha, 2015). Data were collected using a questionnaire and reflection online blog. The survey results revealed that there are different levels of practicing the four core values at each step of the Lesson Study process in different training activities. In conclusion, the results of this research have successfully contributed to our recognition of the importance of core values while graduate students in the context of the Lesson Study process.
{"title":"Core Values of Graduate Students in the Context of Lesson Study Process","authors":"Alisa Moonsri, Maitree Inprasitha, Narumon Changsri","doi":"10.30560/ier.v4n1p38","DOIUrl":"https://doi.org/10.30560/ier.v4n1p38","url":null,"abstract":"The purpose of this research was planned to explore graduate students’ core values in the context of the Lesson Study process. The selected research institute is a Faculty of Education of a public university in Khon Kaen province, Thailand. A total of 59 samples were purposively selected to participate in a survey. The target group was selected based on the condition that they are studying Mathematics Education Graduate Program for not less than one year and have practiced several cycles of the Lesson Study process during their studies. The target group consisted of 40 and 19 samples who are currently doing their master’s and doctoral studies, respectively. This research utilized the Thailand Lesson Study Model (Inprasitha, 2010) consisting of three steps, namely (i) collaboratively design a research lesson (Plan); (ii) collaboratively observe the research lesson (Do), and (iii) collaboratively discuss and reflect on the research lesson (See) in terms of the four core values, namely building collaboration, open-minded attitudes, public concern, and emphasis on product-process approach (Inprasitha, 2015). Data were collected using a questionnaire and reflection online blog. The survey results revealed that there are different levels of practicing the four core values at each step of the Lesson Study process in different training activities. In conclusion, the results of this research have successfully contributed to our recognition of the importance of core values while graduate students in the context of the Lesson Study process.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89770622","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 aimed to investigate students’ mathematical competence in learning relationships between units according to the students’ performance in a SUKEN test of Level 6. A total of 139 students were selected as our target group and involved as examinees. Research instruments include students’ answer sheets, test item analyses, and textbook analysis. SUKEN test is a mathematical proficiency test used to identify related issues to improve teaching practices. The results from the first phase showed that there were 24 examinees or 17.27 percent of them had been successfully passed the passing criterion as 70 percent of the total marks 100. However, there was a lowest percentage (33.21%) of examinees showed that they were able to answer correctly in the questions related to the content domain of Quantities and Measurement compared to other content domains. On top of that, only 38.49 percent and 31.09 percent of the examinees possessed their competencies in content knowledge and the method of application respectively while they answered the Quantities and Measurement questions. Besides, the results of in-depth analyses from students’ answer sheets revealed that there were seven different groups of answers by analyzing examinees' responses in terms of their reasoning skills to support their responses. Examinees were found to have problems finding the relationship between cm3 and m3, whenever they have to use a relationship in three dimensions. Therefore, teachers are suggested to use the geometry model to assist students in understanding the relationships between the units.
本研究旨在透过学生在SUKEN六级测验中的表现，探讨学生在单元间关系学习上的数学能力。共有139名学生被选为我们的目标群体，并作为考生参与其中。研究工具包括学生答题纸、测试项目分析和教科书分析。SUKEN测试是一种数学能力测试，用于识别相关问题，以改善教学实践。第1阶段的结果显示，24名考生(17.27%)以总分100分的70%顺利通过了合格标准。然而，与其他内容领域相比，在quantity and Measurement内容领域中能够正确回答问题的考生比例最低(33.21%)。此外，在回答“数量”和“计量”问题时，掌握内容知识和运用方法的考生分别只有38.49%和31.09%。此外，通过对考生答题卡的深入分析，通过分析考生的推理能力来支持他们的回答，结果发现有七组不同的答案。考生们发现，当他们必须在三维空间中使用关系时，很难找到cm3和m3之间的关系。因此，建议教师使用几何模型来帮助学生理解单元之间的关系。
{"title":"An Analysis of Students’ Mathematical Competencies: The Relationship between Units","authors":"Jitlada Jaikla, Maitree Inprasitha, Narumon Changsri","doi":"10.30560/ier.v4n1p29","DOIUrl":"https://doi.org/10.30560/ier.v4n1p29","url":null,"abstract":"This study aimed to investigate students’ mathematical competence in learning relationships between units according to the students’ performance in a SUKEN test of Level 6. A total of 139 students were selected as our target group and involved as examinees. Research instruments include students’ answer sheets, test item analyses, and textbook analysis. SUKEN test is a mathematical proficiency test used to identify related issues to improve teaching practices. The results from the first phase showed that there were 24 examinees or 17.27 percent of them had been successfully passed the passing criterion as 70 percent of the total marks 100. However, there was a lowest percentage (33.21%) of examinees showed that they were able to answer correctly in the questions related to the content domain of Quantities and Measurement compared to other content domains. On top of that, only 38.49 percent and 31.09 percent of the examinees possessed their competencies in content knowledge and the method of application respectively while they answered the Quantities and Measurement questions. Besides, the results of in-depth analyses from students’ answer sheets revealed that there were seven different groups of answers by analyzing examinees' responses in terms of their reasoning skills to support their responses. Examinees were found to have problems finding the relationship between cm3 and m3, whenever they have to use a relationship in three dimensions. Therefore, teachers are suggested to use the geometry model to assist students in understanding the relationships between the units.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90283353","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 Family Empowerment Post (Posdaya) has been running as a model for implementing community development, especially in rural areas in the fields of education, health and economy. However, mostly it still provides the minimum service standard and has not been able to reach the maximum standard in terms of transfer of knowledge and skills to the community. Therefore, the aim of this research is to design an empowerment program for public education including supporting the prevention of the Covid-19 pandemic. Using a qualitative case study method, informants were selected purposively from the village government, Posdaya administrators, community leaders and entrepreneurial groups. Data collection was carried out through observation, interviews, discussion and documentation. Triangulation is used as verification of the data that has been collected. The findings show that a responsive, productive and innovative empowerment program in the form of informal and vocational learning is really necessary as a medium to increase motivation, knowledge, and entrepreneurial skill of communities based on local resources to maintain the welfare and the health of families and villagers especially during the Covid-19 pandemic.
{"title":"Family Empowerment Program as Community Education in Supporting the Prevention of the Covid-19 Pandemic","authors":"A. Sabiq, Adhi Iman Sulaiman, Toto Sugito","doi":"10.30560/ier.v3n3p22","DOIUrl":"https://doi.org/10.30560/ier.v3n3p22","url":null,"abstract":"The Family Empowerment Post (Posdaya) has been running as a model for implementing community development, especially in rural areas in the fields of education, health and economy. However, mostly it still provides the minimum service standard and has not been able to reach the maximum standard in terms of transfer of knowledge and skills to the community. Therefore, the aim of this research is to design an empowerment program for public education including supporting the prevention of the Covid-19 pandemic. Using a qualitative case study method, informants were selected purposively from the village government, Posdaya administrators, community leaders and entrepreneurial groups. Data collection was carried out through observation, interviews, discussion and documentation. Triangulation is used as verification of the data that has been collected. The findings show that a responsive, productive and innovative empowerment program in the form of informal and vocational learning is really necessary as a medium to increase motivation, knowledge, and entrepreneurial skill of communities based on local resources to maintain the welfare and the health of families and villagers especially during the Covid-19 pandemic.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81689909","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}
Yanint Raksadawan, Chantacha Sitticharoon, N. Charoenngam, Pailin Maikaew, Issarawan Keadkraichaiwat
Academic achievement is a major concern of preclinical students. This study aimed to determine factors influencing academic achievement in preclinical years. Questionnaires were sent to all students of the 2019 class at the 1st (2019/1) and 2nd preclinical years (2019/2) and the 2018 class at the 2nd preclinical year (2018/2) without sampling, with 85.11% (280/328), 86.32% (284/328), and 83.54% (274/328) being returned, respectively. Students were divided into Q1 (lowest)-Q2-Q3-Q4 (highest) according to quartiles of their GPA. Q4 students had higher examination expectation and achievement of study targets in all classes and more time spent on non-recorded-e-lecture study in the 2018/2 and 2019/2 classes; but lower time spent on recorded-e-lecture study in the 2019/1 class and non-academic-internet use in the 2019/2 and 2018/2 classes than other groups. In contrast, Q1 students had higher instances of lateness and absence/year in the 2019/2 and 2018/2 classes but lower happiness scores in the 2018/2 class compared to other groups. Obese and overweight students had significantly lower GPA than normal weight and underweight students of the 2019/2 class (p<0.05 all). The current year GPA had significant positive correlations with the previous year GPA, examination expectation, achievement of study targets, and time spent on non-recorded-e-lecture study; but had significant negative correlations with time spent on recorded-e-lecture study and non-academic internet use, instances of lateness and absence/year, and BMI (p<0.05 all). In conclusion, students with more self-regulation strategies in many aspects of self-regulated learning, including time management, learning strategies, emotion control, motivation, and self-efficacy, had better academic outcomes.
{"title":"Factors Influencing Academic Achievement in Preclinical Students","authors":"Yanint Raksadawan, Chantacha Sitticharoon, N. Charoenngam, Pailin Maikaew, Issarawan Keadkraichaiwat","doi":"10.30560/ier.v3n3p8","DOIUrl":"https://doi.org/10.30560/ier.v3n3p8","url":null,"abstract":"Academic achievement is a major concern of preclinical students. This study aimed to determine factors influencing academic achievement in preclinical years. Questionnaires were sent to all students of the 2019 class at the 1st (2019/1) and 2nd preclinical years (2019/2) and the 2018 class at the 2nd preclinical year (2018/2) without sampling, with 85.11% (280/328), 86.32% (284/328), and 83.54% (274/328) being returned, respectively. Students were divided into Q1 (lowest)-Q2-Q3-Q4 (highest) according to quartiles of their GPA. Q4 students had higher examination expectation and achievement of study targets in all classes and more time spent on non-recorded-e-lecture study in the 2018/2 and 2019/2 classes; but lower time spent on recorded-e-lecture study in the 2019/1 class and non-academic-internet use in the 2019/2 and 2018/2 classes than other groups. In contrast, Q1 students had higher instances of lateness and absence/year in the 2019/2 and 2018/2 classes but lower happiness scores in the 2018/2 class compared to other groups. Obese and overweight students had significantly lower GPA than normal weight and underweight students of the 2019/2 class (p<0.05 all). The current year GPA had significant positive correlations with the previous year GPA, examination expectation, achievement of study targets, and time spent on non-recorded-e-lecture study; but had significant negative correlations with time spent on recorded-e-lecture study and non-academic internet use, instances of lateness and absence/year, and BMI (p<0.05 all). In conclusion, students with more self-regulation strategies in many aspects of self-regulated learning, including time management, learning strategies, emotion control, motivation, and self-efficacy, had better academic outcomes.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90167198","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 examined the effectiveness of SoDriGa strategy in teaching mathematics among 4th-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. The data from the results of TIMSS (2003) and PISA (2018) revealed that there were poor mathematical performances among Filipino learners. On the need to address this issue on enhancing mathematics instruction, it is imperative that relevant efforts to be conducted to improve performance among Filipino learners. The aforementioned innovation in teaching is consonant to the provisions of Section 10.2 paragraph (a), (d), and (k) of Republic Act 10533, Enhanced Basic Education Act of 2013, that the curriculum shall be learner- centered, contextualized, and flexible enough to enable and allow schools to localize and indigenize instructional materials. Using multiple pre- and post-tests design, the findings revealed that respondents consistently performed well in their post-test. The result suggested that SoDriGa was a helpful study tool as it increased cognitive gains, motivation and built positive attitude towards learning mathematics while pupils’ mastery and retention of concepts being taught were improved. Thus, SoDriGa as an effective strategy may be adapted and implemented in schools to enhance mathematics’ instruction and further improve pupils’ performance.
{"title":"Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance","authors":"Raymart O. Basco","doi":"10.30560/ier.v3n2p1","DOIUrl":"https://doi.org/10.30560/ier.v3n2p1","url":null,"abstract":"This study examined the effectiveness of SoDriGa strategy in teaching mathematics among 4th-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. The data from the results of TIMSS (2003) and PISA (2018) revealed that there were poor mathematical performances among Filipino learners. On the need to address this issue on enhancing mathematics instruction, it is imperative that relevant efforts to be conducted to improve performance among Filipino learners. The aforementioned innovation in teaching is consonant to the provisions of Section 10.2 paragraph (a), (d), and (k) of Republic Act 10533, Enhanced Basic Education Act of 2013, that the curriculum shall be learner- centered, contextualized, and flexible enough to enable and allow schools to localize and indigenize instructional materials. Using multiple pre- and post-tests design, the findings revealed that respondents consistently performed well in their post-test. The result suggested that SoDriGa was a helpful study tool as it increased cognitive gains, motivation and built positive attitude towards learning mathematics while pupils’ mastery and retention of concepts being taught were improved. Thus, SoDriGa as an effective strategy may be adapted and implemented in schools to enhance mathematics’ instruction and further improve pupils’ performance.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87884581","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}
Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers' knowledge, skills and values. There are various approaches and types of teachers' professional development. This paper begins by discussing the definition, characteristics and models of teachers’ professional development. Then it outlines some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Next, the paper focuses on action research as one of the widely used approaches in both research and teacher professional development. The potential benefits of action research in building teachers’ professional capacity is presented next. The paper concludes with a discussion about the implications of utilizing action research in the educational development program for school principals in Bahrain Teachers College.
{"title":"Action Research and Teachers’ Professional Development: Examples and Reflections","authors":"O. AlMahdi","doi":"10.30560/ier.v2n3p37","DOIUrl":"https://doi.org/10.30560/ier.v2n3p37","url":null,"abstract":"Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers' knowledge, skills and values. There are various approaches and types of teachers' professional development. This paper begins by discussing the definition, characteristics and models of teachers’ professional development. Then it outlines some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Next, the paper focuses on action research as one of the widely used approaches in both research and teacher professional development. The potential benefits of action research in building teachers’ professional capacity is presented next. The paper concludes with a discussion about the implications of utilizing action research in the educational development program for school principals in Bahrain Teachers College.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80009255","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}
Toto Sugito, Adhi Iman Sulaiman, A. Sabiq, M. Faozanudin, Bambang Kuncoro
Development in coastal border areas is an important priority for addressing social and economic disparities and conflict through empowerment programs. The objective of the research is to analyze the empowerment as community learning based on ecotourism of coastal border. This research uses qualitative method in which Participatory Rural Appraisal (PRA) and data collection is conducted through in-depth interview, observation, documentation analysis, Focus Group Discussion (FGD) and Participatory Decision Making (PDM). The research takes place in the border area of West Kalimantan namely Sebubus Village and Temajuk Village, Paloh Subdistrict, Sambas District. The informants are determined through purposive sampling consisting of empowerment activists, community leaders, village government, business groups, academics, and tourists. Data is analyzed using SWOT analysis. The results show (1) to develop ecotourism potential of mangrove forest and food processing from mangrove fruit, turtle breeding, and coastal tourism, a participatory and sustainable empowerment of community learning program is necessary. (2) Youth figures as community learning activists of ecotourism empowerment along with community leaders need support and cooperation from village and local government, as well as private parties. (3) Temajuk village in particular requires the improvement of road infrastructure, electrical lighting and telecommunication signals in order not to cause social and economic dependency and jealousy with Malaysian border areas.
{"title":"The Empowerment as Community Learning Based on Ecotourism of Coastal Border at West Kalimantan","authors":"Toto Sugito, Adhi Iman Sulaiman, A. Sabiq, M. Faozanudin, Bambang Kuncoro","doi":"10.30560/ier.v2n3p23","DOIUrl":"https://doi.org/10.30560/ier.v2n3p23","url":null,"abstract":"Development in coastal border areas is an important priority for addressing social and economic disparities and conflict through empowerment programs. The objective of the research is to analyze the empowerment as community learning based on ecotourism of coastal border. This research uses qualitative method in which Participatory Rural Appraisal (PRA) and data collection is conducted through in-depth interview, observation, documentation analysis, Focus Group Discussion (FGD) and Participatory Decision Making (PDM). The research takes place in the border area of West Kalimantan namely Sebubus Village and Temajuk Village, Paloh Subdistrict, Sambas District. The informants are determined through purposive sampling consisting of empowerment activists, community leaders, village government, business groups, academics, and tourists. Data is analyzed using SWOT analysis. The results show (1) to develop ecotourism potential of mangrove forest and food processing from mangrove fruit, turtle breeding, and coastal tourism, a participatory and sustainable empowerment of community learning program is necessary. (2) Youth figures as community learning activists of ecotourism empowerment along with community leaders need support and cooperation from village and local government, as well as private parties. (3) Temajuk village in particular requires the improvement of road infrastructure, electrical lighting and telecommunication signals in order not to cause social and economic dependency and jealousy with Malaysian border areas.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88025681","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}
Adhi Iman Sulaiman, Chusmeru Chusmeru, Bambang Kuncoro
Rural areas that have food security and local wisdom are the main capital to develop agro-tourism areas that can improve the welfare and independence of the community. The research aim to analyze educational tourism (edutourism) development through community empowerment based on local wisdom and food security. The research used Participatory Learning and Action (PLA) methode, informant were determined purposively consisting of farmers group, business group, management of agrotourism and the village officials. Data were collected by interview, observation, discussion and Participatory Decision Making (PDM). Research sites in Wonoharjo village, Rowokele subdistrict, Kebumen regency and Serang village, Karangreja subdistrict, Purbalingga regency in Central Java of Indonesia. Data analysis used community development analysis. The results showed (1) The Wonoharjo village and Serang village has the potential and advantages as the area of agrotourism based on food security of horticulture and can be used as an edutourism and many tourists visit for educational activities, training, empowerment programs, research, study of the laboratory and college programs. (2) Empowerment program should be make tourism locations for education, training and work practices processing of agricultural, food security, local wisdom, creating caring and nature conservation for all groups ranging from elementary school children to college, private institutions, and social institutions.
{"title":"The Educational Tourism (Edutourism) Development Through Community Empowerment Based on Local Wisdom and Food Security","authors":"Adhi Iman Sulaiman, Chusmeru Chusmeru, Bambang Kuncoro","doi":"10.30560/IER.V2N3P1","DOIUrl":"https://doi.org/10.30560/IER.V2N3P1","url":null,"abstract":"Rural areas that have food security and local wisdom are the main capital to develop agro-tourism areas that can improve the welfare and independence of the community. The research aim to analyze educational tourism (edutourism) development through community empowerment based on local wisdom and food security. The research used Participatory Learning and Action (PLA) methode, informant were determined purposively consisting of farmers group, business group, management of agrotourism and the village officials. Data were collected by interview, observation, discussion and Participatory Decision Making (PDM). Research sites in Wonoharjo village, Rowokele subdistrict, Kebumen regency and Serang village, Karangreja subdistrict, Purbalingga regency in Central Java of Indonesia. Data analysis used community development analysis. The results showed (1) The Wonoharjo village and Serang village has the potential and advantages as the area of agrotourism based on food security of horticulture and can be used as an edutourism and many tourists visit for educational activities, training, empowerment programs, research, study of the laboratory and college programs. (2) Empowerment program should be make tourism locations for education, training and work practices processing of agricultural, food security, local wisdom, creating caring and nature conservation for all groups ranging from elementary school children to college, private institutions, and social institutions.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"1995 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88105557","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}
Action research plays an important role in education. It enables teachers to discover what went wrong and what could be done to address classroom problems and issues. Consequently, it has now become one of the major professional development concerns for public school teachers in the Philippines. Teachers are encouraged by the Department of Education (DepEd) and the Commission on Higher Education (CHED) to conduct a school-based action research as part of their performance appraisal and evaluation. In addition, it helps the teachers to explore innovative teaching strategies that will suit the needs of the learners. Although, there are promising benefits brought by research, it still remains a challenge among educators due to tight teaching work loads and ancillary roles performed by teachers. To address this issue, the study aimed to assess the teachers’ perception in writing research based on their level of agreement. Its end goal is to help school administrators and education planners to develop capacity building that will help teachers to appreciate more the value of research. It utilized a quantitative-descriptive design. Fifteen (15) teachers were involved in the study that represented the 100% of the total population of the teaching force in the school. The main data-gathering instrument used was questionnaire. Computation of the weighted mean and ranking were employed in the statistical treatment of data. The results revealed that teachers strongly agreed on the basic principles of action research which signifies their knowledge and understanding of what research is all about. Continuous professional development is suggested to upgrade and strengthen teachers’ skills in writing educational research.
{"title":"Teachers’ Perception in Writing Action Research in a Public Elementary School in the Philippines","authors":"Geraldine D. Anzaldo, Mario A. Cudiamat","doi":"10.30560/IER.V2N3P15","DOIUrl":"https://doi.org/10.30560/IER.V2N3P15","url":null,"abstract":"Action research plays an important role in education. It enables teachers to discover what went wrong and what could be done to address classroom problems and issues. Consequently, it has now become one of the major professional development concerns for public school teachers in the Philippines. Teachers are encouraged by the Department of Education (DepEd) and the Commission on Higher Education (CHED) to conduct a school-based action research as part of their performance appraisal and evaluation. In addition, it helps the teachers to explore innovative teaching strategies that will suit the needs of the learners. Although, there are promising benefits brought by research, it still remains a challenge among educators due to tight teaching work loads and ancillary roles performed by teachers. \u0000To address this issue, the study aimed to assess the teachers’ perception in writing research based on their level of agreement. Its end goal is to help school administrators and education planners to develop capacity building that will help teachers to appreciate more the value of research. It utilized a quantitative-descriptive design. Fifteen (15) teachers were involved in the study that represented the 100% of the total population of the teaching force in the school. The main data-gathering instrument used was questionnaire. Computation of the weighted mean and ranking were employed in the statistical treatment of data. The results revealed that teachers strongly agreed on the basic principles of action research which signifies their knowledge and understanding of what research is all about. Continuous professional development is suggested to upgrade and strengthen teachers’ skills in writing educational research.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88833211","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}
Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.
{"title":"Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades","authors":"Nahed F. Abdel-Maksoud","doi":"10.30560/IER.V2N2P8","DOIUrl":"https://doi.org/10.30560/IER.V2N2P8","url":null,"abstract":"Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate \"EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82035776","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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