Pub Date : 2022-02-01DOI: 10.13189/ujer.2022.100204
Hamad H. Alsowat
This study examined the mediating roles of gender and academic field in the relationship between vocabulary knowledge and reading comprehension. A vocabulary size test, a vocabulary depth test and the IELTS reading test were administered to 319 university-level students (54 males; 265 females) from three disciplines: medicine, science, and arts. The findings revealed that students had between 2000 and 3000 word families, low vocabulary depth (45.3%), and poor reading comprehension (52.4%). Besides, male students outperformed female students in all study variables. Meanwhile, medical students had superiority over science and arts students in Vocabulary Level Test (VLT) and reading comprehension. Vocabulary breadth and depth were significantly correlated with reading comprehension. The contribution of VLT and Depth of Vocabulary Knowledge (DVK) to reading comprehension differs depending on gender and academic field.
{"title":"The Mediating Roles of Gender and Academic Field in the Relationship between Vocabulary Knowledge and Reading Comprehension of EFL Students","authors":"Hamad H. Alsowat","doi":"10.13189/ujer.2022.100204","DOIUrl":"https://doi.org/10.13189/ujer.2022.100204","url":null,"abstract":"This study examined the mediating roles of gender and academic field in the relationship between vocabulary knowledge and reading comprehension. A vocabulary size test, a vocabulary depth test and the IELTS reading test were administered to 319 university-level students (54 males; 265 females) from three disciplines: medicine, science, and arts. The findings revealed that students had between 2000 and 3000 word families, low vocabulary depth (45.3%), and poor reading comprehension (52.4%). Besides, male students outperformed female students in all study variables. Meanwhile, medical students had superiority over science and arts students in Vocabulary Level Test (VLT) and reading comprehension. Vocabulary breadth and depth were significantly correlated with reading comprehension. The contribution of VLT and Depth of Vocabulary Knowledge (DVK) to reading comprehension differs depending on gender and academic field.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"255 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117141241","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 : 2022-02-01DOI: 10.13189/ujer.2022.100203
A. Komansilan, Tressje Mandang, A. M. Rampengan, N. Suriani
{"title":"Explorative Learning Local-Global Concept of HOTL-DI-Type B Models for Junior High School Students on a Small Island","authors":"A. Komansilan, Tressje Mandang, A. M. Rampengan, N. Suriani","doi":"10.13189/ujer.2022.100203","DOIUrl":"https://doi.org/10.13189/ujer.2022.100203","url":null,"abstract":"","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114319243","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 : 2022-01-01DOI: 10.13189/ujer.2022.100108
Gawise Gawise, Ismail Tolla, Darman Manda
One of the educational philosophies that are still being adopted in education, especially in Indonesia, is perennial. This school claims that education must always be linked to a culture that can shape a better human personality. This research is a part of research and development in creating a teaching model for Pancasila and Citizenship Education (PPKn) based on local wisdom. The main focus is to test the validity and practicality of the local wisdom-based PPKn learning model that has been developed. Two experts and three teachers were involved in this study to determine whether the products produced in this study were valid and practical. Several instruments are used in collecting data, namely validation sheets, model implementation observation sheets, and learning management observation sheets. The data that have been collected are then analyzed using a quantitative approach. The results showed that the PPKn learning model based on local wisdom was proven to be valid and practical. Thus, this learning model can be used for a more extensive trial process through effectiveness testing.
{"title":"The Validity and Practicality of Pancasila and Civic Education Learning Model Based on Local Wisdom","authors":"Gawise Gawise, Ismail Tolla, Darman Manda","doi":"10.13189/ujer.2022.100108","DOIUrl":"https://doi.org/10.13189/ujer.2022.100108","url":null,"abstract":"One of the educational philosophies that are still being adopted in education, especially in Indonesia, is perennial. This school claims that education must always be linked to a culture that can shape a better human personality. This research is a part of research and development in creating a teaching model for Pancasila and Citizenship Education (PPKn) based on local wisdom. The main focus is to test the validity and practicality of the local wisdom-based PPKn learning model that has been developed. Two experts and three teachers were involved in this study to determine whether the products produced in this study were valid and practical. Several instruments are used in collecting data, namely validation sheets, model implementation observation sheets, and learning management observation sheets. The data that have been collected are then analyzed using a quantitative approach. The results showed that the PPKn learning model based on local wisdom was proven to be valid and practical. Thus, this learning model can be used for a more extensive trial process through effectiveness testing.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131422494","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 : 2022-01-01DOI: 10.13189/ujer.2022.100107
Noluthando Matola, K. Fomunyam, S. Moyo
Teaching and learning is a complex process, which deals with different individuals with different expectations from diverse backgrounds, with different cultural and social capital involved in this process. The teaching and learning process in most South African institutions of higher learning has been plagued by several challenges over the last decade. In this research, the experiences of international postgraduate student lecturers teaching at a university in KwaZulu-Natal were examined. Utilizing the curricular spider web as its framework, it evaluates the experiences of international students lecturing at a university in KwaZulu-Natal, in order to identify the challenges faced by students in this institution during the teaching and learning process, and create a transformation path that can be adopted by other South African institutions of higher learning. This framework utilizes ten different components, each answering some key questions, and all stemming from the rationale for teaching and learning. Using a qualitative case study approach, this research conducted semi-structured interviews involving six participants who were pursuing different postgraduate degrees at the University. Interviews with each participant were conducted in English, lasted about 60 minutes each, and were digitally recorded and transcribed afterwards. Data were analyzed using an open coded process and findings reveal that transforming the teaching and learning process at these institutions of higher learning will largely involve making major changes to the curriculum content, learning activities, and learning resources.
{"title":"Transforming the Teaching and Learning Process in South African Higher Institutions","authors":"Noluthando Matola, K. Fomunyam, S. Moyo","doi":"10.13189/ujer.2022.100107","DOIUrl":"https://doi.org/10.13189/ujer.2022.100107","url":null,"abstract":"Teaching and learning is a complex process, which deals with different individuals with different expectations from diverse backgrounds, with different cultural and social capital involved in this process. The teaching and learning process in most South African institutions of higher learning has been plagued by several challenges over the last decade. In this research, the experiences of international postgraduate student lecturers teaching at a university in KwaZulu-Natal were examined. Utilizing the curricular spider web as its framework, it evaluates the experiences of international students lecturing at a university in KwaZulu-Natal, in order to identify the challenges faced by students in this institution during the teaching and learning process, and create a transformation path that can be adopted by other South African institutions of higher learning. This framework utilizes ten different components, each answering some key questions, and all stemming from the rationale for teaching and learning. Using a qualitative case study approach, this research conducted semi-structured interviews involving six participants who were pursuing different postgraduate degrees at the University. Interviews with each participant were conducted in English, lasted about 60 minutes each, and were digitally recorded and transcribed afterwards. Data were analyzed using an open coded process and findings reveal that transforming the teaching and learning process at these institutions of higher learning will largely involve making major changes to the curriculum content, learning activities, and learning resources.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129419631","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 : 2022-01-01DOI: 10.13189/ujer.2022.100105
U. Jacob, K. Lazarus, Jace Pillay, Hammed Gbenga Adewale
Reading is a fundamental skill required for effective participation in academic tasks. This research investigated the significant main effects of phonics and neurological impress instructional methods on the reading skills of pupils with learning disabilities. A quasi-experimental pretest-posttest control group design with a 3 x 2 factorial matrix was used. Purposive sampling was used to select forty-five students with learning disabilities (N = 45, M = 22, F = 23, Mean age = 9.3) from three government-owned primary schools. Six instruments were used: Pupil Rating Scale (Revised) ( r = 0.75); Picture Vocabulary Test ( r = 0.75); PALS-PreK ( r = 0.82); Informal Reading Inventory ( r = 0.70); and Umolu' s One Hundred High Frequency Words ( r = 0.85). The data collected were analysed using the analysis of covariance (ANCOVA) and an estimated marginal mean score of 0.05 level is of significance. The findings revealed that treatment had a significant main effect on the reading skills of students with learning disabilities (F (2, 42) = 43.178, p < .05, η 2 =.762), but gender had no significant main effect. It is recommended that phonics and neurological impress instructional methods be adopted when teaching reading skills to pupils with learning disabilities.
阅读是有效参与学术任务所需的一项基本技能。本研究探讨了自然拼读法和神经印象教学法对学习障碍小学生阅读能力的主要影响。采用准实验前测后测对照组设计，采用3 × 2阶乘矩阵。采用目的抽样的方法，从3所公办小学抽取45名学习障碍学生(N = 45, M = 22, F = 23，平均年龄= 9.3)。使用了六种工具:瞳孔评定量表(修订)(r = 0.75);图片词汇测试(r = 0.75);pal - prek (r = 0.82);非正式阅读量表(r = 0.70);和Umolu的100个高频词(r = 0.85)。收集的资料采用协方差分析(ANCOVA)进行分析，估计的边际平均评分为0.05水平，具有显著性。结果显示，治疗对学习障碍学生的阅读能力有显著的主影响(F (2,42) = 43.178, p < 0.05， η 2 =.762)，性别对阅读能力无显著的主影响。建议在对有学习障碍的学生进行阅读技巧教学时，采用自然拼读法和神经印象教学法。
{"title":"Effect of Two Therapies and Gender on Reading Skills of Pupils with Learning Disabilities","authors":"U. Jacob, K. Lazarus, Jace Pillay, Hammed Gbenga Adewale","doi":"10.13189/ujer.2022.100105","DOIUrl":"https://doi.org/10.13189/ujer.2022.100105","url":null,"abstract":"Reading is a fundamental skill required for effective participation in academic tasks. This research investigated the significant main effects of phonics and neurological impress instructional methods on the reading skills of pupils with learning disabilities. A quasi-experimental pretest-posttest control group design with a 3 x 2 factorial matrix was used. Purposive sampling was used to select forty-five students with learning disabilities (N = 45, M = 22, F = 23, Mean age = 9.3) from three government-owned primary schools. Six instruments were used: Pupil Rating Scale (Revised) ( r = 0.75); Picture Vocabulary Test ( r = 0.75); PALS-PreK ( r = 0.82); Informal Reading Inventory ( r = 0.70); and Umolu' s One Hundred High Frequency Words ( r = 0.85). The data collected were analysed using the analysis of covariance (ANCOVA) and an estimated marginal mean score of 0.05 level is of significance. The findings revealed that treatment had a significant main effect on the reading skills of students with learning disabilities (F (2, 42) = 43.178, p < .05, η 2 =.762), but gender had no significant main effect. It is recommended that phonics and neurological impress instructional methods be adopted when teaching reading skills to pupils with learning disabilities.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132451995","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 : 2022-01-01DOI: 10.13189/ujer.2022.100103
Dikeledi Mamiala, S. Simelane-Mnisi, A. Mji
The aim of this paper is to explore a framework for articulating the relationship between teachers' practices and students' self-efficacy in teaching and learning of Euclidean Geometry (RTP&SS-EG) in high school. The effective learning of Mathematics, especially Euclidean Geometry by students, is directly influenced by teachers' confidence and competence. The RTP&SS-EG framework was developed based on the gap in literature revealed through international studies, indicating a direct relationship between teachers with a higher level of self-efficacy, and students' achievement. However, the researchers did not come across national studies promoting the relationship between the teachers' practices and students' self-efficacy on the learning of Euclidean Geometry in high school. The question asked was: To what extent is the relationship between the teachers' practices and the students' self-efficacy in teaching and learning of Euclidean Geometry in High school? Geometry Students Self-Efficacy (SGS-EQ) and Geometry Teacher Self-Efficacy questionnaire (GTS-EQ) were utilized. The participants were 81 Mathematics teachers, and 390 Grade 10-12 students from the Mpumalanga and North West provinces in South Africa. Reliability for the entire scale of both instruments computed in terms of the internal consistency was found to be .83. To establish the content validity of the scores from both instruments, the exploratory factor analysis was computed using varimax rotation. The four-factor solution accounting for 43.03% of the total variance was obtained from 36 items of the GTS-EQ. A five-factor solution for 45.37% of the total explained variance was obtained from the 46 items of the SGS-EQ. In RTP&SS-EG, three education theories, constructivism, social constructivism and social cognitivism, policies, as well as teacher and student self-efficacy principles enjoin the practice enacted from the relation between the teachers' practices and the students' self-efficacy in the learning of Euclidean Geometry. The findings revealed that the learning value associated with the relationship between teachers' practices and students' self-efficacy may be integrated into the everyday preparations of teaching-learning plans in Euclidean Geometry. It is critical that policymakers, curriculum developers, teachers and students make use of this model to ensure that self-efficacy of both teachers and students is taken into consideration in Euclidean Geometry.
{"title":"Framework for Articulating Relation between Teachers' Practices and Students' Self-efficacy in Teaching and Learning Euclidian Geometry in High School","authors":"Dikeledi Mamiala, S. Simelane-Mnisi, A. Mji","doi":"10.13189/ujer.2022.100103","DOIUrl":"https://doi.org/10.13189/ujer.2022.100103","url":null,"abstract":"The aim of this paper is to explore a framework for articulating the relationship between teachers' practices and students' self-efficacy in teaching and learning of Euclidean Geometry (RTP&SS-EG) in high school. The effective learning of Mathematics, especially Euclidean Geometry by students, is directly influenced by teachers' confidence and competence. The RTP&SS-EG framework was developed based on the gap in literature revealed through international studies, indicating a direct relationship between teachers with a higher level of self-efficacy, and students' achievement. However, the researchers did not come across national studies promoting the relationship between the teachers' practices and students' self-efficacy on the learning of Euclidean Geometry in high school. The question asked was: To what extent is the relationship between the teachers' practices and the students' self-efficacy in teaching and learning of Euclidean Geometry in High school? Geometry Students Self-Efficacy (SGS-EQ) and Geometry Teacher Self-Efficacy questionnaire (GTS-EQ) were utilized. The participants were 81 Mathematics teachers, and 390 Grade 10-12 students from the Mpumalanga and North West provinces in South Africa. Reliability for the entire scale of both instruments computed in terms of the internal consistency was found to be .83. To establish the content validity of the scores from both instruments, the exploratory factor analysis was computed using varimax rotation. The four-factor solution accounting for 43.03% of the total variance was obtained from 36 items of the GTS-EQ. A five-factor solution for 45.37% of the total explained variance was obtained from the 46 items of the SGS-EQ. In RTP&SS-EG, three education theories, constructivism, social constructivism and social cognitivism, policies, as well as teacher and student self-efficacy principles enjoin the practice enacted from the relation between the teachers' practices and the students' self-efficacy in the learning of Euclidean Geometry. The findings revealed that the learning value associated with the relationship between teachers' practices and students' self-efficacy may be integrated into the everyday preparations of teaching-learning plans in Euclidean Geometry. It is critical that policymakers, curriculum developers, teachers and students make use of this model to ensure that self-efficacy of both teachers and students is taken into consideration in Euclidean Geometry.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128149486","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 : 2022-01-01DOI: 10.13189/ujer.2022.100110
Hsin-Hao Chen, I. Wang
The purpose of this research is to explore the impact of "tabletop games integrated into English teaching" on the effectiveness of English vocabulary learning and learning attitudes of third-grade students. The research method used is the quasi-experiment. The subjects are two normal classes of students in the third grade of an elementary school in Tainan. They were divided into two groups, experimental group and control group. All of them were allowed to review the English vocabulary learned in the English classroom after school over the research period. The experimental group played tabletop games to review English vocabulary, and the control group used traditional writing and recitation method to review English vocabulary. The test tools include the English vocabulary tests before and after the experiment and feedback questionnaires. Statistical methods such as descriptive statistics, analysis of covariance, independent samples t-test, and paired samples t-test were used for data analysis. The research results included: (1) Both groups of students have made significant progress in "listening comprehension of English vocabulary”; (2) Both groups have made significant progress in "spelling" ability and the average progress the students in the experimental group have made was greater than the students in the control group did; (3) The students in the experimental group as a whole expressed a middle-to-high degree of satisfaction with "tabletop games integrated into English teaching" and have had a positive attitude to it. Finally, specific suggestions were made based on the research results for reference by teachers, schools, and education-related administrative units.
{"title":"Research on the Effectiveness of Application of Tabletop Games in English Vocabulary Learning at Elementary School","authors":"Hsin-Hao Chen, I. Wang","doi":"10.13189/ujer.2022.100110","DOIUrl":"https://doi.org/10.13189/ujer.2022.100110","url":null,"abstract":"The purpose of this research is to explore the impact of \"tabletop games integrated into English teaching\" on the effectiveness of English vocabulary learning and learning attitudes of third-grade students. The research method used is the quasi-experiment. The subjects are two normal classes of students in the third grade of an elementary school in Tainan. They were divided into two groups, experimental group and control group. All of them were allowed to review the English vocabulary learned in the English classroom after school over the research period. The experimental group played tabletop games to review English vocabulary, and the control group used traditional writing and recitation method to review English vocabulary. The test tools include the English vocabulary tests before and after the experiment and feedback questionnaires. Statistical methods such as descriptive statistics, analysis of covariance, independent samples t-test, and paired samples t-test were used for data analysis. The research results included: (1) Both groups of students have made significant progress in \"listening comprehension of English vocabulary”; (2) Both groups have made significant progress in \"spelling\" ability and the average progress the students in the experimental group have made was greater than the students in the control group did; (3) The students in the experimental group as a whole expressed a middle-to-high degree of satisfaction with \"tabletop games integrated into English teaching\" and have had a positive attitude to it. Finally, specific suggestions were made based on the research results for reference by teachers, schools, and education-related administrative units.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121198470","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 : 2022-01-01DOI: 10.13189/ujer.2022.100102
Sampson Tawiah, Zamalotshwa Thusi-Sefatsa
The imbalances of the South African education system before 1994 resulted in many rural women predominantly without education and training. The lack of primary education and skills has beckoned many women to ill-treatment, rejection, vulnerability, abuse, hunger, diseases, poverty, and unemployment. For women to thrive socially and economically, education is crucial. So Adult and Community Education and Training (ACET) for the underprivileged rural women are essential for development and empowerment today. The overarching aim of ACET is to empower rural women with knowledge and livelihood skills to tackle their socio-economic problems. The study, therefore, aimed to explore the significance of ACET on the socio-economic lives of women, especially those in rural areas. The researchers conducted qualitative interviews with 35 women who were purposively selected for the study and deemed information-rich. The study's findings indicated a lack of skills training programs to empower women and a lack of access to ACET programs. Therefore, the paper recommends that ACET programs be structured to meet the learning needs of women.
{"title":"The Value of Adult and Community Education and Training to the Empowerment of Rural Women in South Africa","authors":"Sampson Tawiah, Zamalotshwa Thusi-Sefatsa","doi":"10.13189/ujer.2022.100102","DOIUrl":"https://doi.org/10.13189/ujer.2022.100102","url":null,"abstract":"The imbalances of the South African education system before 1994 resulted in many rural women predominantly without education and training. The lack of primary education and skills has beckoned many women to ill-treatment, rejection, vulnerability, abuse, hunger, diseases, poverty, and unemployment. For women to thrive socially and economically, education is crucial. So Adult and Community Education and Training (ACET) for the underprivileged rural women are essential for development and empowerment today. The overarching aim of ACET is to empower rural women with knowledge and livelihood skills to tackle their socio-economic problems. The study, therefore, aimed to explore the significance of ACET on the socio-economic lives of women, especially those in rural areas. The researchers conducted qualitative interviews with 35 women who were purposively selected for the study and deemed information-rich. The study's findings indicated a lack of skills training programs to empower women and a lack of access to ACET programs. Therefore, the paper recommends that ACET programs be structured to meet the learning needs of women.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129507547","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 : 2022-01-01DOI: 10.13189/ujer.2022.100106
P. Chowdhury
Development of Cognitive skills is critical for developing the right conceptual ideas in chemistry. Atomic structure, bonding, and associated properties are taught as parts of high school chemistry courses worldwide. The cumulative build-up of misconceptions about the periodic table is to blame for students' poor performance on atoms and bonding-related topics. This is primarily due to a lack of appropriate cognitive abilities. The periodic table is a fundamental organizing principle in chemistry that high school students are introduced to. The purpose of this study is to determine the commonalities among learners' misconceptions about various aspects of the periodic table in two distinct countries. This study had two objectives. To begin with, it demonstrated if learners from different locations developed the same type of alternate concepts. Second, it aided in discovering the most prevalent alternate conceptions in learners' minds regarding the periodic table. This study enrolled 97 students from India and 78 students from South Africa. The quantitative data for this investigation were gathered using a modified BRI. It is noticed that, despite disparities in their social environments, high school students generally possess similar alternate conceptions that act as a learning barrier at their higher level of learning.
{"title":"Learners' Misconceptions in Periodic Table: An Analysis of Cognitive Skills Development","authors":"P. Chowdhury","doi":"10.13189/ujer.2022.100106","DOIUrl":"https://doi.org/10.13189/ujer.2022.100106","url":null,"abstract":"Development of Cognitive skills is critical for developing the right conceptual ideas in chemistry. Atomic structure, bonding, and associated properties are taught as parts of high school chemistry courses worldwide. The cumulative build-up of misconceptions about the periodic table is to blame for students' poor performance on atoms and bonding-related topics. This is primarily due to a lack of appropriate cognitive abilities. The periodic table is a fundamental organizing principle in chemistry that high school students are introduced to. The purpose of this study is to determine the commonalities among learners' misconceptions about various aspects of the periodic table in two distinct countries. This study had two objectives. To begin with, it demonstrated if learners from different locations developed the same type of alternate concepts. Second, it aided in discovering the most prevalent alternate conceptions in learners' minds regarding the periodic table. This study enrolled 97 students from India and 78 students from South Africa. The quantitative data for this investigation were gathered using a modified BRI. It is noticed that, despite disparities in their social environments, high school students generally possess similar alternate conceptions that act as a learning barrier at their higher level of learning.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114902173","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 : 2022-01-01DOI: 10.13189/ujer.2022.100109
N. Assadi*, Wafiq Hibi
The study aims to identify the effectiveness of mathematical modeling in a technological environment, and its effect on the development of middle school learners' critical thinking skills and motivation rising toward mathematics as a subject in Rahat area/ Negev region. In this study, the researcher employed the experimental approach where the two tools of the study were applied to two groups of eighth graders: (group A, control group, 29 learners) and (group B, test group, 30 learners). The tools employed were, first, measuring learners’ motivations towards learning, and second, measuring the degree to which learners possess the skills of critical thinking. The tools were used in both the prior and the latter stages of mathematical modeling where a questionnaire was prepared with the aim of identifying the views of students in the middle schools about their motivation to learn mathematics, and the questionnaire included the three dimensions of the study. The second tool consists of a set of questions that measure the degree to which the student has critical thinking skills by answering the test questions (consisting of a set of questions selected to test students in critical thinking skills in solving mathematical problems). The two instruments were initially presented to a group of competent arbitrators in order to benefit from their expertise, and after presenting them and making the necessary adjustments, they were produced in their final form. The results were as follows: 1. The scale of the student’s desire towards learning mathematics, and their sense of perseverance and awareness were all intermediate. 2. Learners’ average in the prior test that was designed to measure their skills in critical thinking was low. 3. The study shows variations in the degree of motivation toward mathematics learning regarding their desire and awareness of the importance of the subject. 4. The study shows a variation in the degree of the possession of critical thinking skills in middle school learners. The variation was in favor of the test group.
{"title":"Effectiveness of Mathematical Modeling in a Technological Environment and Its Impact on Developing Motivation toward Learning Mathematics among Students in Middle Schools in Israel","authors":"N. Assadi*, Wafiq Hibi","doi":"10.13189/ujer.2022.100109","DOIUrl":"https://doi.org/10.13189/ujer.2022.100109","url":null,"abstract":"The study aims to identify the effectiveness of mathematical modeling in a technological environment, and its effect on the development of middle school learners' critical thinking skills and motivation rising toward mathematics as a subject in Rahat area/ Negev region. In this study, the researcher employed the experimental approach where the two tools of the study were applied to two groups of eighth graders: (group A, control group, 29 learners) and (group B, test group, 30 learners). The tools employed were, first, measuring learners’ motivations towards learning, and second, measuring the degree to which learners possess the skills of critical thinking. The tools were used in both the prior and the latter stages of mathematical modeling where a questionnaire was prepared with the aim of identifying the views of students in the middle schools about their motivation to learn mathematics, and the questionnaire included the three dimensions of the study. The second tool consists of a set of questions that measure the degree to which the student has critical thinking skills by answering the test questions (consisting of a set of questions selected to test students in critical thinking skills in solving mathematical problems). The two instruments were initially presented to a group of competent arbitrators in order to benefit from their expertise, and after presenting them and making the necessary adjustments, they were produced in their final form. The results were as follows: 1. The scale of the student’s desire towards learning mathematics, and their sense of perseverance and awareness were all intermediate. 2. Learners’ average in the prior test that was designed to measure their skills in critical thinking was low. 3. The study shows variations in the degree of motivation toward mathematics learning regarding their desire and awareness of the importance of the subject. 4. The study shows a variation in the degree of the possession of critical thinking skills in middle school learners. The variation was in favor of the test group.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123948668","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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