The purpose of this study is to highlight the necessity of incorporating AI technology into the accounting sector and to provide a curriculum that allows university students to practice using data science in accounting. As the accounting work environment evolves along with technological advancements, employers, including big accounting firms, are looking for people with technical skills in addition to accounting knowledge. Accounting major students should be prepared for a changing business environment by learning technical skills in combination with accounting knowledge. This necessitates a modification in the accounting curriculum to reflect the dynamic accounting environment driven by technological innovation. However, it doesn't appear that the accounting curriculum has changed much to keep up with these modern changes, and there don't appear to be many case studies that expressly combine accounting and data science. As a part of this endeavor, this paper offers a few concrete examples for the integration of accounting and Python. Python via Anaconda is utilized for the cases in this study, and a creative but beginner-friendly programming is applied to each case. As a result, in this study, a few Python-integrated accounting challenges comprising fundamental financial accounting concepts are addressed. These are only a few examples, but they might aid in introducing data science fundamentals, demonstrating how data science is used in accounting, and encouraging further research and development of deep learning.
{"title":"A Curriculum Study: Accounting Analytics Using Python","authors":"Namryoung Lee","doi":"10.5430/jct.v13n1p255","DOIUrl":"https://doi.org/10.5430/jct.v13n1p255","url":null,"abstract":"The purpose of this study is to highlight the necessity of incorporating AI technology into the accounting sector and to provide a curriculum that allows university students to practice using data science in accounting. As the accounting work environment evolves along with technological advancements, employers, including big accounting firms, are looking for people with technical skills in addition to accounting knowledge. Accounting major students should be prepared for a changing business environment by learning technical skills in combination with accounting knowledge. This necessitates a modification in the accounting curriculum to reflect the dynamic accounting environment driven by technological innovation. However, it doesn't appear that the accounting curriculum has changed much to keep up with these modern changes, and there don't appear to be many case studies that expressly combine accounting and data science. As a part of this endeavor, this paper offers a few concrete examples for the integration of accounting and Python. Python via Anaconda is utilized for the cases in this study, and a creative but beginner-friendly programming is applied to each case. As a result, in this study, a few Python-integrated accounting challenges comprising fundamental financial accounting concepts are addressed. These are only a few examples, but they might aid in introducing data science fundamentals, demonstrating how data science is used in accounting, and encouraging further research and development of deep learning.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"63 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455130","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}
Min Jie Chen, Guojie Yin, Raja Harun Raja Nor Safinas, Wei Lun Wong, Swaran Singh Charanjit Kaur
In China, the absence of a phonics instructional guide hinders pre-service EFL teachers’ preparation for phonics instruction. To bridge the gap, the purpose of this article is to lay the theoretical groundwork for developing a phonics instructional guide for Chinese pre-service EFL teachers and then to produce a research methodology for this instructional guide. The Bottom-up Theory of Reading Process; the S-R Theory with Reinforcement, particularly Instrumental Conditioning; and the Trial-and-Error Theory of Learning all have pedagogical implications for implementing explicit and systematic phonics instruction for EFL beginners in China. Additionally, in conjunction with the Andragogy Theory of Adult Learning, these theories provide a theoretical foundation for instructional design. Following the ADDIE sequential framework, a multi-phase mixed methods experimental design was used to collect data from 254 representative samples chosen through a stratified random sampling technique. The findings indicate that within the theoretical framework and with the incorporation of specific design frameworks into the ADDIE sequential framework, the instructional guide was successful, although some refinement is still needed. Furthermore, the findings suggest that additional research could be conducted on advanced evaluation levels.
在中国，语音教学指南的缺失阻碍了职前英语教师的语音教学准备工作。为了弥补这一差距，本文旨在为中国职前 EFL 教师编制语音教学指南奠定理论基础，然后为该教学指南制定研究方法。自下而上的阅读过程理论、S-R 强化理论（尤其是工具性条件反射）和试错学习理论都对中国 EFL 初学者实施明确而系统的语音教学具有重要的教学意义。此外，这些理论与成人学习理论（Andragogy Theory of Adult Learning）相结合，为教学设计提供了理论基础。按照 ADDIE 顺序框架，采用多阶段混合方法实验设计，通过分层随机抽样技术从 254 个代表性样本中收集数据。研究结果表明，在理论框架内，并将具体的设计框架纳入 ADDIE 顺序框架，教学指南是成功的，尽管还需要一些改进。此外，研究结果还表明，还可以在高级评价层面开展更多的研究。
{"title":"Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics","authors":"Min Jie Chen, Guojie Yin, Raja Harun Raja Nor Safinas, Wei Lun Wong, Swaran Singh Charanjit Kaur","doi":"10.5430/jct.v13n1p242","DOIUrl":"https://doi.org/10.5430/jct.v13n1p242","url":null,"abstract":"In China, the absence of a phonics instructional guide hinders pre-service EFL teachers’ preparation for phonics instruction. To bridge the gap, the purpose of this article is to lay the theoretical groundwork for developing a phonics instructional guide for Chinese pre-service EFL teachers and then to produce a research methodology for this instructional guide. The Bottom-up Theory of Reading Process; the S-R Theory with Reinforcement, particularly Instrumental Conditioning; and the Trial-and-Error Theory of Learning all have pedagogical implications for implementing explicit and systematic phonics instruction for EFL beginners in China. Additionally, in conjunction with the Andragogy Theory of Adult Learning, these theories provide a theoretical foundation for instructional design. Following the ADDIE sequential framework, a multi-phase mixed methods experimental design was used to collect data from 254 representative samples chosen through a stratified random sampling technique. The findings indicate that within the theoretical framework and with the incorporation of specific design frameworks into the ADDIE sequential framework, the instructional guide was successful, although some refinement is still needed. Furthermore, the findings suggest that additional research could be conducted on advanced evaluation levels.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"182 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140454645","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}
Abstract Liver fluke and Cholangiocarcinoma (CCA) infestations pose significant health challenges, particularly in northeastern region of Thailand. Addressing health issues through an educational lens is of paramount importance to stakeholders in various fields of education, including health education and social education. Collaboratively, stakeholders strive to develop initiatives that enhance understanding of this disease among people in the region. An essential step toward achieving this objective involves recognizing the variations in individuals' responses to educational activities, thereby facilitating the development of locally contextualized and effective learning programs. This study was to explore the differences among elementary teachers participating in training courses for the prevention of cholangiocarcinoma and liver fluke disease in Khon Kaen province. Employing a pre-experimental design, the study involved one hundred and thirty-nine elementary teachers as research participants. Pre- and post-test served as the research instrument, and data analysis entailed the use of descriptive statistics and a t-test. The findings revealed that most of the participants were female, held bachelor's degrees, and were affiliated with schools in Ban Phai district. Moreover, the study demonstrated a significant enhancement in participants’ understanding of liver fluke and CCA prevention following the training. Notably, the study identified a significant impact of the school’s geographical location on training effectiveness. This study contributes to the existing knowledge base, offering insights to tailor more precise training programs in regions where liver fluke and Cholangiocarcinoma disease are prevalent.
摘要 肝吸虫病和胆管癌（CCA）对健康构成重大挑战，尤其是在泰国东北部地区。对于包括健康教育和社会教育在内的各个教育领域的利益相关者来说，通过教育视角解决健康问题至关重要。各利益相关方通力合作，努力制定各种措施，以增进该地区人民对这一疾病的了解。实现这一目标的重要一步是认识到个人对教育活动的反应存在差异，从而促进因地制宜地制定有效的学习计划。本研究旨在探讨孔敬省参加预防胆管癌和肝吸虫病培训课程的小学教师之间的差异。本研究采用实验前设计，共有 139 名小学教师参与研究。研究工具为前测和后测，数据分析采用描述性统计和 t 检验。研究结果显示，大多数参与者为女性，拥有学士学位，隶属于班派地区的学校。此外，研究还表明，参加培训后，学员对肝吸虫病和 CCA 预防的了解有了显著提高。值得注意的是，研究发现学校的地理位置对培训效果有显著影响。这项研究为现有的知识库做出了贡献，为在肝吸虫病和胆管癌流行地区定制更精确的培训计划提供了启示。
{"title":"School-based Training Effects on Liver Fluke and Cholangiocarcinoma Prevention: A Comparative Case Study of Individual Differences Among Elementary Teachers in Northeast Thailand","authors":"Angkana Tungkasamit, Nattapon Meekaew, Piyawan Srisurak, Ladda Silanoi","doi":"10.5430/jct.v13n1p272","DOIUrl":"https://doi.org/10.5430/jct.v13n1p272","url":null,"abstract":"Abstract Liver fluke and Cholangiocarcinoma (CCA) infestations pose significant health challenges, particularly in northeastern region of Thailand. Addressing health issues through an educational lens is of paramount importance to stakeholders in various fields of education, including health education and social education. Collaboratively, stakeholders strive to develop initiatives that enhance understanding of this disease among people in the region. An essential step toward achieving this objective involves recognizing the variations in individuals' responses to educational activities, thereby facilitating the development of locally contextualized and effective learning programs. This study was to explore the differences among elementary teachers participating in training courses for the prevention of cholangiocarcinoma and liver fluke disease in Khon Kaen province. Employing a pre-experimental design, the study involved one hundred and thirty-nine elementary teachers as research participants. Pre- and post-test served as the research instrument, and data analysis entailed the use of descriptive statistics and a t-test. The findings revealed that most of the participants were female, held bachelor's degrees, and were affiliated with schools in Ban Phai district. Moreover, the study demonstrated a significant enhancement in participants’ understanding of liver fluke and CCA prevention following the training. Notably, the study identified a significant impact of the school’s geographical location on training effectiveness. This study contributes to the existing knowledge base, offering insights to tailor more precise training programs in regions where liver fluke and Cholangiocarcinoma disease are prevalent.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"64 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455339","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}
English writing education is crucial for ESL/EFL learners, and the significance of affective factors, such as anxiety, has been emphasized. However, there are limitations in the school field that prevent a balanced English learning environment. Moreover, longitudinal studies are lacking to track learners’ progress over time. Thus, this study aimed to investigate the effects of genre writing on Korean high school learners’ English writing abilities and learning motivation according to the degree of English writing anxiety. The study engaged twelve first-year (Grade 10) high school students who participated in genre writing for a three-year longitudinal study from mid-March 2020 to December 2022. The results of this study are as follows. First, it confirmed that the English writing anxiety of all learners who participated in genre writing was significantly alleviated. However, the higher the level of English writing anxiety, the more significant the alleviation. Second, it was found that the English writing abilities of all students who participated in genre writing was significantly improved in most period sections, regardless of their level of English writing anxiety. However, the lower the level of English writing anxiety, the greater the improvement in the English writing abilities. Finally, the learning motivation of all students who participated in genre writing significantly improved, regardless of their level of English writing anxiety. The findings have useful pedagogical implications for teachers to develop English writing abilities while considering learners’ affective factors.
{"title":"The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety","authors":"Whyun-Young Choi, Mun-Koo Kang","doi":"10.5430/jct.v13n1p356","DOIUrl":"https://doi.org/10.5430/jct.v13n1p356","url":null,"abstract":"English writing education is crucial for ESL/EFL learners, and the significance of affective factors, such as anxiety, has been emphasized. However, there are limitations in the school field that prevent a balanced English learning environment. Moreover, longitudinal studies are lacking to track learners’ progress over time. Thus, this study aimed to investigate the effects of genre writing on Korean high school learners’ English writing abilities and learning motivation according to the degree of English writing anxiety. The study engaged twelve first-year (Grade 10) high school students who participated in genre writing for a three-year longitudinal study from mid-March 2020 to December 2022. The results of this study are as follows. First, it confirmed that the English writing anxiety of all learners who participated in genre writing was significantly alleviated. However, the higher the level of English writing anxiety, the more significant the alleviation. Second, it was found that the English writing abilities of all students who participated in genre writing was significantly improved in most period sections, regardless of their level of English writing anxiety. However, the lower the level of English writing anxiety, the greater the improvement in the English writing abilities. Finally, the learning motivation of all students who participated in genre writing significantly improved, regardless of their level of English writing anxiety. The findings have useful pedagogical implications for teachers to develop English writing abilities while considering learners’ affective factors.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"46 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455888","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}
In the era of the fourth industrial revolution, addressing the multifaceted learning needs of students with special needs has become increasingly pivotal. This study aims to explore and enhance the quality of secondary special education, adapting to new educational methodologies in tandem with technological advancements while fostering the development of teachers and educational stakeholders. To identify the key areas necessitating development in secondary special education, interviews were conducted with special education teachers. These interviews informed the creation of a questionnaire, which was subsequently disseminated through a Google survey to special education teachers in various special schools and classes nationwide. The survey responses were analyzed using descriptive statistics to gain comprehensive insights. This study's findings integrate the perspectives from the interviews and survey data, leading to the formulation of strategies for the advancement of secondary special education. The analysis categorized the developmental needs into four primary domains: teacher development, curriculum enhancement, school infrastructure, and external factors related to the school environment. The paper concludes with a discussion that synthesizes these findings, offering a pathway for future improvements in the quality of secondary special education, and highlighting the importance of adapting to the changing educational landscape in the era of technological progress.
{"title":"A Study on Developmental Strategies for Improving the Quality of Secondary Special Education for Students with Disabilities","authors":"Yung Keun Park","doi":"10.5430/jct.v13n1p333","DOIUrl":"https://doi.org/10.5430/jct.v13n1p333","url":null,"abstract":"In the era of the fourth industrial revolution, addressing the multifaceted learning needs of students with special needs has become increasingly pivotal. This study aims to explore and enhance the quality of secondary special education, adapting to new educational methodologies in tandem with technological advancements while fostering the development of teachers and educational stakeholders. To identify the key areas necessitating development in secondary special education, interviews were conducted with special education teachers. These interviews informed the creation of a questionnaire, which was subsequently disseminated through a Google survey to special education teachers in various special schools and classes nationwide. The survey responses were analyzed using descriptive statistics to gain comprehensive insights. This study's findings integrate the perspectives from the interviews and survey data, leading to the formulation of strategies for the advancement of secondary special education. The analysis categorized the developmental needs into four primary domains: teacher development, curriculum enhancement, school infrastructure, and external factors related to the school environment. The paper concludes with a discussion that synthesizes these findings, offering a pathway for future improvements in the quality of secondary special education, and highlighting the importance of adapting to the changing educational landscape in the era of technological progress.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"43 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455077","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}
Jesse D. Troy, Megan L. Neely, S. Grambow, Gina‐Maria Pomann, Gregory P. Samsa
Computing is a core competency for collaborative biostatisticians, who work on interdisciplinary scientific teams in medicine and publich health. However, computing is a broad field that encompases many underlying pedagogical constructs and subspeciality topics, not all of which are relevant for practicing biostatisticians. Furthermore, the ubiquitous nature of computing in biostatistics and the variation in computing education required to support students’ interests in biostatistics subspecialities presents a challenge for curriculum design. Specifically: where and how to integrate training in computing into biostatistics educational programs? We discuss here our answer to these questions as it relates to a 2-year, full-time, intensive master’s degree program in biostatistics. Specifically, we define and rationalize the core pedagogical contstruct that guided our curriculum deisgn—computational thinking—and then discuss our two-fold approach to training biostatistics master’s students in computing: creation of a 2-course series of targeted training in computing, and embedding training in computing throughout other courses in the curriculum. A detailed description of the course design is included along with a description of our instructional methods, including how we evaluate student performance.
{"title":"A Curriculum Review of Programming Courses in a Master of Biostatistics Program","authors":"Jesse D. Troy, Megan L. Neely, S. Grambow, Gina‐Maria Pomann, Gregory P. Samsa","doi":"10.5430/jct.v13n1p405","DOIUrl":"https://doi.org/10.5430/jct.v13n1p405","url":null,"abstract":"Computing is a core competency for collaborative biostatisticians, who work on interdisciplinary scientific teams in medicine and publich health. However, computing is a broad field that encompases many underlying pedagogical constructs and subspeciality topics, not all of which are relevant for practicing biostatisticians. Furthermore, the ubiquitous nature of computing in biostatistics and the variation in computing education required to support students’ interests in biostatistics subspecialities presents a challenge for curriculum design. Specifically: where and how to integrate training in computing into biostatistics educational programs? We discuss here our answer to these questions as it relates to a 2-year, full-time, intensive master’s degree program in biostatistics. Specifically, we define and rationalize the core pedagogical contstruct that guided our curriculum deisgn—computational thinking—and then discuss our two-fold approach to training biostatistics master’s students in computing: creation of a 2-course series of targeted training in computing, and embedding training in computing throughout other courses in the curriculum. A detailed description of the course design is included along with a description of our instructional methods, including how we evaluate student performance.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"480 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455534","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}
Sau Thi Ut Nguyen, Huyen Thi Thanh Nguyen, Thuong Thi Thuong Le, Chi Khanh Nguyen
Professional development has long been acknowledged as an important facet of career advancement, particularly in the teaching profession. Teachers must participate in professional development activities that allow them to review and improve their knowledge and skills to remain competent and up to speed with the newest practices. Nonetheless, despite increased attention to professional development programs in Vietnam, the value of these programs for Math teachers remains debatable. The goal of this research is to investigate the content, method, and form of professional development activities for math teachers in Vietnam. Despite dings indicate that, despite the varied contents, methods, or forms employed in professional development programs, their effectiveness, as judged by instructors, is quite low. This suggests that program developers should assess the inefficiencies of these programs and make relevant adjustments or replacements to maximize their efficacy. Teachers must engage in professional development activities that give them the knowledge and skills they need to fulfill the changing demands of their job. Effective professional development programs can help students succeed by allowing instructors to enhance their instructional practices, stay current with new teaching methods and technologies. This study, however, emphasizes the importance of continuing to evaluate and enhance professional development programs for math instructors in Vietnam to ensure that they are effective in fulfilling the requirements of teachers and, ultimately, their students.
{"title":"Professional Development for High School Math Vietnamese Educators in the Assessment of Math Results","authors":"Sau Thi Ut Nguyen, Huyen Thi Thanh Nguyen, Thuong Thi Thuong Le, Chi Khanh Nguyen","doi":"10.5430/jct.v13n1p348","DOIUrl":"https://doi.org/10.5430/jct.v13n1p348","url":null,"abstract":"Professional development has long been acknowledged as an important facet of career advancement, particularly in the teaching profession. Teachers must participate in professional development activities that allow them to review and improve their knowledge and skills to remain competent and up to speed with the newest practices. Nonetheless, despite increased attention to professional development programs in Vietnam, the value of these programs for Math teachers remains debatable. The goal of this research is to investigate the content, method, and form of professional development activities for math teachers in Vietnam. Despite dings indicate that, despite the varied contents, methods, or forms employed in professional development programs, their effectiveness, as judged by instructors, is quite low. This suggests that program developers should assess the inefficiencies of these programs and make relevant adjustments or replacements to maximize their efficacy. Teachers must engage in professional development activities that give them the knowledge and skills they need to fulfill the changing demands of their job. Effective professional development programs can help students succeed by allowing instructors to enhance their instructional practices, stay current with new teaching methods and technologies. This study, however, emphasizes the importance of continuing to evaluate and enhance professional development programs for math instructors in Vietnam to ensure that they are effective in fulfilling the requirements of teachers and, ultimately, their students.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456315","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}
Although career preparation is an important factor in making correct career decisions and increasing job satisfaction, nursing students lack consideration and preparation for their career path when choosing a major. The purpose of this study was to identify the relationships among career decision-making self-efficacy, career outcome expectation, and career consciousness maturity on the behavior of nursing students in preparing for their careers. We collected data using structured questionnaires from 95 nursing students in C city from June 1 to June 20, 2018. We analyzed the data using the IBM SPSS/WIN 23.0 program for descriptive statistics, independent t test, oneway ANOVA, Pearson’s correlation coefficient, and multiple regression. As a result, the factors influencing the career preparation behavior of nursing students were career decision self-efficacy (β = .35, p < .001) and career consciousness maturity (β = .30, p = .003), and the explanatory power of these variables was 37%. Based on these results, it was required to develop programs to strengthen career decision-making self-efficacy and career consciousness maturity. In order to improve career decision-making self-efficacy, a program should be developed to improve confidence in solving problems by providing career opportunities. In addition, in order to strengthen career consciousness maturity, a career road map for each grade should be constructed, as well as systematic career counseling and employment capacity enhancement programs.
{"title":"Effects of Career Decision-Making Self-Efficacy, Career Outcome Expectation, and Career Consciousness Maturity on Career Preparation Behavior of Nursing Students","authors":"Jee, youngju, Yang Seungkyoung","doi":"10.5430/jct.v13n1p384","DOIUrl":"https://doi.org/10.5430/jct.v13n1p384","url":null,"abstract":"Although career preparation is an important factor in making correct career decisions and increasing job satisfaction, nursing students lack consideration and preparation for their career path when choosing a major. The purpose of this study was to identify the relationships among career decision-making self-efficacy, career outcome expectation, and career consciousness maturity on the behavior of nursing students in preparing for their careers. We collected data using structured questionnaires from 95 nursing students in C city from June 1 to June 20, 2018. We analyzed the data using the IBM SPSS/WIN 23.0 program for descriptive statistics, independent t test, oneway ANOVA, Pearson’s correlation coefficient, and multiple regression. As a result, the factors influencing the career preparation behavior of nursing students were career decision self-efficacy (β = .35, p < .001) and career consciousness maturity (β = .30, p = .003), and the explanatory power of these variables was 37%. Based on these results, it was required to develop programs to strengthen career decision-making self-efficacy and career consciousness maturity. In order to improve career decision-making self-efficacy, a program should be developed to improve confidence in solving problems by providing career opportunities. In addition, in order to strengthen career consciousness maturity, a career road map for each grade should be constructed, as well as systematic career counseling and employment capacity enhancement programs.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"46 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456445","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}
Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.
{"title":"The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability","authors":"Lauren B. Birney, Denise M. McNamara","doi":"10.5430/jct.v13n1p394","DOIUrl":"https://doi.org/10.5430/jct.v13n1p394","url":null,"abstract":"Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"594 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455104","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}
Generative artificial intelligence (AI) is rapidly emerging as a transformative force across various sectors. As education shifts towards an AI-focused future, adapting teaching methodologies and evaluation strategies to this technological evolution becomes more and more important. This paper delves into the profound implications of generative AI on business education, critically analyzing its influence on broad program learning outcomes as well as on specific assessment tasks, ranging from quizzes to work-integrated learning projects. By examining and assessing responses from ChatGPT, we evaluate their structural coherence and the potential to enhance or replace key skills evaluated in students. Our findings primarily indicate that for formulaic quizzes and short essay questions, GPT-4 often delivers accurate solutions. In the context of research reports and reflection journals, GPT-4 serves more as a guide and scaffolding tool. As AI continues to advance, it becomes increasingly crucial for business educators to re-examine their learning objective frameworks. This includes utilizing the technology’s potential while navigating its complexities, ensuring that education remains effective, relevant, and in step with the pace of innovation.
{"title":"Navigating the AI Revolution: Implications for Business Education and Pedagogy","authors":"Xiao Xu","doi":"10.5430/jct.v13n1p371","DOIUrl":"https://doi.org/10.5430/jct.v13n1p371","url":null,"abstract":"Generative artificial intelligence (AI) is rapidly emerging as a transformative force across various sectors. As education shifts towards an AI-focused future, adapting teaching methodologies and evaluation strategies to this technological evolution becomes more and more important. This paper delves into the profound implications of generative AI on business education, critically analyzing its influence on broad program learning outcomes as well as on specific assessment tasks, ranging from quizzes to work-integrated learning projects. By examining and assessing responses from ChatGPT, we evaluate their structural coherence and the potential to enhance or replace key skills evaluated in students. Our findings primarily indicate that for formulaic quizzes and short essay questions, GPT-4 often delivers accurate solutions. In the context of research reports and reflection journals, GPT-4 serves more as a guide and scaffolding tool. As AI continues to advance, it becomes increasingly crucial for business educators to re-examine their learning objective frameworks. This includes utilizing the technology’s potential while navigating its complexities, ensuring that education remains effective, relevant, and in step with the pace of innovation.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"164 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455598","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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