Portejoie Jean Aime Tsiama, Roger Pierre Ikounga, Ulrich Armel Koulombo, Nicaise Leandre Mesmin Ghimbi
This study analyzes the lack of psychological support and follow-up for gymnasts motivated to compete in the Congolese championship. On the one hand, it calls into question the extent of social difficulties in light of current psychological suffering. On the other hand, it questions the fact that the athletes are dependent on their parents, who have no stable employment or have lost it with the onset of the COVID-19 epidemic. Despite this disastrous social situation, the sports system itself offers no guarantees in the face of athletes' growing uncertainty. The analysis of this phenomenon on gymnasts revealed worrying psychological profiles in the Congolese sporting population, with mental pathologies emerging and developing insidiously. To enable a proper assessment of athletes' mental strengths and weaknesses, our understanding shows that Target models of mental preparation would be more effective if psychopathologies were diagnosed first. We point to managerial irresponsibility in failing to take the psychosocial aspect seriously at a time when competitors are under pressure to achieve glory at all costs. Through observation of complaints against frustrations and, taking into account our conception of the structural model of the psyche, we found that athletes express themselves through a sad expression, both facial and verbal, to signal the emotional value of their agony. However, the desire to overcome this despair is marked by a costly defense that translates into a commitment to superstitious practices.
{"title":"Psychogenic Pain in the Mind of Gymnasts Caught Between Glory and Frustration","authors":"Portejoie Jean Aime Tsiama, Roger Pierre Ikounga, Ulrich Armel Koulombo, Nicaise Leandre Mesmin Ghimbi","doi":"10.20849/jed.v7i4.1380","DOIUrl":"https://doi.org/10.20849/jed.v7i4.1380","url":null,"abstract":"This study analyzes the lack of psychological support and follow-up for gymnasts motivated to compete in the Congolese championship. On the one hand, it calls into question the extent of social difficulties in light of current psychological suffering. On the other hand, it questions the fact that the athletes are dependent on their parents, who have no stable employment or have lost it with the onset of the COVID-19 epidemic. Despite this disastrous social situation, the sports system itself offers no guarantees in the face of athletes' growing uncertainty. The analysis of this phenomenon on gymnasts revealed worrying psychological profiles in the Congolese sporting population, with mental pathologies emerging and developing insidiously. To enable a proper assessment of athletes' mental strengths and weaknesses, our understanding shows that Target models of mental preparation would be more effective if psychopathologies were diagnosed first. We point to managerial irresponsibility in failing to take the psychosocial aspect seriously at a time when competitors are under pressure to achieve glory at all costs. Through observation of complaints against frustrations and, taking into account our conception of the structural model of the psyche, we found that athletes express themselves through a sad expression, both facial and verbal, to signal the emotional value of their agony. However, the desire to overcome this despair is marked by a costly defense that translates into a commitment to superstitious practices.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"PC-21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134972762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This descriptive study examined the receptive vocabulary size of Omani post-basic education graduates. Also, it investigated the relationship between receptive vocabulary size and language proficiency among these students. Finally, it examined differences in receptive vocabulary size with respect to gender. The sample consisted of 294 Omani post-basic education graduates (183 males and 111 females) who were enrolled in foundation programs at Sultan Qaboos University. The study instrument was the Vocabulary Level Test Version B, which was developed by Nation (1983) and revised by Schmitt, Schmitt, and Clapham (2001). The study found that the Omani post-basic graduates had a small receptive vocabulary of approximately 1,725 word families. It also found a statistically significant relationship between students’ receptive vocabulary size and their language proficiency. Finally, it revealed statistically significant differences in receptive vocabulary size with respect to gender in favor of female students. Accordingly, the researcher provides recommendations for practice and further research.
本描述性研究考察了阿曼基础教育后毕业生的接受性词汇量。此外，本研究还探讨了接受性词汇量与语言熟练程度的关系。最后，研究了接受性词汇量在性别方面的差异。样本包括294名阿曼基础教育后毕业生(183名男性和111名女性)，他们在苏丹卡布斯大学注册了基础课程。研究工具是词汇水平测试B版，该版本由Nation(1983)开发，由Schmitt, Schmitt, and Clapham(2001)修订。研究发现，阿曼大学基础教育毕业生的接受词汇量很小，大约有1725个单词族。研究还发现，学生的接受性词汇量与语言熟练程度之间存在统计学上的显著关系。最后，它揭示了统计学上显著差异的接受词汇量相对于性别，有利于女学生。在此基础上，提出了实践和进一步研究的建议。
{"title":"Receptive Vocabulary Size of Omani Post-Basic Education Graduates","authors":"Noof AL-Darai, Abdo Mohamed Al-Mekhlafi","doi":"10.20849/jed.v7i3.1370","DOIUrl":"https://doi.org/10.20849/jed.v7i3.1370","url":null,"abstract":"This descriptive study examined the receptive vocabulary size of Omani post-basic education graduates. Also, it investigated the relationship between receptive vocabulary size and language proficiency among these students. Finally, it examined differences in receptive vocabulary size with respect to gender. The sample consisted of 294 Omani post-basic education graduates (183 males and 111 females) who were enrolled in foundation programs at Sultan Qaboos University. The study instrument was the Vocabulary Level Test Version B, which was developed by Nation (1983) and revised by Schmitt, Schmitt, and Clapham (2001). The study found that the Omani post-basic graduates had a small receptive vocabulary of approximately 1,725 word families. It also found a statistically significant relationship between students’ receptive vocabulary size and their language proficiency. Finally, it revealed statistically significant differences in receptive vocabulary size with respect to gender in favor of female students. Accordingly, the researcher provides recommendations for practice and further research.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135257595","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}
Cross-cultural mentoring can lead to personal development through experiencing cultural differences that cultivate individual virtues and values. Culture is an aspect of self-identity. Self-identity for adolescents is important for their long-term development. This study examines a corporate mentoring program that offers a cross-cultural experience for participants. It aimed to determine if the mentoring program influenced participants’ self-identity and if there was a correlation between culture and their self-identity. The study was guided by identity control theory. A 10-question Likert scale survey was administered to the 20 urban high school students at the completion of their mentoring program for the academic year, which included nine sessions. The study found that the corporate mentoring program did impact the self-identity of urban youth; however, there was no correlation between the cross-cultural experience and their self-identity. This finding adds to the research on youth identity formation. Further research is needed on how different cultural influences may contribute to youth identity formation.
{"title":"A Corporate Mentoring Program Cross-Cultural Experience and the Impact on Self-Identity for Students From an Urban Community","authors":"Sonseeahray D. Ross","doi":"10.20849/jed.v7i3.1361","DOIUrl":"https://doi.org/10.20849/jed.v7i3.1361","url":null,"abstract":"Cross-cultural mentoring can lead to personal development through experiencing cultural differences that cultivate individual virtues and values. Culture is an aspect of self-identity. Self-identity for adolescents is important for their long-term development. This study examines a corporate mentoring program that offers a cross-cultural experience for participants. It aimed to determine if the mentoring program influenced participants’ self-identity and if there was a correlation between culture and their self-identity. The study was guided by identity control theory. A 10-question Likert scale survey was administered to the 20 urban high school students at the completion of their mentoring program for the academic year, which included nine sessions. The study found that the corporate mentoring program did impact the self-identity of urban youth; however, there was no correlation between the cross-cultural experience and their self-identity. This finding adds to the research on youth identity formation. Further research is needed on how different cultural influences may contribute to youth identity formation.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77672740","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}
Participatory Action Research (PAR) is a research approach that utilizes collaborative relationships between researcher and stakeholders in order to solve a problem and generate knowledge (Coghlan & Brannick, 2010). Within the engineering space, PAR is beginning to gain steam and approval as a valid approach to research. More specifically, PAR is an ideal approach to understanding the experiences of marginalized populations. It can be argued that PAR methods and more feminist approaches are necessary within an engineering context, if we hope to make progress in regard to equity and inclusion in the engineering field. This paper provides an overview of PAR, while also discussing the need for positionality and reflection embedded in the research process. Each of the authors share a narrative reflection on their experiences within the PAR space and the challenges that accompany the action implementation phase of PAR. Additionally, example action items from a recent study are shared to provide context to the feasibility of PAR action. The goal of this paper is to raise awareness around PAR as a preferred approach when working with marginalized populations and the necessary resources researchers need to execute action items.
{"title":"Reflections on Implementing Participatory Action Research in Engineering","authors":"W. Gaskins, Batsheva Guy, B. Arthur","doi":"10.20849/jed.v7i3.1369","DOIUrl":"https://doi.org/10.20849/jed.v7i3.1369","url":null,"abstract":"Participatory Action Research (PAR) is a research approach that utilizes collaborative relationships between researcher and stakeholders in order to solve a problem and generate knowledge (Coghlan & Brannick, 2010). Within the engineering space, PAR is beginning to gain steam and approval as a valid approach to research. More specifically, PAR is an ideal approach to understanding the experiences of marginalized populations. It can be argued that PAR methods and more feminist approaches are necessary within an engineering context, if we hope to make progress in regard to equity and inclusion in the engineering field. This paper provides an overview of PAR, while also discussing the need for positionality and reflection embedded in the research process. Each of the authors share a narrative reflection on their experiences within the PAR space and the challenges that accompany the action implementation phase of PAR. Additionally, example action items from a recent study are shared to provide context to the feasibility of PAR action. The goal of this paper is to raise awareness around PAR as a preferred approach when working with marginalized populations and the necessary resources researchers need to execute action items.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75069117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to explore the impact of school environment and working organization environment on the learning quality of adult college students, 629 students from two adult colleges were randomly selected as participants in this study. The questionnaires of school environment, work organization environment, learning motivation and learning quality questionnaires were filled out by participants online. Statistical analysies were conducted on SPSS26.0 and PROCESS3.5. Results showed that school environment and work environment both positively predicted the learning quality of adult college students; learning motivation of adult college students played a partial mediation role between school environment, work environment and learning quality. Based on the findings, educators and enterprises should work together to create positive learning environments that inspires students’ learning motivation and improve their learning quality.
{"title":"Effect of Environmental Factors on Learning Quality Among Adult College Students: The Mediation Role of Learning Motivation","authors":"Mingmei Zhang, Huilin Lou, Junru Wang","doi":"10.20849/jed.v7i3.1366","DOIUrl":"https://doi.org/10.20849/jed.v7i3.1366","url":null,"abstract":"In order to explore the impact of school environment and working organization environment on the learning quality of adult college students, 629 students from two adult colleges were randomly selected as participants in this study. The questionnaires of school environment, work organization environment, learning motivation and learning quality questionnaires were filled out by participants online. Statistical analysies were conducted on SPSS26.0 and PROCESS3.5. Results showed that school environment and work environment both positively predicted the learning quality of adult college students; learning motivation of adult college students played a partial mediation role between school environment, work environment and learning quality. Based on the findings, educators and enterprises should work together to create positive learning environments that inspires students’ learning motivation and improve their learning quality.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77419290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The internationalisation of higher education witnesses the increasing student mobility across borders and the emergence of more and more EMI universities worldwide, which may simultaneously offer opportunities to and pose challenges on cross-border students’ language experiences and identities. The intra-state cross-border context of mainland Chinese students pursuing higher education in Hong Kong is a unique one, given the close ties between the two sides and Hong Kong’s multilingual ecology. However, not enough attention seems to have been given to these students’ linguistic experiences, especially in terms of how their linguistic identities evolve across time and space.Therefore, this case study aims to delve into the linguistic identity trajectory of a mainland Chinese undergraduate studying in Hong Kong, with specific emphasis on how and why her linguistic self-identifications might be multiple, dynamic, contesting and contextually situated. Purposefully selecting the participant, the study adopts Photo-Elicitation Interviews to elicit her narratives from visual materials. Her detailed and unique language use stories exhibit a conversion from contradictory and competing multiple linguistic identities to a core and relatively stable multilingual identity. Moreover, by identifying the contributing factors, this study argues that individuals’ linguistic identities reside in an organic system of language ideology, power relation and community, with the complex interplay between factors contributing to the constant evolution of linguistic identities.
{"title":"Exploring a Mainland Chinese Undergraduate’s Linguistic Identity Trajectory in Hong Kong","authors":"Suiling Zuo","doi":"10.20849/jed.v7i2.1315","DOIUrl":"https://doi.org/10.20849/jed.v7i2.1315","url":null,"abstract":"The internationalisation of higher education witnesses the increasing student mobility across borders and the emergence of more and more EMI universities worldwide, which may simultaneously offer opportunities to and pose challenges on cross-border students’ language experiences and identities. The intra-state cross-border context of mainland Chinese students pursuing higher education in Hong Kong is a unique one, given the close ties between the two sides and Hong Kong’s multilingual ecology. However, not enough attention seems to have been given to these students’ linguistic experiences, especially in terms of how their linguistic identities evolve across time and space.Therefore, this case study aims to delve into the linguistic identity trajectory of a mainland Chinese undergraduate studying in Hong Kong, with specific emphasis on how and why her linguistic self-identifications might be multiple, dynamic, contesting and contextually situated. Purposefully selecting the participant, the study adopts Photo-Elicitation Interviews to elicit her narratives from visual materials. Her detailed and unique language use stories exhibit a conversion from contradictory and competing multiple linguistic identities to a core and relatively stable multilingual identity. Moreover, by identifying the contributing factors, this study argues that individuals’ linguistic identities reside in an organic system of language ideology, power relation and community, with the complex interplay between factors contributing to the constant evolution of linguistic identities.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90575780","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}
Christos Papadopoulos, Sotiria Bachtsiavani, Tereza Afrati, P. Akrivos
A study is carried out by means of distributing a pair of questionnaires to secondary education students in minor urban areas of Northern Greece. The content of the questions is related to the concept of stoicheiometry (Note 1) as it is presented in the textbooks and described in the Greek chemistry curriculum for secondary education. The two questionnaires were distributed in the beginning and in towards the end of the school year with the scope of mapping the degree of assimilation of the stoicheiometry related concepts by the students. The concept is not introduced to a considerable extent in junior high-school while it is among the main topics addressed in the second grade of senior high-school, when Organic Chemistry is explicitly discussed. The target group therefore, was students of second grade of senior high-schools. The first questionnaire, therefore, serves as exploratory in the determination of the starting point of overall understanding of chemical concepts by the students. The validity of the questionnaires and their efficiency in fulfilling the scope of the current research was carried out by the application of certain post-statistical indices with the final goal being their utilization as a diagnostic tool for probing student understanding of chemical concepts.
{"title":"Shaping of the Stoicheiometry Concept in Secondary Education: Greek Minor Urban Area High Schools","authors":"Christos Papadopoulos, Sotiria Bachtsiavani, Tereza Afrati, P. Akrivos","doi":"10.20849/jed.v7i2.1338","DOIUrl":"https://doi.org/10.20849/jed.v7i2.1338","url":null,"abstract":"A study is carried out by means of distributing a pair of questionnaires to secondary education students in minor urban areas of Northern Greece. The content of the questions is related to the concept of stoicheiometry (Note 1) as it is presented in the textbooks and described in the Greek chemistry curriculum for secondary education. The two questionnaires were distributed in the beginning and in towards the end of the school year with the scope of mapping the degree of assimilation of the stoicheiometry related concepts by the students. The concept is not introduced to a considerable extent in junior high-school while it is among the main topics addressed in the second grade of senior high-school, when Organic Chemistry is explicitly discussed. The target group therefore, was students of second grade of senior high-schools. The first questionnaire, therefore, serves as exploratory in the determination of the starting point of overall understanding of chemical concepts by the students. The validity of the questionnaires and their efficiency in fulfilling the scope of the current research was carried out by the application of certain post-statistical indices with the final goal being their utilization as a diagnostic tool for probing student understanding of chemical concepts.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85959796","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}
Mere A. Berryman, Margaret M. A. Egan, Jay Haydon-Howard
The racialised legacies of colonisation in many parts of the globe, have resulted in intergenerational disparities for disproportionate numbers of Indigenous learners and their families. Global responses for indigenous and other minoritised learners have seen the use of culturally responsive pedagogies and theory-based school reform initiatives to better understand the ‘core’ changes that are required. In this paper, we bring theory-based, secondary-school reform and culturally responsive pedagogies together in pursuit of equity, excellence and belonging as Māori, for these marginalised learners in Aotearoa New Zealand.We discuss the collaborative building of a pedagogical continuum by teachers. This continuum introduces teachers to the theoretical underpinnings of cultural relationships and responsive pedagogy. Evidence gathered using classroom walkthrough observations is then compared to the continuum in order to understand what is happening with teaching and learning across the school. Surveys used with teachers, students and whānau groups provide further evidence of how they experience classroom pedagogy. Taken together, this evidence is then used to establish more equitable and iterative learning pathways going forward.
{"title":"A Pedagogical Continuum: Driving Culturally Responsive School Reform for Māori Secondary Students","authors":"Mere A. Berryman, Margaret M. A. Egan, Jay Haydon-Howard","doi":"10.20849/jed.v7i2.1339","DOIUrl":"https://doi.org/10.20849/jed.v7i2.1339","url":null,"abstract":"The racialised legacies of colonisation in many parts of the globe, have resulted in intergenerational disparities for disproportionate numbers of Indigenous learners and their families. Global responses for indigenous and other minoritised learners have seen the use of culturally responsive pedagogies and theory-based school reform initiatives to better understand the ‘core’ changes that are required. In this paper, we bring theory-based, secondary-school reform and culturally responsive pedagogies together in pursuit of equity, excellence and belonging as Māori, for these marginalised learners in Aotearoa New Zealand.We discuss the collaborative building of a pedagogical continuum by teachers. This continuum introduces teachers to the theoretical underpinnings of cultural relationships and responsive pedagogy. Evidence gathered using classroom walkthrough observations is then compared to the continuum in order to understand what is happening with teaching and learning across the school. Surveys used with teachers, students and whānau groups provide further evidence of how they experience classroom pedagogy. Taken together, this evidence is then used to establish more equitable and iterative learning pathways going forward.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87828760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study uses an Implicit Association Test and a self-report instrument of explicit beliefs to explore implicit and explicit beliefs and attitudes of pre-service teachers about DLLs. Study participants from one United States University in the Southeast were comprised of participants and non-participants of a study abroad language immersion experience. Overall, pre-service teachers in this study (n = 53) held balanced implicit attitudes about DLLs and positive explicit attitudes. Non-study abroad participants held negative explicit views of second language acquisition and lacked understanding of appropriate pedagogical choices for DLLs as compared to their study abroad participant counterparts.
{"title":"Preservice Teacher Study Abroad Language Immersion and Implicit and Explicit Beliefs About Dual Language Learners","authors":"L. O. Tripp, J. Harrison, A. Love","doi":"10.20849/jed.v7i2.1346","DOIUrl":"https://doi.org/10.20849/jed.v7i2.1346","url":null,"abstract":"This study uses an Implicit Association Test and a self-report instrument of explicit beliefs to explore implicit and explicit beliefs and attitudes of pre-service teachers about DLLs. Study participants from one United States University in the Southeast were comprised of participants and non-participants of a study abroad language immersion experience. Overall, pre-service teachers in this study (n = 53) held balanced implicit attitudes about DLLs and positive explicit attitudes. Non-study abroad participants held negative explicit views of second language acquisition and lacked understanding of appropriate pedagogical choices for DLLs as compared to their study abroad participant counterparts.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88686544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The researchers explored a mixed methods research design through the analysis of a set of interview data. Saldana’s model was utilized to complete the opening coding data and thematic coding data. Three themes were recognized to support the cooperative learning models. These included: a) Knowing by Undergone Events and Contexts, b) Implementation and Action, and c) Opinions and Perceptions, which consisted of a Cooperative Learning Model (CLM). The frequencies of the terms and phrases consisted of the evidence variables. A generalized linear model (GeLM) was utilized to examine the relationship between the three themes and Cooperative Learning Model. The GeLM analysis reported the relationships between the CLM and three themes. This was a new practice to integrate Saldana’s qualitative data analysis and the GeLM into one mixed methods design.
研究人员通过对一组访谈数据的分析，探索了一种混合方法的研究设计。利用Saldana模型完成开放编码数据和主题编码数据。三个主题被认为支持合作学习模式。这些包括:a)通过经历的事件和背景了解，b)实施和行动，以及c)意见和感知，由合作学习模型(CLM)组成。术语和短语的频率由证据变量组成。采用广义线性模型(generalized linear model, GeLM)考察三个主题与合作学习模式之间的关系。GeLM分析报告了CLM与三个主题之间的关系。这是一个新的实践，将Saldana的定性数据分析和GeLM整合到一个混合方法设计中。
{"title":"The Exploratory Sequential Design With Generalized Linear Models for the Learning Strategy Analysis","authors":"Zhidong Zhang, Liza Ramos","doi":"10.20849/jed.v7i2.1341","DOIUrl":"https://doi.org/10.20849/jed.v7i2.1341","url":null,"abstract":"The researchers explored a mixed methods research design through the analysis of a set of interview data. Saldana’s model was utilized to complete the opening coding data and thematic coding data. Three themes were recognized to support the cooperative learning models. These included: a) Knowing by Undergone Events and Contexts, b) Implementation and Action, and c) Opinions and Perceptions, which consisted of a Cooperative Learning Model (CLM). The frequencies of the terms and phrases consisted of the evidence variables. A generalized linear model (GeLM) was utilized to examine the relationship between the three themes and Cooperative Learning Model. The GeLM analysis reported the relationships between the CLM and three themes. This was a new practice to integrate Saldana’s qualitative data analysis and the GeLM into one mixed methods design.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87425448","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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