Pub Date : 2023-09-23DOI: 10.18844/ijire.v10i2.9035
Zeraoulia Assia, Arar Samira
Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid. Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.
{"title":"Practices, validity, and challenges of online formative assessment in Algerian higher education","authors":"Zeraoulia Assia, Arar Samira","doi":"10.18844/ijire.v10i2.9035","DOIUrl":"https://doi.org/10.18844/ijire.v10i2.9035","url":null,"abstract":"Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid. Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135957969","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 research was conducted to look at differences in mathematical process skills and the cooperative character of students and the influence between process skills and the character of cooperation. This research was conducted using mixed methods. The instruments in this study were interview sheets and questionnaires to determine process skills and the character of cooperation. Quantitative data was analyzed using the statistical analysis software application and qualitative data using Miles and Huberman. The sample used was 40 students with 20 students in each class. From the results obtained, there is no significant difference between students' mathematical processing skills. It was also found that there was an influence between the nature of collaboration and students' processing abilities. It can be concluded that there is an influence of process skills on the character of student cooperation. Keywords: Building; building material; mathematics; process skills; simple flat
{"title":"Mathematical process skills and cooperation character of elementary school students on simple flat building materials","authors":"Kamid Kamid, Dwi Agus Kurniawan, Rahmat Perdana, Yulita Dwi Citra, Adriyan Ardi Rahman, Putri Fadillah","doi":"10.18844/ijire.v10i2.9146","DOIUrl":"https://doi.org/10.18844/ijire.v10i2.9146","url":null,"abstract":"This research was conducted to look at differences in mathematical process skills and the cooperative character of students and the influence between process skills and the character of cooperation. This research was conducted using mixed methods. The instruments in this study were interview sheets and questionnaires to determine process skills and the character of cooperation. Quantitative data was analyzed using the statistical analysis software application and qualitative data using Miles and Huberman. The sample used was 40 students with 20 students in each class. From the results obtained, there is no significant difference between students' mathematical processing skills. It was also found that there was an influence between the nature of collaboration and students' processing abilities. It can be concluded that there is an influence of process skills on the character of student cooperation. Keywords: Building; building material; mathematics; process skills; simple flat","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135957972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.18844/ijire.v10i2.9153
Cristie Ann Jaca, Bernardo M. Tumulak III, Verner B. Boaquin
This qualitative study unraveled the lived experiences among Grade-10 students of Tuyan National High School in playing the mobile word game 4 Pics 1 Word. The study made use of the descriptive phenomenological research method that looked into their experiences playing the word game. The data were gathered through one-on-one interviews using researcher-made questionnaires and analyzed using the Braun and Clarke six-phase framework for doing thematic analysis employing semantic and latent approaches. Based on the findings of the study, the themes that emerged from the students' responses were: challenged, engaged, enhanced critical thinking skills, and increased vocabulary skills, which reflect that the 4 Pics 1 Word mobile application is conducive and lucrative for students in learning vocabulary. Moreover, the study found that the students’ experiences in playing 4 Pics 1 Word helped them develop an interest in learning new words and increased their self-confidence in expressing themselves and their ideas. Keywords: Gamification, mobile games, vocabulary learning, words.
{"title":"Lived experiences among high school students in playing 4 pics 1-word mobile game","authors":"Cristie Ann Jaca, Bernardo M. Tumulak III, Verner B. Boaquin","doi":"10.18844/ijire.v10i2.9153","DOIUrl":"https://doi.org/10.18844/ijire.v10i2.9153","url":null,"abstract":"This qualitative study unraveled the lived experiences among Grade-10 students of Tuyan National High School in playing the mobile word game 4 Pics 1 Word. The study made use of the descriptive phenomenological research method that looked into their experiences playing the word game. The data were gathered through one-on-one interviews using researcher-made questionnaires and analyzed using the Braun and Clarke six-phase framework for doing thematic analysis employing semantic and latent approaches. Based on the findings of the study, the themes that emerged from the students' responses were: challenged, engaged, enhanced critical thinking skills, and increased vocabulary skills, which reflect that the 4 Pics 1 Word mobile application is conducive and lucrative for students in learning vocabulary. Moreover, the study found that the students’ experiences in playing 4 Pics 1 Word helped them develop an interest in learning new words and increased their self-confidence in expressing themselves and their ideas. Keywords: Gamification, mobile games, vocabulary learning, words.","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135957967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.18844/ijire.v10i2.8881
Eylem Ezgi Ahıskalı
Teachers need to have a positive opinion and competence for the thought or knowledge they plan to convey in any acquisition. It is important to determine the opinions and competencies of the teachers about the creative drama method in order to successfully complete the creative drama processes, which is an effective practice in Turkish education, and for teachers to apply creative drama as a method in their professional lives. Therefore, in this study, it is aimed to determine the competencies of Turkish teachers about creative drama method and their views on creative drama. The study group of the research consisted of 60 teachers who were active Turkish teachers in the province of Balikesir in the 2022-2023 academic year. A two-question structured interview form developed by the researcher was used as a data collection tool in the study, in which the basic interpretive qualitative research design, one of the qualitative research methods, was used. The obtained data were analyzed using descriptive analysis technique. According to the results obtained from the research, Turkish teachers do not see themselves in a good position in terms of proficiency in applying creative drama as a method. However, they expressed a positive opinion on their contribution to the Turkish lesson and students regarding the application of creative drama as a method. In addition, they said that they could benefit from creative drama practices in Turkish lessons such as expressing themselves in groups, developing communication skills, helping each other, developing positive relationships, cooperating, accepting each other as they are, and creating sincere environments. Keywords: creative drama, Turkish education, teacher competencies and opinions.
{"title":"Turkish language teachers’ creative drama competence and opinions","authors":"Eylem Ezgi Ahıskalı","doi":"10.18844/ijire.v10i2.8881","DOIUrl":"https://doi.org/10.18844/ijire.v10i2.8881","url":null,"abstract":"Teachers need to have a positive opinion and competence for the thought or knowledge they plan to convey in any acquisition. It is important to determine the opinions and competencies of the teachers about the creative drama method in order to successfully complete the creative drama processes, which is an effective practice in Turkish education, and for teachers to apply creative drama as a method in their professional lives. Therefore, in this study, it is aimed to determine the competencies of Turkish teachers about creative drama method and their views on creative drama. The study group of the research consisted of 60 teachers who were active Turkish teachers in the province of Balikesir in the 2022-2023 academic year. A two-question structured interview form developed by the researcher was used as a data collection tool in the study, in which the basic interpretive qualitative research design, one of the qualitative research methods, was used. The obtained data were analyzed using descriptive analysis technique. According to the results obtained from the research, Turkish teachers do not see themselves in a good position in terms of proficiency in applying creative drama as a method. However, they expressed a positive opinion on their contribution to the Turkish lesson and students regarding the application of creative drama as a method. In addition, they said that they could benefit from creative drama practices in Turkish lessons such as expressing themselves in groups, developing communication skills, helping each other, developing positive relationships, cooperating, accepting each other as they are, and creating sincere environments. Keywords: creative drama, Turkish education, teacher competencies and opinions.","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135108657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.18844/ijire.v10i1.9004
Nurizky Handayani, Suranto Aw, Zamroni Zamroni, Johan Setiawan, Muhammad Rijal Fadli
The purpose of this study is to analyze the effectiveness of the question students have a method in social studies learning to increase student activity and learning outcomes. This research uses quantitative methods. The population included seventh-grade students at junior high school in Yogyakarta, with a sample of 122. The sampling techniques cluster random sampling, while data collection used observations, interviews, and instruments. Data analysis used an independent sample t-test and an N-gain score test to determine student activity and learning outcomes. The results showed that the question student has a method in social studies learning was able to increase student activity and learning outcomes compared to conventional classes, based on the independent sample t-test test, and the N-gain score test was included in the medium category. The questions students have a method, have a very significant impact, thus making social studies learning more quality.
Keywords: Activity; learning methods; learning outcomes; questions students have; social science.
{"title":"The effectiveness of question student method in social studies learning on activity and learning outcomes","authors":"Nurizky Handayani, Suranto Aw, Zamroni Zamroni, Johan Setiawan, Muhammad Rijal Fadli","doi":"10.18844/ijire.v10i1.9004","DOIUrl":"https://doi.org/10.18844/ijire.v10i1.9004","url":null,"abstract":"The purpose of this study is to analyze the effectiveness of the question students have a method in social studies learning to increase student activity and learning outcomes. This research uses quantitative methods. The population included seventh-grade students at junior high school in Yogyakarta, with a sample of 122. The sampling techniques cluster random sampling, while data collection used observations, interviews, and instruments. Data analysis used an independent sample t-test and an N-gain score test to determine student activity and learning outcomes. The results showed that the question student has a method in social studies learning was able to increase student activity and learning outcomes compared to conventional classes, based on the independent sample t-test test, and the N-gain score test was included in the medium category. The questions students have a method, have a very significant impact, thus making social studies learning more quality.
 Keywords: Activity; learning methods; learning outcomes; questions students have; social science.","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"120 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136085189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-16DOI: 10.18844/ijire.v10i1.8961
Dennis H Nwanyanwu, Emeka Nkoro, Nneka Uchenna Nwankwo, Neeka Igbara
The incessant strikes in Nigeria’s public and private sectors have become an issue of concern to scholars and policy-makers because industrial peace or conflict impacts the social, political, and economic activities of a nation. Therefore, this study examined the impact of Academic Staff Union of Universities (ASUU) strikes on students’ behavior in Nigeria using Choba as one of the host communities of the University of Port Harcourt, as a case study. The study employed a survey research design. A total of 400 questionnaires were administered and 370 were retrieved. Data was analyzed using descriptive statistics-mean computation and standard deviation. Findings from the study show that ASUU strikes have a high negative impact on students’ behavior. This indicates that students bear the brunt of ASUU strikes as manifested in increased students’ stay on campus, increased drug abuse among students, increased students’ involvement in kidnapping and financial crimes among students, and reduced students’ academic performance. Keywords: ASUU; staff union; strike; students’ behavior; government; university.
{"title":"The impact of academic staff union of universities’ strikes on Nigerian students","authors":"Dennis H Nwanyanwu, Emeka Nkoro, Nneka Uchenna Nwankwo, Neeka Igbara","doi":"10.18844/ijire.v10i1.8961","DOIUrl":"https://doi.org/10.18844/ijire.v10i1.8961","url":null,"abstract":"The incessant strikes in Nigeria’s public and private sectors have become an issue of concern to scholars and policy-makers because industrial peace or conflict impacts the social, political, and economic activities of a nation. Therefore, this study examined the impact of Academic Staff Union of Universities (ASUU) strikes on students’ behavior in Nigeria using Choba as one of the host communities of the University of Port Harcourt, as a case study. The study employed a survey research design. A total of 400 questionnaires were administered and 370 were retrieved. Data was analyzed using descriptive statistics-mean computation and standard deviation. Findings from the study show that ASUU strikes have a high negative impact on students’ behavior. This indicates that students bear the brunt of ASUU strikes as manifested in increased students’ stay on campus, increased drug abuse among students, increased students’ involvement in kidnapping and financial crimes among students, and reduced students’ academic performance. \u0000Keywords: ASUU; staff union; strike; students’ behavior; government; university. \u0000 ","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73505012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-16DOI: 10.18844/ijire.v10i1.8959
J. Havigerová, I. Loudova, Iva Košek-Bartošová, Karolína Kocourková, Dominika Podubecká
The study deals with the graphomotor difficulties of children at the beginning and the end of primary school. The aim is to describe and analyze the occurrence of two manifestations of graphomotor problems: tremor and line continuity. The results of the redrawing of seven graphics were compared. Fifty-one (51) preschoolers and 22 nine graders participated in the research. The tremor was detected at 1/5 to 4/5 of preschoolers and at 1/5 to 3/5 of ninth graders; the prevalence of the tremor decreases with age. Significant differences were found in the number of interruptions in most tasks. Contrary to expectations, more interruptions were found among 9th graders. The result is interpreted based on declining experience with writing and drawing images larger than interlinear differences, experience interference such as writing through discontinuous cursive handwriting, favored by the majority of adolescents, and intervening personality characteristics such as perfectionism, and laziness. Keywords: Adolescents; graphomotor skills; interruptions; preschool children; tremor
{"title":"Keeping the line in transition years: Comparison of preschoolers and nine graders","authors":"J. Havigerová, I. Loudova, Iva Košek-Bartošová, Karolína Kocourková, Dominika Podubecká","doi":"10.18844/ijire.v10i1.8959","DOIUrl":"https://doi.org/10.18844/ijire.v10i1.8959","url":null,"abstract":"The study deals with the graphomotor difficulties of children at the beginning and the end of primary school. The aim is to describe and analyze the occurrence of two manifestations of graphomotor problems: tremor and line continuity. The results of the redrawing of seven graphics were compared. Fifty-one (51) preschoolers and 22 nine graders participated in the research. The tremor was detected at 1/5 to 4/5 of preschoolers and at 1/5 to 3/5 of ninth graders; the prevalence of the tremor decreases with age. Significant differences were found in the number of interruptions in most tasks. Contrary to expectations, more interruptions were found among 9th graders. The result is interpreted based on declining experience with writing and drawing images larger than interlinear differences, experience interference such as writing through discontinuous cursive handwriting, favored by the majority of adolescents, and intervening personality characteristics such as perfectionism, and laziness.\u0000Keywords: Adolescents; graphomotor skills; interruptions; preschool children; tremor","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76054344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-16DOI: 10.18844/ijire.v9i2.8962
Parvaneh Valvi, Parvin Khazami, Seyed Jalale Hashemi, M. S. Moghaddam
The purpose of this research is to investigate students' experience with educational-moral challenges. The research method is qualitative and phenomenological. The statistical population of this research included all female students of the second secondary level. The sample was selected purposefully and according to the available samples. Data saturation in the field of the educational-moral challenge of identity confusion was done after 14 interviews, communication challenge after 15 interviews, and existential anxiety challenge after 17 interviews. The three-step Ricoeur's method was used to analyze the interview data. Findings include 5 main themes and 16 sub-themes. The research shows that the educational-moral challenges of students are rooted in their untested assumptions and false beliefs. The analysis of the students' experience provides a clear picture of their perceptions about each of the challenges, and the discovery and interpretation of their speech shows that each experience has depth and breadth, and from each experience, we can reach the hidden things of the word. Keywords: Challenge; education; ethics; morals; phenomenology.
{"title":"Students' experiences with educational-ethical challenges","authors":"Parvaneh Valvi, Parvin Khazami, Seyed Jalale Hashemi, M. S. Moghaddam","doi":"10.18844/ijire.v9i2.8962","DOIUrl":"https://doi.org/10.18844/ijire.v9i2.8962","url":null,"abstract":"The purpose of this research is to investigate students' experience with educational-moral challenges. The research method is qualitative and phenomenological. The statistical population of this research included all female students of the second secondary level. The sample was selected purposefully and according to the available samples. Data saturation in the field of the educational-moral challenge of identity confusion was done after 14 interviews, communication challenge after 15 interviews, and existential anxiety challenge after 17 interviews. The three-step Ricoeur's method was used to analyze the interview data. Findings include 5 main themes and 16 sub-themes. The research shows that the educational-moral challenges of students are rooted in their untested assumptions and false beliefs. The analysis of the students' experience provides a clear picture of their perceptions about each of the challenges, and the discovery and interpretation of their speech shows that each experience has depth and breadth, and from each experience, we can reach the hidden things of the word. \u0000Keywords: Challenge; education; ethics; morals; phenomenology.","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88870330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.18844/ijire.v10i1.8987
Ridwan Daud Mahande, Nurul Mukhlisah Abdal
HyFlex learning is a hybrid learning transformation where this term is new, but the modality has been applied during the COVID-19 Pandemic and is being prepared for future learning. However, the main problems and challenges related to student’s needs, expectations, cognitive learning styles, and pedagogical equity. This must be the highest consideration in determining the content, strategy, and choice of the best HyFlex learning mode. The student preferences need to be applied face-to-face, online synchronous, or online asynchronous. Therefore, this study is critical to providing solutions to the problems. This study uses a theoretical approach to cognitive learning styles, HyFlex learning modes, and pedagogy equity. This study produces a conceptual model of the interaction of HyFlex learning with an equitable cognitive learning style. This study becomes the essential reference for further empirical studies to make a final model that will become a reference for institutions, lecturers, and learning designers to formulate policies, establish strategies/methods and provide feedback in the development of systems, content, and adaptive learning processes in an effective HyFlex learning environment equitable today and in the future. Keywords: HyFlex learning; Kirton’s cognitive theory; Felder-Silverman learning styles; equitable learning
{"title":"HyFlex learning in higher education: What is the conceptual model for realizing equitable learning?","authors":"Ridwan Daud Mahande, Nurul Mukhlisah Abdal","doi":"10.18844/ijire.v10i1.8987","DOIUrl":"https://doi.org/10.18844/ijire.v10i1.8987","url":null,"abstract":"HyFlex learning is a hybrid learning transformation where this term is new, but the modality has been applied during the COVID-19 Pandemic and is being prepared for future learning. However, the main problems and challenges related to student’s needs, expectations, cognitive learning styles, and pedagogical equity. This must be the highest consideration in determining the content, strategy, and choice of the best HyFlex learning mode. The student preferences need to be applied face-to-face, online synchronous, or online asynchronous. Therefore, this study is critical to providing solutions to the problems. This study uses a theoretical approach to cognitive learning styles, HyFlex learning modes, and pedagogy equity. This study produces a conceptual model of the interaction of HyFlex learning with an equitable cognitive learning style. This study becomes the essential reference for further empirical studies to make a final model that will become a reference for institutions, lecturers, and learning designers to formulate policies, establish strategies/methods and provide feedback in the development of systems, content, and adaptive learning processes in an effective HyFlex learning environment equitable today and in the future. Keywords: HyFlex learning; Kirton’s cognitive theory; Felder-Silverman learning styles; equitable learning","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134890288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.18844/ijire.v10i1.8981
Woyneshet Driba Hunde, Wudu Melese Tarkegne
This study was conducted to assess the contribution of accelerated school readiness programs for learning continuity in Borena and the west Guji Zone. A descriptive survey design was employed. Data were collected from teachers, directors, supervisors, and parent-teacher association members by using questionnaires, focus group discussions, and document analysis methods. The quantitative data were analyzed by using descriptive and inferential statistics such as mean, standard deviation, and t-test and whereas the qualitative data were analyzed by narration to support the quantitative findings. The result shows that accelerated school readiness program highly enhances students learning continuity for grade one. Besides, this program improved students' academic achievement in grades one and two. Accordingly, it is suggested that the funding organizations and the Ministry of Education should maintain the sustainability and institutionalization of the program particularly in the pastoralist areas since it is a better option of providing preschool education in the country. Keywords: Accelerated school readiness programs; learning continuity; school readiness
{"title":"The contribution of accelerated school readiness program to learning continuity","authors":"Woyneshet Driba Hunde, Wudu Melese Tarkegne","doi":"10.18844/ijire.v10i1.8981","DOIUrl":"https://doi.org/10.18844/ijire.v10i1.8981","url":null,"abstract":"This study was conducted to assess the contribution of accelerated school readiness programs for learning continuity in Borena and the west Guji Zone. A descriptive survey design was employed. Data were collected from teachers, directors, supervisors, and parent-teacher association members by using questionnaires, focus group discussions, and document analysis methods. The quantitative data were analyzed by using descriptive and inferential statistics such as mean, standard deviation, and t-test and whereas the qualitative data were analyzed by narration to support the quantitative findings. The result shows that accelerated school readiness program highly enhances students learning continuity for grade one. Besides, this program improved students' academic achievement in grades one and two. Accordingly, it is suggested that the funding organizations and the Ministry of Education should maintain the sustainability and institutionalization of the program particularly in the pastoralist areas since it is a better option of providing preschool education in the country. \u0000Keywords: Accelerated school readiness programs; learning continuity; school readiness","PeriodicalId":13793,"journal":{"name":"International Journal of Advance Research and Innovative Ideas in Education","volume":"37 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80192163","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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