Pub Date : 2024-04-20DOI: 10.32996/bjtep.2024.3.1.7
Intisari, Mutmainnah, Andi Asrifan
This article examines Indonesian early childhood education (ECE) and STEM integration, focusing on Pendidikan Anak Usia Dini. The study examines the effects, obstacles, and benefits of STEM education in Indonesian preschools using a literature analysis and empirical research. The research uses quantitative analysis and case study design to analyze teacher-student relationships, STEM instruction, and STEM's impact on ECE quality. STEM integration improves children's learning experiences, demonstrating that STEM education might help young children develop critical thinking, creativity, and problem-solving skills. Despite the potential benefits, the report notes that STEM education requires teacher training, professional development, and curriculum adaptation to incorporate STEM principles. This research emphasizes play-based learning in the Indonesian ECE system and the role of stakeholders, including educators and the government, in STEM education integration. The research provides useful insights into early childhood education and suggests STEM-based school reforms to improve quality. This work contributes to STEM education research in Indonesia and has practical implications for Southeast Asian and Pacific educators and policymakers.
本文研究了印度尼西亚幼儿教育（ECE）和 STEM 整合，重点是 Pendidikan Anak Usia Dini。研究通过文献分析和实证研究，探讨了 STEM 教育在印尼学前教育中的效果、障碍和益处。研究采用定量分析和案例研究设计，分析师生关系、STEM 教学以及 STEM 对幼教质量的影响。STEM 整合改善了儿童的学习体验，表明 STEM 教育可帮助幼儿发展批判性思维、创造力和解决问题的能力。尽管有潜在的益处，但报告指出，STEM 教育需要教师培训、专业发展和课程调整，以纳入 STEM 原则。本研究强调了印度尼西亚幼教系统中以游戏为基础的学习，以及包括教育工作者和政府在内的利益相关者在 STEM 教育整合中的作用。研究为幼儿教育提供了有用的见解，并提出了基于 STEM 的学校改革建议，以提高质量。这项工作为印尼的 STEM 教育研究做出了贡献，并对东南亚和太平洋地区的教育工作者和政策制定者具有实际意义。
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Pub Date : 2024-04-20DOI: 10.32996/bjtep.2024.3.1.6
Jonathan Etcuban, Marqueen Mendoza, Jusan Catalan, Kenneth Ruiz
The Mathematics Teachers Association of the Philippines, Inc. (MTAP) was organized to serve as an appropriate venue where mathematics teachers can come together, interact with one another, and share each other's expertise in pursuing excellence in mathematics education. This research aimed to determine the mathematics performance of the MTAP attendee and non-MTAP attendee and their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value of Grade 7 in the three identified high schools in Mandaue City, Philippines, as a basis for an action plan. This study used 267 randomly selected Grade 7 students from the selected high schools. A survey questionnaire was used to get the data of the respondents as to their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value, and an MTAP-DepEd Math Challenge and Algebra Test Questionnaire was used to assess their mathematics academic performance. The gathered data were statistically treated using frequency, percentage, weighted mean, standard deviation, and Chi-square test of independence. The results revealed that MTAP participants performed well in terms of their attitudes toward mathematics and written questions. Thus, the MTAP program improves students' academic performance in mathematics. As a result, this study recommends the implementation of the action plan.
{"title":"Academic Performance and Attitudes toward Mathematics Challenge of Junior High School Students","authors":"Jonathan Etcuban, Marqueen Mendoza, Jusan Catalan, Kenneth Ruiz","doi":"10.32996/bjtep.2024.3.1.6","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.6","url":null,"abstract":"The Mathematics Teachers Association of the Philippines, Inc. (MTAP) was organized to serve as an appropriate venue where mathematics teachers can come together, interact with one another, and share each other's expertise in pursuing excellence in mathematics education. This research aimed to determine the mathematics performance of the MTAP attendee and non-MTAP attendee and their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value of Grade 7 in the three identified high schools in Mandaue City, Philippines, as a basis for an action plan. This study used 267 randomly selected Grade 7 students from the selected high schools. A survey questionnaire was used to get the data of the respondents as to their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value, and an MTAP-DepEd Math Challenge and Algebra Test Questionnaire was used to assess their mathematics academic performance. The gathered data were statistically treated using frequency, percentage, weighted mean, standard deviation, and Chi-square test of independence. The results revealed that MTAP participants performed well in terms of their attitudes toward mathematics and written questions. Thus, the MTAP program improves students' academic performance in mathematics. As a result, this study recommends the implementation of the action plan.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682044","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 : 2024-03-17DOI: 10.32996/bjtep.2024.3.1.5
Maria Talitha Estrella L. Borines, Arlyn C. Marasigan
The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.
本文旨在利用考尔德海德（Calderhead）的 "教学信念的五个方面"（Five Aspects of Pedagogical Beliefs），研究选定的小学职前教师在沉浸式教学项目前后的教学信念。本文旨在揭示有意义的经历、挑战以及促使职前教师教学信念发生变化的因素。本研究采用定性叙事研究设计，对六名小学职前教师进行了研究。数据显示，在沉浸式教学项目之后，职前教师的教学信念发生了显著变化。导致他们改变的因素包括时间限制、课堂管理和教学责任。然而，有两个因素超越了考尔德海德的框架。因此，开发了一个增强型框架，即教学信念的七个方面，将参与者对学校文化和指导实践的信念纳入其中。研究结果提供了职前教师的教学信念、有意义的经历、挑战和教学信念的变化。不过，这项研究仅限于初等教育学士。研究揭示，师范教育中的素质教育可以通过课程改革来推进；因此，调查教学信念如何影响职前教师的课堂决策至关重要。本研究采用定性方法，全面了解职前教师的教学信念。鉴于他们在浸入式教学前后的教学信念存在差异，因此对造成这种差异的因素提供新的见解至关重要。
{"title":"Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion","authors":"Maria Talitha Estrella L. Borines, Arlyn C. Marasigan","doi":"10.32996/bjtep.2024.3.1.5","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.5","url":null,"abstract":"The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234739","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 : 2024-03-02DOI: 10.32996/bjtep.2024.3.1.4
Marlon Villaver
This paper describes the development and validation of an instrument for measuring and assessing the executive functioning skills of learners with special educational needs towards academic achievement. Based on the comprehensive review of related literature and thorough study of the researcher, the instrument was carefully constructed and examined among learners with special educational needs (N=26). The data was randomly divided into 5 variables (organization, planning, time-management, self-control, and metacognition). A preliminary study of the 26 non-respondents in the questionnaire produced a Cronbach alpha value of 0.820 (Organization), 0.852 (Planning), 0.896 (Time-Management), 0.885 (Self-Control), 0.814 (Metacognition) to test the internal consistency and reliability of the questionnaire. The results show that 5 variables could be distinguished as reliable and have a credible construct with a dependability score of at least 0.80. Thus, the results regarding the validity of the instrument were acceptable.
{"title":"Refinement and Validation of Research Instrument for Assessing Executive Functioning Skills in the Post-Pandemic Education: The MEASURE Approach","authors":"Marlon Villaver","doi":"10.32996/bjtep.2024.3.1.4","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.4","url":null,"abstract":"This paper describes the development and validation of an instrument for measuring and assessing the executive functioning skills of learners with special educational needs towards academic achievement. Based on the comprehensive review of related literature and thorough study of the researcher, the instrument was carefully constructed and examined among learners with special educational needs (N=26). The data was randomly divided into 5 variables (organization, planning, time-management, self-control, and metacognition). A preliminary study of the 26 non-respondents in the questionnaire produced a Cronbach alpha value of 0.820 (Organization), 0.852 (Planning), 0.896 (Time-Management), 0.885 (Self-Control), 0.814 (Metacognition) to test the internal consistency and reliability of the questionnaire. The results show that 5 variables could be distinguished as reliable and have a credible construct with a dependability score of at least 0.80. Thus, the results regarding the validity of the instrument were acceptable.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082154","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 : 2024-03-02DOI: 10.32996/bjtep.2024.3.1.3
Richard Jongko, Renato C. Sagayno, Dennis E. Olofernes, Esilanlie Tebio
The study determined the attainment of the learning objectives and utilization of resources for the Music, Arts, Physical Education and Health (MAPEH) course as assessed by the College of Teacher Education students in a university in Cebu City, Philippines. This study employed the descriptive-correlational method of research using a research-made questionnaire, which was subjected to content validation and pilot testing. All 3rd-year and 4th-year MAPEH majors of the Bachelor of Science in Secondary Education majors during the survey were the respondents of this study. There were 32 third-year BSED - MAPEH students and 21 fourth-year BSED - MAPEH students at the time of the study. The study's findings highlight the need for continuous improvement in MAPEH's teaching and learning experiences. Specifically, the need for progress through various stages for effective behavior change, the importance of providing adequate resources and support to enhance students' competence and motivation, and the significance of appropriate learning resources would support students' mastery of MAPEH course objectives and enhance their motivation and performance.
{"title":"Music, Arts, `Physical Education and Health (MAPEH) Learning Objectives’ Level of Attainment and Utilization of Learning Resources","authors":"Richard Jongko, Renato C. Sagayno, Dennis E. Olofernes, Esilanlie Tebio","doi":"10.32996/bjtep.2024.3.1.3","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.3","url":null,"abstract":"The study determined the attainment of the learning objectives and utilization of resources for the Music, Arts, Physical Education and Health (MAPEH) course as assessed by the College of Teacher Education students in a university in Cebu City, Philippines. This study employed the descriptive-correlational method of research using a research-made questionnaire, which was subjected to content validation and pilot testing. All 3rd-year and 4th-year MAPEH majors of the Bachelor of Science in Secondary Education majors during the survey were the respondents of this study. There were 32 third-year BSED - MAPEH students and 21 fourth-year BSED - MAPEH students at the time of the study. The study's findings highlight the need for continuous improvement in MAPEH's teaching and learning experiences. Specifically, the need for progress through various stages for effective behavior change, the importance of providing adequate resources and support to enhance students' competence and motivation, and the significance of appropriate learning resources would support students' mastery of MAPEH course objectives and enhance their motivation and performance.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081461","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 : 2024-01-04DOI: 10.32996/bjtep.2024.3.1.2
Majed Saud AlRashidi
The levels of English proficiency among high school students in the Kingdom of Saudi Arabia (KSA) have remained low despite concerted efforts by the government through the Ministry of Education to improve performance in this area. One factor causing this poor performance is a lack of lexical development among students. The present study sought to investigate the impact of inadequate teacher training on students’ lexical development using secondary data from existing research on teacher training in the KSA and the lack of attention to methodology, particularly in the context of vocabulary teaching. The results revealed that more attention is given to grammar than vocabulary, which negatively impacts lexical development among learners in high schools when undertrained teachers do not have the requisite competence to equip students with the skills for vocabulary learning. The study lays the foundation for a more empirical approach through research methods that can produce generalizable findings. It also provides recommendations that have critical implications for stakeholders in the education sector, extending from teacher training institutions and academia to policy makers and curriculum developers in the KSA.
{"title":"Challenges to Lexical Development Among High School Students in the Kingdom of Saudi Arabia: The Impact of Teacher Training Deficiencies in Vocabulary Methodologies","authors":"Majed Saud AlRashidi","doi":"10.32996/bjtep.2024.3.1.2","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.2","url":null,"abstract":"The levels of English proficiency among high school students in the Kingdom of Saudi Arabia (KSA) have remained low despite concerted efforts by the government through the Ministry of Education to improve performance in this area. One factor causing this poor performance is a lack of lexical development among students. The present study sought to investigate the impact of inadequate teacher training on students’ lexical development using secondary data from existing research on teacher training in the KSA and the lack of attention to methodology, particularly in the context of vocabulary teaching. The results revealed that more attention is given to grammar than vocabulary, which negatively impacts lexical development among learners in high schools when undertrained teachers do not have the requisite competence to equip students with the skills for vocabulary learning. The study lays the foundation for a more empirical approach through research methods that can produce generalizable findings. It also provides recommendations that have critical implications for stakeholders in the education sector, extending from teacher training institutions and academia to policy makers and curriculum developers in the KSA.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139450520","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 : 2024-01-02DOI: 10.32996/bjtep.2024.3.1.1
Jigger B. Ababon, Rulthan P. Sumicad, Steven Y. Razonable, Godofredo T. Tesorio, Joel V. Cagay, Joselito P. De Vera
This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t–tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way.
本研究确定了北京教育学院大一学生在解决基础数学问题时所采用的策略和常犯的错误。研究强调通过实施辅导计划来加强所确定的策略。找出受访者在研究中所犯的常见错误，将使学生意识到这些错误的存在，并为他们在遇到此类问题时做好准备。这样，即使不能完全杜绝这些错误，也能将其减少到最低限度。研究揭示了三（3）种策略和常见错误。三（3）种策略是确定目标、识别关键信息和绘制图表。三（3）个常见错误是无法推导和确定正确的工作方程，无法标注最终答案，以及无法在分数加减法中使用最小公分母。为了确定受访者的基础数学成绩与其高中数学成绩、对数学的态度和对教师的态度之间的关系，我们计算了皮尔逊 r 和 t 检验。结果表明，学生的高中数学成绩与其基础数学成绩之间存在显著的相关性。然而，在其余的配对变量之间没有观察到明显的关系。总之，扎实的数学基础有助于学生有条不紊地解决文字问题，从而摆脱错误。
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Pub Date : 2023-11-28DOI: 10.32996/bjtep.2023.2.3.6
Reima Al-Jarf
This article aims to give a comprehensive guide to planning and designing vocabulary tests which include Identifying the skills to be covered by the test; outlining the course content covered; preparing a table of specifications that shows the skill, content topics and number of questions allocated to each; and preparing the test instructions. The test should meet several criteria as the instructions should be brief and clear; the questions should cover all kinds of skills, tasks and exercises covered in the classroom and textbook; the test items should require the students to perform tasks at the phoneme, grapheme, affix, word, phrase and paragraph levels. The questions should test student’s ability to think, apply, infer, connect, and synthesize information, not mere recall, and should not use exact sentences and examples from the textbook. The test should have as many production questions as possible. It should have adequate discrimination power; should be reliable and valid; and should be a power and a speed test. In addition, the article describes the optimal test length, when to give the tests during the semester and the test duration. It describes the test paper format; how the tests are scored, marks allocated for each question type and whole test, using whole marks, not fractions; deducting points for spelling and grammatical mistakes. After scoring the answer sheets, the instructor returns the marked answer sheets to the students, shows the marking system and goes through the questions one by one, gives the correct answers and mentions the common errors. Follow-up issues such as calculating the test validity, reliability, and discrimination power, using the test results for diagnosing weaknesses and providing remedial work are given. The effects of the proposed test model on learning outcomes and students’ views are also given.
{"title":"Testing Multiple Vocabulary Associations for Effective Long-term Learning","authors":"Reima Al-Jarf","doi":"10.32996/bjtep.2023.2.3.6","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.3.6","url":null,"abstract":"This article aims to give a comprehensive guide to planning and designing vocabulary tests which include Identifying the skills to be covered by the test; outlining the course content covered; preparing a table of specifications that shows the skill, content topics and number of questions allocated to each; and preparing the test instructions. The test should meet several criteria as the instructions should be brief and clear; the questions should cover all kinds of skills, tasks and exercises covered in the classroom and textbook; the test items should require the students to perform tasks at the phoneme, grapheme, affix, word, phrase and paragraph levels. The questions should test student’s ability to think, apply, infer, connect, and synthesize information, not mere recall, and should not use exact sentences and examples from the textbook. The test should have as many production questions as possible. It should have adequate discrimination power; should be reliable and valid; and should be a power and a speed test. In addition, the article describes the optimal test length, when to give the tests during the semester and the test duration. It describes the test paper format; how the tests are scored, marks allocated for each question type and whole test, using whole marks, not fractions; deducting points for spelling and grammatical mistakes. After scoring the answer sheets, the instructor returns the marked answer sheets to the students, shows the marking system and goes through the questions one by one, gives the correct answers and mentions the common errors. Follow-up issues such as calculating the test validity, reliability, and discrimination power, using the test results for diagnosing weaknesses and providing remedial work are given. The effects of the proposed test model on learning outcomes and students’ views are also given.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139223113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-26DOI: 10.32996/bjtep.2023.2.3.5
A. Alhur, Arwa Alhur, Afrah Alhur, Kholod Almalki, Reem Aljoudi, Huda Aloqla, Sara AlKayyal, Mona Almalki, Anoud Alenazi, Aseel Almalki
This study investigates the experiences and motivations of Saudi Arabian computer science students (aged 18 and above) in their pursuit of knowledge in Artificial Intelligence (AI). It employs a cross-sectional design using web-based surveys. Findings indicate that students recognize AI's transformative potential in computer science and express a willingness to embrace it in their careers. However, confidence levels vary regarding using AI tools, understanding healthcare AI, and assessing AI's impact on computer science education. The study emphasizes the significance of intrinsic motivation, experiential learning, and pedagogical strategies like collaborative learning in AI education. Additionally, it underscores the importance of addressing gender and diversity considerations to create inclusive AI learning environments. In conclusion, this research provides valuable insights into computer science students' experiences and motivations in AI education. It offers practical implications for enhancing AI pedagogy, reducing barriers to learning, and promoting diversity and inclusivity in the AI field. Educators can empower students to navigate the dynamic AI landscape effectively by tailoring educational approaches to individual learner needs.
{"title":"Evaluating Computer Science Students' Experiences and Motivation Towards Learning Artificial Intelligence","authors":"A. Alhur, Arwa Alhur, Afrah Alhur, Kholod Almalki, Reem Aljoudi, Huda Aloqla, Sara AlKayyal, Mona Almalki, Anoud Alenazi, Aseel Almalki","doi":"10.32996/bjtep.2023.2.3.5","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.3.5","url":null,"abstract":"This study investigates the experiences and motivations of Saudi Arabian computer science students (aged 18 and above) in their pursuit of knowledge in Artificial Intelligence (AI). It employs a cross-sectional design using web-based surveys. Findings indicate that students recognize AI's transformative potential in computer science and express a willingness to embrace it in their careers. However, confidence levels vary regarding using AI tools, understanding healthcare AI, and assessing AI's impact on computer science education. The study emphasizes the significance of intrinsic motivation, experiential learning, and pedagogical strategies like collaborative learning in AI education. Additionally, it underscores the importance of addressing gender and diversity considerations to create inclusive AI learning environments. In conclusion, this research provides valuable insights into computer science students' experiences and motivations in AI education. It offers practical implications for enhancing AI pedagogy, reducing barriers to learning, and promoting diversity and inclusivity in the AI field. Educators can empower students to navigate the dynamic AI landscape effectively by tailoring educational approaches to individual learner needs.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-18DOI: 10.32996/bjtep.2023.2.3.4
Benjamin P. Geraldizo, Jr., Rulthan P. Sumicad, Maria Gemma Geraldizo-Pabriga, Allan P Romagos
This study regards filming and streaming media in Social Studies teaching. The study aims to examine the role of film and streaming media as educational resources and investigate students' utilization and perception of these media in education. Freshmen students in the College of Teachers Education at the University of Cebu- Main Campus were used as respondents for this study. The findings of this study indicate that there are multiple reasons to consider film as a valuable teaching resource. According to the respondents, a "film and streaming experience" is a powerful tool for quickly understanding a discussion and can also benefit different learning styles. Additionally, the respondents highlighted that film and streaming media provide authentic target language input, suggesting their significance. Furthermore, it is plausible that students' favorable views of film and streaming media in teaching can influence their learning, as previous research has shown that motivation and attitudes can impact the process of acquiring knowledge. The results also suggested that students generally are optimistic about the use of film in education and believe that they can learn many things from audio-visual media. The interviewed students can adjust to the demands of technological advancement to benefit learning, which is especially important.
{"title":"Film and Streaming Media as Resource in Learning Readings in Philippine History","authors":"Benjamin P. Geraldizo, Jr., Rulthan P. Sumicad, Maria Gemma Geraldizo-Pabriga, Allan P Romagos","doi":"10.32996/bjtep.2023.2.3.4","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.3.4","url":null,"abstract":"This study regards filming and streaming media in Social Studies teaching. The study aims to examine the role of film and streaming media as educational resources and investigate students' utilization and perception of these media in education. Freshmen students in the College of Teachers Education at the University of Cebu- Main Campus were used as respondents for this study. The findings of this study indicate that there are multiple reasons to consider film as a valuable teaching resource. According to the respondents, a \"film and streaming experience\" is a powerful tool for quickly understanding a discussion and can also benefit different learning styles. Additionally, the respondents highlighted that film and streaming media provide authentic target language input, suggesting their significance. Furthermore, it is plausible that students' favorable views of film and streaming media in teaching can influence their learning, as previous research has shown that motivation and attitudes can impact the process of acquiring knowledge. The results also suggested that students generally are optimistic about the use of film in education and believe that they can learn many things from audio-visual media. The interviewed students can adjust to the demands of technological advancement to benefit learning, which is especially important.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262212","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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