Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.
视障学生在数学学习中面临各种障碍，导致数学水平低下。因此，在融合班中，需要优化主动学习（AL），以发展视障学生的数学能力。本研究旨在从视障学生和教师的角度探讨主动学习在发展视障学生数学能力方面的障碍。本研究采用个案研究的定性研究方法。研究对象是日惹一所全纳高中的 9 名 VI 学生和 7 名数学教师。他们是通过目的性抽样选出的。通过半结构式访谈收集数据。数据分析采用 Bogdan 和 Biklen 方法。结果发现，从 VI 级学生和教师的角度来看，发展 MP 的 AL 障碍几乎相似。可以分为三个主题：1）人的方面的障碍，主要是学生对自己的能力缺乏信心，新教师对促进 VI 学生缺乏信心。这表明他们的自我效能感都很低；2）环境方面的障碍，主要与歧视和沟通技巧有限有关；3）技术和学习媒体方面的障碍，主要与供视障学生进行实践活动的学习媒体有限有关。
{"title":"Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective","authors":"S. Putranto, M. Marsigit, Elly Arliani","doi":"10.5430/jct.v13n1p48","DOIUrl":"https://doi.org/10.5430/jct.v13n1p48","url":null,"abstract":"Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"9 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139881184","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}
Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.
视障学生在数学学习中面临各种障碍，导致数学水平低下。因此，在融合班中，需要优化主动学习（AL），以发展视障学生的数学能力。本研究旨在从视障学生和教师的角度探讨主动学习在发展视障学生数学能力方面的障碍。本研究采用个案研究的定性研究方法。研究对象是日惹一所全纳高中的 9 名 VI 学生和 7 名数学教师。他们是通过目的性抽样选出的。通过半结构式访谈收集数据。数据分析采用 Bogdan 和 Biklen 方法。结果发现，从 VI 级学生和教师的角度来看，发展 MP 的 AL 障碍几乎相似。可以分为三个主题：1）人的方面的障碍，主要是学生对自己的能力缺乏信心，新教师对促进 VI 学生缺乏信心。这表明他们的自我效能感都很低；2）环境方面的障碍，主要与歧视和沟通技巧有限有关；3）技术和学习媒体方面的障碍，主要与供视障学生进行实践活动的学习媒体有限有关。
{"title":"Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective","authors":"S. Putranto, M. Marsigit, Elly Arliani","doi":"10.5430/jct.v13n1p48","DOIUrl":"https://doi.org/10.5430/jct.v13n1p48","url":null,"abstract":"Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"65 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139821589","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 new English curriculum stand (MOE, 2020) has put forward high requirements for China secondary vocational school English as a Foreign Language (EFL) teachers’ qualities. As part of teachers’ qualities, teaching self-efficacy determines their teaching practices and students’ general achievements. Research has found China secondary vocational school EFL teachers lack confidence in teaching processes (Liu, 2018). Therefore, this study reports on a qualitative study exploring factors contributing to the enhancement of EFL teachers’ teaching self-efficacy in China secondary vocational education context. It is based on the views of 12 experts from Higher Education Institutions, Teacher Training Colleges and the Academy of Educational Sciences, and Secondary Vocational Schools in China to learn more about what factors can enhance EFL teachers’ teaching self-efficacy in China secondary vocational schools. The interview data were examined using thematic analysis which allows for a detailed exploration of the data, and 12 themes emerged from that analysis in terms of experiences, knowledge, and school culture. These themes encompassed various aspects, including enactive mastery experiences, vicarious learning experiences, interactive experiences, physical and emotional states, learners and learning, the pedagogy and curriculum, the English language, the self, vocational background, school spiritual culture, school material culture, and school system culture. The article concludes by considering the implications of the results for those designing policies and professional learning activities for secondary vocational EFL teachers and suggesting potential avenues for future research.
{"title":"Overcoming Low Teaching Self-efficacy of English as a Foreign Language Teachers in Secondary Vocational Schools","authors":"Zhongyue Zhang, Ahmad Johari Bin Sihes","doi":"10.5430/jct.v13n1p36","DOIUrl":"https://doi.org/10.5430/jct.v13n1p36","url":null,"abstract":"The new English curriculum stand (MOE, 2020) has put forward high requirements for China secondary vocational school English as a Foreign Language (EFL) teachers’ qualities. As part of teachers’ qualities, teaching self-efficacy determines their teaching practices and students’ general achievements. Research has found China secondary vocational school EFL teachers lack confidence in teaching processes (Liu, 2018). Therefore, this study reports on a qualitative study exploring factors contributing to the enhancement of EFL teachers’ teaching self-efficacy in China secondary vocational education context. It is based on the views of 12 experts from Higher Education Institutions, Teacher Training Colleges and the Academy of Educational Sciences, and Secondary Vocational Schools in China to learn more about what factors can enhance EFL teachers’ teaching self-efficacy in China secondary vocational schools. The interview data were examined using thematic analysis which allows for a detailed exploration of the data, and 12 themes emerged from that analysis in terms of experiences, knowledge, and school culture. These themes encompassed various aspects, including enactive mastery experiences, vicarious learning experiences, interactive experiences, physical and emotional states, learners and learning, the pedagogy and curriculum, the English language, the self, vocational background, school spiritual culture, school material culture, and school system culture. The article concludes by considering the implications of the results for those designing policies and professional learning activities for secondary vocational EFL teachers and suggesting potential avenues for future research.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"347 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474447","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}
Integrating form-focused instruction (FFI) in the communicative language class is the most recently used language teaching and learning approach today. To draw learners’ attention to grammatical form, FFI implements different types of corrective feedback and implicit and explicit grammar teaching techniques. This study investigated the effects of FFI combined to communicative grammar instruction on students’ pronunciation and grammar in speaking. The main objective of this study was to probe whether the form-focused instruction integrated with communicative grammar activities was effective in terms of students’ performance of pronunciation and grammar in speaking. The study employed a quasi-experimental study design with a mixed method approach. It also employed pre and post-tests, questionnaire, and interview in order to gather data. The data collected by the tests and questionnaire were analyzed quantitatively using independent and paired sample t-test where as the interview data was analyzed thematically. The results of the study revealed that the experimental group of students who had been taught spoken English having form-focused communicative grammar instruction showed the enhancement on pronunciation and grammar in speaking in their post-test scores. This directed to the conclusion that the form-focused communicative grammar instruction assisted the students advance their pronunciation and grammar in speaking. Thus, it is recommended that high school EFL teachers should implement communicative grammar activities integrated to form-focused instruction while teaching speaking skills.
在语言交际课中融入注重形式的教学（FFI），是当今最常用的语言教学方法。为了引起学习者对语法形式的注意，FFI 采用了不同类型的纠正反馈以及隐性和显性语法教学技巧。本研究调查了 FFI 与交际语法教学相结合对学生口语发音和语法的影响。本研究的主要目的是探讨以形式为重点的教学与交际语法活动相结合是否能有效提高学生的口语发音和语法表现。本研究采用了混合方法的准实验研究设计。研究还采用了前后测试、问卷调查和访谈来收集数据。通过测试和问卷收集的数据采用独立样本和配对样本 t 检验进行定量分析，而访谈数据则采用专题分析。研究结果表明，实验组学生在接受以形式为重点的交际语法教学后，在口语发音和语法方面的后测成绩都有所提高。由此得出结论，注重形式的交际语法教学有助于提高学生的口语发音和语法水平。因此，建议高中 EFL 教师在教授口语技能的同时，开展与注重形式的教学相结合的交际语法活动。
{"title":"The Effects of Form-Focused Communicative Grammar Instruction on Students’ Pronunciation and Grammar in Speaking","authors":"Temesgen Heliso Woymo, M. Bachore, M. Jobo","doi":"10.5430/jct.v13n1p61","DOIUrl":"https://doi.org/10.5430/jct.v13n1p61","url":null,"abstract":"Integrating form-focused instruction (FFI) in the communicative language class is the most recently used language teaching and learning approach today. To draw learners’ attention to grammatical form, FFI implements different types of corrective feedback and implicit and explicit grammar teaching techniques. This study investigated the effects of FFI combined to communicative grammar instruction on students’ pronunciation and grammar in speaking. The main objective of this study was to probe whether the form-focused instruction integrated with communicative grammar activities was effective in terms of students’ performance of pronunciation and grammar in speaking. The study employed a quasi-experimental study design with a mixed method approach. It also employed pre and post-tests, questionnaire, and interview in order to gather data. The data collected by the tests and questionnaire were analyzed quantitatively using independent and paired sample t-test where as the interview data was analyzed thematically. The results of the study revealed that the experimental group of students who had been taught spoken English having form-focused communicative grammar instruction showed the enhancement on pronunciation and grammar in speaking in their post-test scores. This directed to the conclusion that the form-focused communicative grammar instruction assisted the students advance their pronunciation and grammar in speaking. Thus, it is recommended that high school EFL teachers should implement communicative grammar activities integrated to form-focused instruction while teaching speaking skills.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"778 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476501","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}
Hang-Phuong Nguyen-Thi, Anh Ngoc Truong, Vy Truc Le, Xuan Thanh Kieu Nguyen, V. Tran-Chi
Adolescents, especially high school students, are more susceptible to stress and encounter other mental health issues. This is linked to extrinsic causes like academics, family, and friends. However, previous studies have shown low rates of students seeking professional psychological help for their problems. This study investigate the relationship among factors including academic performance, educational stress, peer pressure and openness to seeking professional psychological help. We conducted this study with 471 high school students (grades 10–12) engaged. The questionnaire was based on three measurements: peer pressure short form (PPSF), educational stress scale for adolescents (ESSA), and openness to seeking professional psychological help (ATSPPH_O). The Mann-Whitney U test, Kruskal-Wallis test and The PLS-SEM method were used to evaluate this research. The results showed that: (i) students with a higher level of peer pressure have a greater openness to seeking professional psychological help; (ii) the more open to seeking professional psychological help, the higher educational stress that students got; (iii) students with a higher level of peer pressure have greater educational stress; (iv) the openness to seeking professional psychological help would mediate the relationship between peer pressure and educational stress; (v) there was a significant difference between academic performance of peer pressure. On the one hand, counselors, clinicians, and therapists must identify students who are experiencing educational stress in the context of peer pressure as vulnerable groups in need of early mental health interventions. On the other hand, educators and teachers must consider the impact of peer pressure on students' academic performance and devise appropriate teaching strategies.
{"title":"The Relationship between Academic Performance, Peer Pressure, and Educational Stress as It Relates to High School Students’ Openness to Seeking Professional Psychological Help","authors":"Hang-Phuong Nguyen-Thi, Anh Ngoc Truong, Vy Truc Le, Xuan Thanh Kieu Nguyen, V. Tran-Chi","doi":"10.5430/jct.v13n1p83","DOIUrl":"https://doi.org/10.5430/jct.v13n1p83","url":null,"abstract":"Adolescents, especially high school students, are more susceptible to stress and encounter other mental health issues. This is linked to extrinsic causes like academics, family, and friends. However, previous studies have shown low rates of students seeking professional psychological help for their problems. This study investigate the relationship among factors including academic performance, educational stress, peer pressure and openness to seeking professional psychological help. We conducted this study with 471 high school students (grades 10–12) engaged. The questionnaire was based on three measurements: peer pressure short form (PPSF), educational stress scale for adolescents (ESSA), and openness to seeking professional psychological help (ATSPPH_O). The Mann-Whitney U test, Kruskal-Wallis test and The PLS-SEM method were used to evaluate this research. The results showed that: (i) students with a higher level of peer pressure have a greater openness to seeking professional psychological help; (ii) the more open to seeking professional psychological help, the higher educational stress that students got; (iii) students with a higher level of peer pressure have greater educational stress; (iv) the openness to seeking professional psychological help would mediate the relationship between peer pressure and educational stress; (v) there was a significant difference between academic performance of peer pressure. On the one hand, counselors, clinicians, and therapists must identify students who are experiencing educational stress in the context of peer pressure as vulnerable groups in need of early mental health interventions. On the other hand, educators and teachers must consider the impact of peer pressure on students' academic performance and devise appropriate teaching strategies.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"180 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140477476","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}
It is generally accepted that human caring is the essence of nursing work and the foundation of nursing quality. However, nurses’ human caring ability does not currently adapt well to the needs of patients and hospital work. The main purpose of this study is to build a humanistic care geriatric nursing course in order to enhance the humanistic care ability of nursing students, thereby improving patient satisfaction and service quality. An expert panel with 12 academics and scholars was applied as a method to review the course syllabus. The result presented that the curriculum contains eight common diseases and problems of the elderly are selected, and nursing positions are integrated into situational tasks with caring factors. Love is taken as the essence of the roles of Standardized Patients, nurses, doctors, teachers and students to design a transpersonal care field constructed of loving interactions to realize transpersonal human caring. Twenty-two situations are created with the characteristics of typical simulated situation tasks to integrate human caring into a geriatric nursing curriculum. The establishment of a geriatric nursing curriculum that includes human caring by simulating certain situations would be effectively applied to enhance students’ human caring ability in nursing vocational College.
{"title":"Establishment of a Geriatric Nursing Curriculum with Human Caring by Situational Simulation","authors":"Xihai Gao, Pengfei Chen","doi":"10.5430/jct.v13n1p71","DOIUrl":"https://doi.org/10.5430/jct.v13n1p71","url":null,"abstract":"It is generally accepted that human caring is the essence of nursing work and the foundation of nursing quality. However, nurses’ human caring ability does not currently adapt well to the needs of patients and hospital work. The main purpose of this study is to build a humanistic care geriatric nursing course in order to enhance the humanistic care ability of nursing students, thereby improving patient satisfaction and service quality. An expert panel with 12 academics and scholars was applied as a method to review the course syllabus. The result presented that the curriculum contains eight common diseases and problems of the elderly are selected, and nursing positions are integrated into situational tasks with caring factors. Love is taken as the essence of the roles of Standardized Patients, nurses, doctors, teachers and students to design a transpersonal care field constructed of loving interactions to realize transpersonal human caring. Twenty-two situations are created with the characteristics of typical simulated situation tasks to integrate human caring into a geriatric nursing curriculum. The establishment of a geriatric nursing curriculum that includes human caring by simulating certain situations would be effectively applied to enhance students’ human caring ability in nursing vocational College.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"159 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140473999","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}
Roschanawan Poonounin, Jiraporn Chano, Chi Cheng Wu
Students' English communication abilities in Thailand remain poor due to a lack of a wide range of activities to practice English. Learning English in authentic contexts enables students to develop intrinsic motivation and demonstrate acquired language competency. This study aims to enhance English conversational performances and investigate students' motivation after receiving instruction by integrating TBI and YouTube. The design of this study was pre-experimental research, which used the one-group and pretest-posttest analysis. The sample group included 39 eleventh-grade students from a government senior high school in Mahasarakham province, Thailand chosen by a purposive sampling process. The listening and speaking tests, as well as the intrinsic motivation scale, were used in this study. Data were analyzed by the paired-sample t-test and descriptive statistics (i.e., the arithmetic mean, standard deviation, and percentage). The results revealed that combining TBI with YouTube improved students' English communication skills, and intrinsic motivation in learning. Based on the findings of this study, the researchers recommended that teachers employ the TBL approach and YouTube videos in class as instructional mediums. Furthermore, future studies could combine TBL with other forms of multimedia to help students learn more effectively and enjoyably.
{"title":"Task-Based Instruction in Enhancing Conversational Skills of Thai Students at Grade 11, YouTube as Teaching Media","authors":"Roschanawan Poonounin, Jiraporn Chano, Chi Cheng Wu","doi":"10.5430/jct.v13n1p1","DOIUrl":"https://doi.org/10.5430/jct.v13n1p1","url":null,"abstract":"Students' English communication abilities in Thailand remain poor due to a lack of a wide range of activities to practice English. Learning English in authentic contexts enables students to develop intrinsic motivation and demonstrate acquired language competency. This study aims to enhance English conversational performances and investigate students' motivation after receiving instruction by integrating TBI and YouTube. The design of this study was pre-experimental research, which used the one-group and pretest-posttest analysis. The sample group included 39 eleventh-grade students from a government senior high school in Mahasarakham province, Thailand chosen by a purposive sampling process. The listening and speaking tests, as well as the intrinsic motivation scale, were used in this study. Data were analyzed by the paired-sample t-test and descriptive statistics (i.e., the arithmetic mean, standard deviation, and percentage). The results revealed that combining TBI with YouTube improved students' English communication skills, and intrinsic motivation in learning. Based on the findings of this study, the researchers recommended that teachers employ the TBL approach and YouTube videos in class as instructional mediums. Furthermore, future studies could combine TBL with other forms of multimedia to help students learn more effectively and enjoyably.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"58 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601294","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 rationale for this research is the ever-increasing reliance on technology in all aspects of life, but especially in the realm of education. Technology tools, use, and approaches that support inclusive student learning are supported by the empirical evidence found in this report. The research emphasized self-efficacy levels achieved in the student learning of technology-supported integrated science, technology, engineering, and mathematics (STEM). The Curriculum and Community Environmental Restoration Science STEM + Computer Science (CCERS) makes use of web-based authentic STEM content, providing interactive technology on a dynamic environmental science platform and providing real-world environmental conundrums. Results of this study indicate that CCERS respondents have higher confidence in their technological abilities than those of the non-CCERS respondents. In addition, under-represented groups (URG) CCERS respondents, on average, have higher confidence in their technological abilities than URG non-CCERS respondents. This suggests that CCERS has a positive impact on participants' confidence in their technological abilities, a key indicator in pursuing STEM careers. This study provides practical implications for current and future research in technology-supported learning in integrated STEM learning environments and student outcomes.
{"title":"Students’ Self-Efficacy and Confidence in Technological Abilities Resulting from Participation in “The Curriculum and Community Environmental Restoration Science (STEM + Computer Science)”","authors":"Lauren B. Birney, Denise M. McNamara","doi":"10.5430/jct.v13n1p24","DOIUrl":"https://doi.org/10.5430/jct.v13n1p24","url":null,"abstract":"The rationale for this research is the ever-increasing reliance on technology in all aspects of life, but especially in the realm of education. Technology tools, use, and approaches that support inclusive student learning are supported by the empirical evidence found in this report. The research emphasized self-efficacy levels achieved in the student learning of technology-supported integrated science, technology, engineering, and mathematics (STEM). The Curriculum and Community Environmental Restoration Science STEM + Computer Science (CCERS) makes use of web-based authentic STEM content, providing interactive technology on a dynamic environmental science platform and providing real-world environmental conundrums. Results of this study indicate that CCERS respondents have higher confidence in their technological abilities than those of the non-CCERS respondents. In addition, under-represented groups (URG) CCERS respondents, on average, have higher confidence in their technological abilities than URG non-CCERS respondents. This suggests that CCERS has a positive impact on participants' confidence in their technological abilities, a key indicator in pursuing STEM careers. This study provides practical implications for current and future research in technology-supported learning in integrated STEM learning environments and student outcomes.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"3 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602834","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 academic community unanimously asserts that student-centered pedagogy and assessment (SCPA) practices are indispensable for instructional methodology and evaluation. Existing literature indicates a noticeable, possibly minimal, gap in attention, particularly within the context of Najran University, regarding English teachers' awareness of these two fundamental practices. Consequently, this study investigated English teachers' awareness regarding SCPA practices in the English as a Foreign Language (EFL) context. Additionally, the study sought to analyze participants' responses in correlation with their gender, experience, degree, and specialization. The research objectives were achieved through a survey method, employing a set of instruments comprising a questionnaire and a semi-structured interview conducted with a conveniently chosen sample of 73 faculty members. The results revealed a very high level of awareness among faculty members regarding SCPA practices in the EFL context. Furthermore, gender, experience, degree, and specialization were found to have no significant impact on the responses of the study sample. Qualitative analysis of the semi-structured interviews highlighted the connection between SCPA practices and students' language success, emphasizing factors, such as encouragement, engagement, responsibility, and positive impact. The study's findings provide recommendations and implications for future practices in English language teaching.
{"title":"Teachers’ Awareness of Student-Centered Pedagogy and Assessment in EFL Context","authors":"Mohd Nazim, A. Alzubi, Abdul-Hafeed Fakih","doi":"10.5430/jct.v13n1p13","DOIUrl":"https://doi.org/10.5430/jct.v13n1p13","url":null,"abstract":"The academic community unanimously asserts that student-centered pedagogy and assessment (SCPA) practices are indispensable for instructional methodology and evaluation. Existing literature indicates a noticeable, possibly minimal, gap in attention, particularly within the context of Najran University, regarding English teachers' awareness of these two fundamental practices. Consequently, this study investigated English teachers' awareness regarding SCPA practices in the English as a Foreign Language (EFL) context. Additionally, the study sought to analyze participants' responses in correlation with their gender, experience, degree, and specialization. The research objectives were achieved through a survey method, employing a set of instruments comprising a questionnaire and a semi-structured interview conducted with a conveniently chosen sample of 73 faculty members. The results revealed a very high level of awareness among faculty members regarding SCPA practices in the EFL context. Furthermore, gender, experience, degree, and specialization were found to have no significant impact on the responses of the study sample. Qualitative analysis of the semi-structured interviews highlighted the connection between SCPA practices and students' language success, emphasizing factors, such as encouragement, engagement, responsibility, and positive impact. The study's findings provide recommendations and implications for future practices in English language teaching. ","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"37 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601085","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 examines the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning technique in enhancing the teaching skills of mathematics pre-service teachers in the context of school-level measurement. The primary objectives were to assess the impact of STAD on learning achievement related to measurement concepts and to investigate the learning experiences of participants. Employing a one-group pre-post test design, 25 mathematics education major students in a Thai public university engaged in STAD activities. The instruments were a set of learning activities designed using the principles of STAD (Student Teams Achievement Division), learning achievement test, and a satisfaction questionnaire. The results reveal that STAD significantly improved learning achievement and generated highly satisfactory learning experiences among the participants. Academic and pedagogical recommendations are made, while acknowledging limitations related to the need for qualitative data collection and the exploration of teaching evaluation assessments in future research. This study underscores the potential of STAD as a valuable tool in teacher preparation programs, contributing to the development of effective educators.
本研究探讨了学生团队成就分部（STAD）合作学习技术在校级测量背景下提高数学职前教师教学技能的有效性。主要目的是评估 STAD 对与测量概念相关的学习成绩的影响，并调查参与者的学习经历。泰国一所公立大学的 25 名数学教育专业学生参加了 STAD 活动。研究工具包括根据 STAD（学生团队成就分部）原则设计的一套学习活动、学习成绩测试和满意度问卷。结果显示，STAD 显著提高了学习成绩，并为参与者带来了非常满意的学习体验。本研究提出了学术和教学建议，同时也承认在未来研究中需要收集定性数据和探索教学评价评估的局限性。这项研究强调了 STAD 作为教师准备课程的重要工具的潜力，有助于培养高效的教育工作者。
{"title":"Enhancing Measurement Education in Schools: A Study on the Efficacy of STAD (Student Teams Achievement Division) in Undergraduate Mathematics Education","authors":"Sawitree Ranmechai, Apantee Poonputta","doi":"10.5430/jct.v12n6p330","DOIUrl":"https://doi.org/10.5430/jct.v12n6p330","url":null,"abstract":"This study examines the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning technique in enhancing the teaching skills of mathematics pre-service teachers in the context of school-level measurement. The primary objectives were to assess the impact of STAD on learning achievement related to measurement concepts and to investigate the learning experiences of participants. Employing a one-group pre-post test design, 25 mathematics education major students in a Thai public university engaged in STAD activities. The instruments were a set of learning activities designed using the principles of STAD (Student Teams Achievement Division), learning achievement test, and a satisfaction questionnaire. The results reveal that STAD significantly improved learning achievement and generated highly satisfactory learning experiences among the participants. Academic and pedagogical recommendations are made, while acknowledging limitations related to the need for qualitative data collection and the exploration of teaching evaluation assessments in future research. This study underscores the potential of STAD as a valuable tool in teacher preparation programs, contributing to the development of effective educators.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"52 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139237067","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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