Pub Date : 2021-11-01DOI: 10.13189/ujer.2021.091104
I. N. Saputro, S. Soenarto, H. Sofyan, Maulida Catur Riyanita, Purwita Sari Rebia, Anggita Listiana
article Abstract There is a gap between vocational high school graduates' competence with industry's needs. To overcome this, the teaching factory develops an industry-based learning model. Learning in vocational high schools refers to the standards and procedures that apply to the industry and are implemented according to actual industrial conditions. However, factory teaching and learning require careful preparation to meet its parameters. This study used a combination of questionnaires, interviews, and documentation to analyze the implementation of the teaching factory in Indonesia, especially at Vocational High School 5 Surakarta. From the results, it can be seen that seven of the eight parameters have been effectively implemented in the teaching factory. These parameters are management, workshops, training in learning patterns, marketing promotion, products and services, human resources, and legal aspects. Furthermore, it is known that industrial relations parameters are not yet effective enough because the technology transfer and investment have not been implemented between schools and industry. However, some parameters that have been said to be effective are still not evenly distributed for each sub-parameter. Therefore, evaluation and improvement are needed to increase the teaching factory in these vocational high schools.
{"title":"The Effectiveness of Teaching Factory Implementation in Vocational Education: Case Studies in Indonesia","authors":"I. N. Saputro, S. Soenarto, H. Sofyan, Maulida Catur Riyanita, Purwita Sari Rebia, Anggita Listiana","doi":"10.13189/ujer.2021.091104","DOIUrl":"https://doi.org/10.13189/ujer.2021.091104","url":null,"abstract":"article Abstract There is a gap between vocational high school graduates' competence with industry's needs. To overcome this, the teaching factory develops an industry-based learning model. Learning in vocational high schools refers to the standards and procedures that apply to the industry and are implemented according to actual industrial conditions. However, factory teaching and learning require careful preparation to meet its parameters. This study used a combination of questionnaires, interviews, and documentation to analyze the implementation of the teaching factory in Indonesia, especially at Vocational High School 5 Surakarta. From the results, it can be seen that seven of the eight parameters have been effectively implemented in the teaching factory. These parameters are management, workshops, training in learning patterns, marketing promotion, products and services, human resources, and legal aspects. Furthermore, it is known that industrial relations parameters are not yet effective enough because the technology transfer and investment have not been implemented between schools and industry. However, some parameters that have been said to be effective are still not evenly distributed for each sub-parameter. Therefore, evaluation and improvement are needed to increase the teaching factory in these vocational high schools.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115899578","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 : 2021-11-01DOI: 10.13189/ujer.2021.091103
Chipo Makamure
Error analysis has been considered indispensable in teaching mathematics in the classrooms worldwide. One of the greatest skills in mathematics teaching has been recognised as the ability to model learners’ misconceptions through error analysis. The use of error analysis in the classroom has therefore made tremendous contribution to mathematics teacher knowledge. However, despite the acclaims about error analysis in teaching mathematics, researchers and teachers lack a detailed understanding of mathematics teacher knowledge as it is used in error analysis and the use of error analysis is still regarded as challenging for most teachers. This qualitative study therefore explored eight purposively selected pre-service teachers’ ability to identify, interpret and remediate learners’ error patterns as a result of misconceptions in differential calculus. The pre-service teachers’ analyses were re-analysed by the researcher to ascertain their ability to handle learners’ errors in mathematical calculus. The study established that though some pre-service teachers portrayed knowledge of the differentiation content as reflected by their ability to identify the errors made, most of them failed to identify the possible causes of the errors as well as providing appropriate instructional strategies that could be used to remediate learners’ error patterns. This finding illustrates that the pre-service teacher’s ability to diagnose, interpret and correct errors in learners’ work, with targeted instruction is an essential and necessary skill for good mathematics teaching.
{"title":"Examination of Pre-service Teachers' Error Analysis Skills in Teaching Differential Calculus","authors":"Chipo Makamure","doi":"10.13189/ujer.2021.091103","DOIUrl":"https://doi.org/10.13189/ujer.2021.091103","url":null,"abstract":"Error analysis has been considered indispensable in teaching mathematics in the classrooms worldwide. One of the greatest skills in mathematics teaching has been recognised as the ability to model learners’ misconceptions through error analysis. The use of error analysis in the classroom has therefore made tremendous contribution to mathematics teacher knowledge. However, despite the acclaims about error analysis in teaching mathematics, researchers and teachers lack a detailed understanding of mathematics teacher knowledge as it is used in error analysis and the use of error analysis is still regarded as challenging for most teachers. This qualitative study therefore explored eight purposively selected pre-service teachers’ ability to identify, interpret and remediate learners’ error patterns as a result of misconceptions in differential calculus. The pre-service teachers’ analyses were re-analysed by the researcher to ascertain their ability to handle learners’ errors in mathematical calculus. The study established that though some pre-service teachers portrayed knowledge of the differentiation content as reflected by their ability to identify the errors made, most of them failed to identify the possible causes of the errors as well as providing appropriate instructional strategies that could be used to remediate learners’ error patterns. This finding illustrates that the pre-service teacher’s ability to diagnose, interpret and correct errors in learners’ work, with targeted instruction is an essential and necessary skill for good mathematics teaching.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128748717","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 : 2021-11-01DOI: 10.13189/ujer.2021.091105
Vojo George Fasinu, N. Govender, P. Kumar
The poor performance of electronics engineering students in modelling their mathematical concepts when learning a practical antenna theory & design course is of concern. Despite the fact that these future engineers have been taught major aspects of prerequisite mathematics, some still find it difficult to interpret and incorporate it in an antenna theory & design course. Possible reasons that contribute to conceptual difficulties have been traced to their inability to model and blend mathematical theories, concepts with systems’ applications, and also to the disjointedness and lack of explicit teaching and learning approaches implemented in some universities. In this regard, the study takes its point of departure that the modelling of mathematical theories and concepts with clear strategies still remain an important area for engineering educational research and implementation of updated pedagogy. This study critiques the current teaching strategies and competencies of mathematical modelling in an electronics engineering department. It focuses on how engineering academics teach mathematical modelling in prerequisite mathematical courses for preparation of antenna theory & design. A qualitative approach was adopted to get the naturalistic views of the engineering academics on the strategies of mathematical modelling they use in teaching. Existing mathematical modelling models formed the major theoretical framework that guided the study. The study reports the strategies that are commonly used by engineering academics teaching mathematical modelling in prerequisite mathematical courses related to an antenna theory & design course. The significant result of the study is a contextual and practical pedagogical mathematical model which can be implemented in teaching and learning antenna theory & design courses.
{"title":"Engineering Academics' Strategies of Teaching Mathematical Modelling in Antenna Theory and Design","authors":"Vojo George Fasinu, N. Govender, P. Kumar","doi":"10.13189/ujer.2021.091105","DOIUrl":"https://doi.org/10.13189/ujer.2021.091105","url":null,"abstract":"The poor performance of electronics engineering students in modelling their mathematical concepts when learning a practical antenna theory & design course is of concern. Despite the fact that these future engineers have been taught major aspects of prerequisite mathematics, some still find it difficult to interpret and incorporate it in an antenna theory & design course. Possible reasons that contribute to conceptual difficulties have been traced to their inability to model and blend mathematical theories, concepts with systems’ applications, and also to the disjointedness and lack of explicit teaching and learning approaches implemented in some universities. In this regard, the study takes its point of departure that the modelling of mathematical theories and concepts with clear strategies still remain an important area for engineering educational research and implementation of updated pedagogy. This study critiques the current teaching strategies and competencies of mathematical modelling in an electronics engineering department. It focuses on how engineering academics teach mathematical modelling in prerequisite mathematical courses for preparation of antenna theory & design. A qualitative approach was adopted to get the naturalistic views of the engineering academics on the strategies of mathematical modelling they use in teaching. Existing mathematical modelling models formed the major theoretical framework that guided the study. The study reports the strategies that are commonly used by engineering academics teaching mathematical modelling in prerequisite mathematical courses related to an antenna theory & design course. The significant result of the study is a contextual and practical pedagogical mathematical model which can be implemented in teaching and learning antenna theory & design courses.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130524608","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 : 2021-11-01DOI: 10.13189/ujer.2021.091101
S. Fernandez, J. P. Fernandez
The study examined the views of lecturers and Peer Assisted Learning (PAL) Tutors on students’ use of smartphones for learning at a rural university in the Eastern Cape Province of South Africa. The research adopted a quantitative approach and the design was a survey. A total sample of 50 academics that was comprised of 39 lecturers from the Faculty of Business Science & Management and Faculty of Science, Engineering & Technology from a population of 71 and 11 PAL Tutors from Faculty of Science, Engineering & Technology from a population of 14 voluntarily partook in the survey. A five-point Likert-scale questionnaire was employed to collect data. The questionnaire consisted of two sections in which the first section was used to obtain the demographic data and the second section to collect the core data. The quantitative data were captured into Statistical Package for Social Sciences (version 26) which were analyzed using descriptive statistics and triangulated by sources among lecturers and PAL Tutors. The results obtained revealed that the lecturers and PAL Tutors showed positive attitudes on the students’ use of smartphones in university classrooms. It has been strongly established that students do not have the multitasking capability of using smartphones and paying attention to lecture at the same time. Furthermore, this study also showed that use of smartphones for academic purposes in university classrooms were enjoyed by the students and it was motivating and enhancing their learning process.
{"title":"Smartphones for Learning in Rural University Classrooms: A South African Perspective","authors":"S. Fernandez, J. P. Fernandez","doi":"10.13189/ujer.2021.091101","DOIUrl":"https://doi.org/10.13189/ujer.2021.091101","url":null,"abstract":"The study examined the views of lecturers and Peer Assisted Learning (PAL) Tutors on students’ use of smartphones for learning at a rural university in the Eastern Cape Province of South Africa. The research adopted a quantitative approach and the design was a survey. A total sample of 50 academics that was comprised of 39 lecturers from the Faculty of Business Science & Management and Faculty of Science, Engineering & Technology from a population of 71 and 11 PAL Tutors from Faculty of Science, Engineering & Technology from a population of 14 voluntarily partook in the survey. A five-point Likert-scale questionnaire was employed to collect data. The questionnaire consisted of two sections in which the first section was used to obtain the demographic data and the second section to collect the core data. The quantitative data were captured into Statistical Package for Social Sciences (version 26) which were analyzed using descriptive statistics and triangulated by sources among lecturers and PAL Tutors. The results obtained revealed that the lecturers and PAL Tutors showed positive attitudes on the students’ use of smartphones in university classrooms. It has been strongly established that students do not have the multitasking capability of using smartphones and paying attention to lecture at the same time. Furthermore, this study also showed that use of smartphones for academic purposes in university classrooms were enjoyed by the students and it was motivating and enhancing their learning process.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124171836","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 : 2021-11-01DOI: 10.13189/ujer.2021.091107
R. Jamaluddin, Mur Fatehah Mat Sapak, S. Kadir, S. Hajaraih, A. Kamis
Vocational education for students with learning difficulties (SLD) emphasizes theoretical teachings and practical experiences among students, while teaching them the knowledge and skills required for an occupation. Studies on the teaching of vocational skills for SLD focus mainly on students in the mainstream educational system. The current study aims to explore the teaching and learning of vocational skills for SLD in a Community-Based Rehabilitation Center (CBRC), in Selangor, Malaysia from an ecological environment's perspective. Six teachers from the CBRC were interviewed and observed. Results show teachers focused mainly on microsystem and mesosytem environments through the various strategies to support TnL of vocational skills' education for SLD. Insufficient pedagogical skills and vocational training among teachers, and inadequate physical facilities and equipment compromised the execution of TnL in this context. We suggest CBRC teachers incorporate exsosystem and macrosystem environments in TnL of vocational skills among children with learning disabilities through a community-based or project-based approach involving corporate social responsibility (CSR) to improve vocational skills in both students and teachers. Implications to the current practice are also discussed.
{"title":"The Implementation of Vocational Skills in Teaching and Learning of People with Disabilities in the Community-Based Rehabilitation Center (CBRC): A Review from Ecological Environments Perspective","authors":"R. Jamaluddin, Mur Fatehah Mat Sapak, S. Kadir, S. Hajaraih, A. Kamis","doi":"10.13189/ujer.2021.091107","DOIUrl":"https://doi.org/10.13189/ujer.2021.091107","url":null,"abstract":"Vocational education for students with learning difficulties (SLD) emphasizes theoretical teachings and practical experiences among students, while teaching them the knowledge and skills required for an occupation. Studies on the teaching of vocational skills for SLD focus mainly on students in the mainstream educational system. The current study aims to explore the teaching and learning of vocational skills for SLD in a Community-Based Rehabilitation Center (CBRC), in Selangor, Malaysia from an ecological environment's perspective. Six teachers from the CBRC were interviewed and observed. Results show teachers focused mainly on microsystem and mesosytem environments through the various strategies to support TnL of vocational skills' education for SLD. Insufficient pedagogical skills and vocational training among teachers, and inadequate physical facilities and equipment compromised the execution of TnL in this context. We suggest CBRC teachers incorporate exsosystem and macrosystem environments in TnL of vocational skills among children with learning disabilities through a community-based or project-based approach involving corporate social responsibility (CSR) to improve vocational skills in both students and teachers. Implications to the current practice are also discussed.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130001573","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 : 2021-11-01DOI: 10.13189/ujer.2021.091102
Chi Hai Nguyen
The purpose of this study is to investigate the students' evaluation of the traditional moral education model by six factors including patriotism; Love for people and humanity; The spirit of solidarity; The virtues of diligence and thrift; The Fond of learning; The love of nature and protection of the environment. A questionnaire survey was distributed to 293 students at An Giang University. Experimental results show that most students attach importance to traditional moral education. There are two factors including love for nature and environmental protection; Being fond of learning in the model has influenced the traditional moral education for students at An Giang University, Vietnam. Comparing the two groups of males and females, their satisfaction with the elements of traditional moral education is nearly the same. Comparing 8 groups of students from 8 faculties in terms of their satisfaction with 6 elements of traditional moral education is almost the same, it is not much different. The findings of this study have theoretical and practical implications for moral education in Vietnam. Proposals made for university administrators and educators were discussed.
{"title":"Vietnamese Students' Perceptions of Moral Values: An Assessment by Students at An Giang University","authors":"Chi Hai Nguyen","doi":"10.13189/ujer.2021.091102","DOIUrl":"https://doi.org/10.13189/ujer.2021.091102","url":null,"abstract":"The purpose of this study is to investigate the students' evaluation of the traditional moral education model by six factors including patriotism; Love for people and humanity; The spirit of solidarity; The virtues of diligence and thrift; The Fond of learning; The love of nature and protection of the environment. A questionnaire survey was distributed to 293 students at An Giang University. Experimental results show that most students attach importance to traditional moral education. There are two factors including love for nature and environmental protection; Being fond of learning in the model has influenced the traditional moral education for students at An Giang University, Vietnam. Comparing the two groups of males and females, their satisfaction with the elements of traditional moral education is nearly the same. Comparing 8 groups of students from 8 faculties in terms of their satisfaction with 6 elements of traditional moral education is almost the same, it is not much different. The findings of this study have theoretical and practical implications for moral education in Vietnam. Proposals made for university administrators and educators were discussed.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129884710","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 : 2021-10-01DOI: 10.13189/ujer.2021.091007
P. Varsamis, Anastasia N. Gkouvatzi, V. Kalamani, Athanasia Manola, I. Papadopoulou, Stylianos Takaridis, V. Tanou
Over the past years, the biopsychosocial model has had a significant impact on the field of Special Education. More specifically, the Children and Youth version of the International Classification of Functioning (ICF-CY, WHO, 2007) emerged as a useful screening tool. Within this framework, the aim of the present study was to explore the understanding of student referral to a pre-diagnosis support program or to a final diagnosis. Teachers’ referral decision-making was examined in a structural equation model, which incorporated four latent variables, namely, students’ Personal Factors, Activity Performance and Educational Support, as well as teachers’ Referral Intentions. To test the capacity of this model, 62 teachers of elementary school classes documented all the needed information for each of their 1092 students. All variables were based on the ICF-CY and they were evaluated accordingly. The verified path structure was to a large extent consistent with the biopsychosocial model. Teachers relied primarily on students’ prior educational support when they formed their opinion about student referral. Educational support received by students functioned as a mediator factor between activity performance and referral intention. Overall, results revealed a complex structure with regard to the teachers’ decision making processes. The subgroups of students that emerged were discussed, and refinements for future studies were suggested. This study delivered useful implications for educational interventions, referral policy and teacher education.
{"title":"Elementary School Teachers' Referral Decision Making – A Biopsychosocial Approach","authors":"P. Varsamis, Anastasia N. Gkouvatzi, V. Kalamani, Athanasia Manola, I. Papadopoulou, Stylianos Takaridis, V. Tanou","doi":"10.13189/ujer.2021.091007","DOIUrl":"https://doi.org/10.13189/ujer.2021.091007","url":null,"abstract":"Over the past years, the biopsychosocial model has had a significant impact on the field of Special Education. More specifically, the Children and Youth version of the International Classification of Functioning (ICF-CY, WHO, 2007) emerged as a useful screening tool. Within this framework, the aim of the present study was to explore the understanding of student referral to a pre-diagnosis support program or to a final diagnosis. Teachers’ referral decision-making was examined in a structural equation model, which incorporated four latent variables, namely, students’ Personal Factors, Activity Performance and Educational Support, as well as teachers’ Referral Intentions. To test the capacity of this model, 62 teachers of elementary school classes documented all the needed information for each of their 1092 students. All variables were based on the ICF-CY and they were evaluated accordingly. The verified path structure was to a large extent consistent with the biopsychosocial model. Teachers relied primarily on students’ prior educational support when they formed their opinion about student referral. Educational support received by students functioned as a mediator factor between activity performance and referral intention. Overall, results revealed a complex structure with regard to the teachers’ decision making processes. The subgroups of students that emerged were discussed, and refinements for future studies were suggested. This study delivered useful implications for educational interventions, referral policy and teacher education.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129508802","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 : 2021-10-01DOI: 10.13189/ujer.2021.091004
B. Sungwanna, Pallop Piriyasurawong
The objectives of this research were to; 1) analyze the factors of an intelligent system for learning result prediction to reduce drop-out of undergraduate students. 2) construct a modeling of an intelligent system for learning result prediction to reduce drop-out of undergraduate students. The samples were 141 undergraduate students who study English Education program in Academic year 2012-2014 at Kanchanaburi Rajabhat University by purposive sampling. The research results were as follows 1) the factors analysis was based on the attribute weight indexing technique using the Information Gain method. The learning results prediction factors had 14 factors, for example, mean of GPA from semester 1 to 5 and learning results about 9 subjects, 2) constructing a modeling of an intelligent system for learning result prediction to reduce drop-out of undergraduate students by measuring the quality with Cross-validation Test; 10-fold cross-validation and Naïve Bayes technique, the highest accuracy index is 84.33 percent, and followed by the creation of student’s learning result prediction by using Decision Tree technique, 73.86 percent of accuracy index.
{"title":"A Modeling of an Intelligent System for Learning Result Prediction to Reduce Drop-Out of Undergraduate Students","authors":"B. Sungwanna, Pallop Piriyasurawong","doi":"10.13189/ujer.2021.091004","DOIUrl":"https://doi.org/10.13189/ujer.2021.091004","url":null,"abstract":"The objectives of this research were to; 1) analyze the factors of an intelligent system for learning result prediction to reduce drop-out of undergraduate students. 2) construct a modeling of an intelligent system for learning result prediction to reduce drop-out of undergraduate students. The samples were 141 undergraduate students who study English Education program in Academic year 2012-2014 at Kanchanaburi Rajabhat University by purposive sampling. The research results were as follows 1) the factors analysis was based on the attribute weight indexing technique using the Information Gain method. The learning results prediction factors had 14 factors, for example, mean of GPA from semester 1 to 5 and learning results about 9 subjects, 2) constructing a modeling of an intelligent system for learning result prediction to reduce drop-out of undergraduate students by measuring the quality with Cross-validation Test; 10-fold cross-validation and Naïve Bayes technique, the highest accuracy index is 84.33 percent, and followed by the creation of student’s learning result prediction by using Decision Tree technique, 73.86 percent of accuracy index.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130354518","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 : 2021-10-01DOI: 10.13189/ujer.2021.091005
Shipra Srivastava, K. Dangwal
Digitalization of higher education includes the use of digital tools and technologies for educational administration, teaching-learning process, evaluation, research, and extension activities. The 21st-century educational landscape is manifested by the key concept of digital competency of professionals in the knowledge area. Education and training, therefore, need to be at a premium, and the role of teachers being very important in imparting education and constructing learning experiences need to be continuously trained and updated. The nature of digital competency is exhilarating as well as requires specific efforts by teachers to adapt the latest technology-based skills. The idea behind the study was to find the answer to the question that where do the higher education teachers stand in this technological era? Thus, the study investigates the level of digital competence among higher education teachers and to find out their level in different dimensions of digital competence. Findings revealed that the higher education teachers under study have an intermediate level of digital competence only 8.44% of higher education teachers have an advanced level of digital competence. Higher education teachers have an intermediate level of digital competence in technological /operational/ instrumental dimension, information processing and management dimension, pedagogic/ knowledge construction dimension, and digital citizenship dimensions of DIGICOMP. The study concludes that higher education teachers may acquire the required knowledge, skills, and competence and elevate their level of digital competence to successfully compete in this technology-driven world.
{"title":"Digital Competence: Where do the Higher Education Teachers Stand?","authors":"Shipra Srivastava, K. Dangwal","doi":"10.13189/ujer.2021.091005","DOIUrl":"https://doi.org/10.13189/ujer.2021.091005","url":null,"abstract":"Digitalization of higher education includes the use of digital tools and technologies for educational administration, teaching-learning process, evaluation, research, and extension activities. The 21st-century educational landscape is manifested by the key concept of digital competency of professionals in the knowledge area. Education and training, therefore, need to be at a premium, and the role of teachers being very important in imparting education and constructing learning experiences need to be continuously trained and updated. The nature of digital competency is exhilarating as well as requires specific efforts by teachers to adapt the latest technology-based skills. The idea behind the study was to find the answer to the question that where do the higher education teachers stand in this technological era? Thus, the study investigates the level of digital competence among higher education teachers and to find out their level in different dimensions of digital competence. Findings revealed that the higher education teachers under study have an intermediate level of digital competence only 8.44% of higher education teachers have an advanced level of digital competence. Higher education teachers have an intermediate level of digital competence in technological /operational/ instrumental dimension, information processing and management dimension, pedagogic/ knowledge construction dimension, and digital citizenship dimensions of DIGICOMP. The study concludes that higher education teachers may acquire the required knowledge, skills, and competence and elevate their level of digital competence to successfully compete in this technology-driven world.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126633856","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 : 2021-10-01DOI: 10.13189/ujer.2021.091008
V. Msila
Student teachers in their initial teacher training get time to visit schools and observe and put various theories into practice. Practice teaching is the beginning of the journey towards professionalism. Yet many student teachers who visit schools in South Africa witness grim realities in different schools. Several South African education experts have written about two kinds of school systems; one is schools serving the affluent families whilst the other, numerous schools serve the indigent families and children who are faced with adversity in society. This case study examines the role of teachers in engendering hope and emotional strength among learners who face hardships. Exposed to challenging conditions in their practice teaching schools, the 10 student teachers tried to develop themselves as well as the learners through the fostering of resilience. The conclusions found that facilitating resilience among learners who face adversity is one powerful remedy in creating affable school climate and invitational classrooms. Teachers who instill this in their classrooms may have a long fulfilling career as teachers who are both life-long learners and professionally matured whilst their learners overcome their personal challenges as they face classrooms with emotional stability.
{"title":"Student Teachers, Professional Development and Effectiveness: The Role of Resilience in Enhancing the Culture of Learning and Teaching","authors":"V. Msila","doi":"10.13189/ujer.2021.091008","DOIUrl":"https://doi.org/10.13189/ujer.2021.091008","url":null,"abstract":"Student teachers in their initial teacher training get time to visit schools and observe and put various theories into practice. Practice teaching is the beginning of the journey towards professionalism. Yet many student teachers who visit schools in South Africa witness grim realities in different schools. Several South African education experts have written about two kinds of school systems; one is schools serving the affluent families whilst the other, numerous schools serve the indigent families and children who are faced with adversity in society. This case study examines the role of teachers in engendering hope and emotional strength among learners who face hardships. Exposed to challenging conditions in their practice teaching schools, the 10 student teachers tried to develop themselves as well as the learners through the fostering of resilience. The conclusions found that facilitating resilience among learners who face adversity is one powerful remedy in creating affable school climate and invitational classrooms. Teachers who instill this in their classrooms may have a long fulfilling career as teachers who are both life-long learners and professionally matured whilst their learners overcome their personal challenges as they face classrooms with emotional stability.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126841884","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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