The current study aims to investigate factors affecting the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The study was designed with a survey approach. The participants were 181 grade 6 students in a public school in Thailand selected by Yamane’s sampling method. During the data collection, Thai educational institutions were politicized to be online. The school was in a suburban area of a small province in Thailand. Therefore, the samples were from lower-middle income families and have problems with devices and the internet signal. Classes were held via online conferencing platforms such as Google Meet and Zoom, and exercises were assigned both online and in textbooks. The instrument was a questionnaire designed to assess the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The data were gathered at the end of the 2021 academic year when all classes were instructed online due to COVID-19 prevention policy. The data were analyzed using percentages, mean scores, standard deviation, and thematic analysis. The results of the study that instructional factors affect preadolescent learners’ online learning anxiety during the COVID-19 pandemic. The data are beneficial for teachers, policymakers, and scholars in the area of study.
{"title":"Factors Affecting Preadolescence Student Online Learning Anxiety During the COVID-19 Pandemic","authors":"Viriyaporn Tapsuri, Titiworada Polyiem","doi":"10.5296/jei.v8i2.20228","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20228","url":null,"abstract":"The current study aims to investigate factors affecting the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The study was designed with a survey approach. The participants were 181 grade 6 students in a public school in Thailand selected by Yamane’s sampling method. During the data collection, Thai educational institutions were politicized to be online. The school was in a suburban area of a small province in Thailand. Therefore, the samples were from lower-middle income families and have problems with devices and the internet signal. Classes were held via online conferencing platforms such as Google Meet and Zoom, and exercises were assigned both online and in textbooks. The instrument was a questionnaire designed to assess the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The data were gathered at the end of the 2021 academic year when all classes were instructed online due to COVID-19 prevention policy. The data were analyzed using percentages, mean scores, standard deviation, and thematic analysis. The results of the study that instructional factors affect preadolescent learners’ online learning anxiety during the COVID-19 pandemic. The data are beneficial for teachers, policymakers, and scholars in the area of study.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123938740","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 purposes of this research were to create project-based learning (PjBL) activities and to improve the students’ 4Cs skills using PjBL. The 4Cs of the learning skills assessment test and a record of student behavior serve as research tools. The mean and percentage are the statistics that were employed in the study. The results demonstrate that 1) students possess the 4Cs skills that passed the 70% criteria: communication skills (83.33%), critical thinking skills (70.83%), creativity skills (80.56%), and collaboration skills (85.42%). The examination of PjBL methodologies, with strongly suitable from three experts, includes step 1. Compose, step 2. Clarify, step 3. Comprehend, and step 4. Come Together.
{"title":"Enhancing 4Cs Skills of Secondary School Students Using Project-Based Learning","authors":"Ruambhorn Somphol, Anucha Pimsak, Wisarut Payoungkiattikun, Chulida Hemtasin","doi":"10.5296/jei.v8i2.20367","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20367","url":null,"abstract":"The purposes of this research were to create project-based learning (PjBL) activities and to improve the students’ 4Cs skills using PjBL. The 4Cs of the learning skills assessment test and a record of student behavior serve as research tools. The mean and percentage are the statistics that were employed in the study. The results demonstrate that 1) students possess the 4Cs skills that passed the 70% criteria: communication skills (83.33%), critical thinking skills (70.83%), creativity skills (80.56%), and collaboration skills (85.42%). The examination of PjBL methodologies, with strongly suitable from three experts, includes step 1. Compose, step 2. Clarify, step 3. Comprehend, and step 4. Come Together.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115860034","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}
Co-creation has been used widely in many fields of development. Many development projects in Thailand apply co-creation as an approach to development. However, the academic knowledge about co-creating built environment in Thailand is limited and remains unclear about how to involve the community in co-create the built environment for sustainable development. Therefore, this study aimed to describe the processes and the practices of co-creating built environment as appeared in the context of Thailand through the description and analysis of cases. A case study of Ban Moh is described and analysed in details and study comparatively with other four well-known case studies in co-creating built environment knowledge for sustainable development. The result of the study includes the processes and practices of co-creating built environment in Thailand, it can be used for educational purposes. It also identifies key success factors, problems, and obstacles in the implementation of co-creation concept learning.
{"title":"Co-Creating Built Environment Knowledge for Sustainable Development: Case Study Report from Thailand","authors":"Chainun Prompen, N. Arunotai, P. Nuangchalerm","doi":"10.5296/jei.v8i2.19938","DOIUrl":"https://doi.org/10.5296/jei.v8i2.19938","url":null,"abstract":"Co-creation has been used widely in many fields of development. Many development projects in Thailand apply co-creation as an approach to development. However, the academic knowledge about co-creating built environment in Thailand is limited and remains unclear about how to involve the community in co-create the built environment for sustainable development. Therefore, this study aimed to describe the processes and the practices of co-creating built environment as appeared in the context of Thailand through the description and analysis of cases. A case study of Ban Moh is described and analysed in details and study comparatively with other four well-known case studies in co-creating built environment knowledge for sustainable development. The result of the study includes the processes and practices of co-creating built environment in Thailand, it can be used for educational purposes. It also identifies key success factors, problems, and obstacles in the implementation of co-creation concept learning.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123975866","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 aims to investigate the relation between preschoolers’ social skills as a mediator and delay of gratification as a moderator, and their cognitive distraction strategies and problem behaviors. The participants of this study were 100 randomly selected preschoolers aged 3 to 5 years, who were attending a private preschool in Ankara, the capital of Turkey. Data was obtained through Marshmallow Test to evaluate cognitive distraction strategies with regard to delay of gratification, and the Social Skills Improvement System Rating Scales (SSIR-RS) to assess the preschoolers’ social skills and problem behaviors. The obtained data was analyzed with correlation analysis and mediator variable analysis. The findings revealed that preschoolers’ cognitive distraction strategies, social skills, and problem behaviors are significantly correlated. Besides, as problem behaviors of the preschoolers increased, their use of social skills and cognitive distraction strategies decreased. Furthermore, it was determined that cognitive distraction strategies were a significant predictor of problem behaviors. Finally, it was concluded that social skills had a mediating role in the relationship between preschoolers’ cognitive distraction strategies and their problem behaviors. These findings highlight possible interventions to boost children’s development by enhancing their social skills and cognitive distraction strategies, as well as reducing problem behaviors.
{"title":"The Relation Between Preschoolers’ Cognitive Distraction Strategies and Problem Behaviors: Social Skills as a Mediator and Delay of Gratification as a Moderator","authors":"Cansu Tutkun","doi":"10.5296/jei.v8i2.20316","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20316","url":null,"abstract":"This study aims to investigate the relation between preschoolers’ social skills as a mediator and delay of gratification as a moderator, and their cognitive distraction strategies and problem behaviors. The participants of this study were 100 randomly selected preschoolers aged 3 to 5 years, who were attending a private preschool in Ankara, the capital of Turkey. Data was obtained through Marshmallow Test to evaluate cognitive distraction strategies with regard to delay of gratification, and the Social Skills Improvement System Rating Scales (SSIR-RS) to assess the preschoolers’ social skills and problem behaviors. The obtained data was analyzed with correlation analysis and mediator variable analysis. The findings revealed that preschoolers’ cognitive distraction strategies, social skills, and problem behaviors are significantly correlated. Besides, as problem behaviors of the preschoolers increased, their use of social skills and cognitive distraction strategies decreased. Furthermore, it was determined that cognitive distraction strategies were a significant predictor of problem behaviors. Finally, it was concluded that social skills had a mediating role in the relationship between preschoolers’ cognitive distraction strategies and their problem behaviors. These findings highlight possible interventions to boost children’s development by enhancing their social skills and cognitive distraction strategies, as well as reducing problem behaviors.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"11 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115386518","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 objectives of this study were 1) to develop local-based learning activities in an integrated learning unit entitled “The Legend of Phra Yuen Kantharawichai” for grade 5 students; 2) to compare the student’s academic achievement with a criterion of 80%; 3) to compare the students’ historical process skills with a criterion of 80%; 4) to compare the students’ geographic skills with a criterion of 80%; and 5) to assess the students’ local pride. The participants obtained by cluster random sampling method were 34 students of grade 5/2 students studying in the second semester of the academic year 2021, at Mahasarakham University Demonstration School (Elementary). The instruments were 1) a lesson plan; 2) an academic achievement test; 3) a historical process skills assessment form; 4) a geographic skills assessment form; and 5) a measure of local pride. Analysis of the data was percentage, mean score, standard deviation, and t-test. The results of the study showed that 1) the efficiency of the lesson plan was 93.82/84.12, which met the specified 80/80 criteria; 2) the student’s academic achievement was significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 3) the students’ historical process skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 4) the student’s geographic skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; and 5) the students’ overall local pride was at the highest level. It was concluded that local-based learning could develop students to achieve academic achievement, historical process skills, and geographical skills that meet the goal and make students feel local pride for learning in history subjects that integrate geography and local content.
{"title":"The Development of Local-Based Learning Activities in an Integrated Learning Unit Entitled “The Legend of Phra Yuen Kantharawichai” for Grade 5 Students","authors":"Montree Wongsaphan, Chowwalit Chookhampaeng, Hemmin Thanapatmeemanee, Pornvenus Noomtuam","doi":"10.5296/jei.v8i2.20167","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20167","url":null,"abstract":"The objectives of this study were 1) to develop local-based learning activities in an integrated learning unit entitled “The Legend of Phra Yuen Kantharawichai” for grade 5 students; 2) to compare the student’s academic achievement with a criterion of 80%; 3) to compare the students’ historical process skills with a criterion of 80%; 4) to compare the students’ geographic skills with a criterion of 80%; and 5) to assess the students’ local pride. The participants obtained by cluster random sampling method were 34 students of grade 5/2 students studying in the second semester of the academic year 2021, at Mahasarakham University Demonstration School (Elementary). The instruments were 1) a lesson plan; 2) an academic achievement test; 3) a historical process skills assessment form; 4) a geographic skills assessment form; and 5) a measure of local pride. Analysis of the data was percentage, mean score, standard deviation, and t-test. The results of the study showed that 1) the efficiency of the lesson plan was 93.82/84.12, which met the specified 80/80 criteria; 2) the student’s academic achievement was significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 3) the students’ historical process skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 4) the student’s geographic skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; and 5) the students’ overall local pride was at the highest level. It was concluded that local-based learning could develop students to achieve academic achievement, historical process skills, and geographical skills that meet the goal and make students feel local pride for learning in history subjects that integrate geography and local content.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129313709","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 aimed to 1) develop a coaching model to promote teachers’ potential to conduct classroom research and 2) evaluate the effectiveness of the coaching model. The research methodology consisted of three phases. In the first phase, the researcher studied the related studies and interviewed various experts about conducting classroom research and coaching. In the second phase, the researcher developed a coaching model and research instruments and asked experts to validate these, and these were then trialed in a pilot study. In the third phase, the researcher investigated the effectiveness of the coaching model for promoting teachers’ potential to conduct classroom research via a one-group pre-test and post-test design. The intervention group in the present study comprised 147 teachers teaching at Islamic Schools in Bangkok, which are private schools operating under the Office of the Private Education Commission, in the 2020 academic year. The experiment lasted for 20 weeks. Two classes were run each week, for 20 weeks, for a total of 40 classes over the study period, and workshops were run before and after the intervention. The data obtained were analyzed by dependent t-test. It was found that the optimum coaching model for promoting teachers’ potential for conducting classroom research comprised three steps: 1) empowerment, 2) co-creation, and 3) enlargement. Further, the teachers’ potential for conducting classroom research was higher after the experiment than before the experiment with statistical significance at 0.50. Most of the research quality was at a good level (X̄ = 77.87; S.D. 1.60).
{"title":"Developing a Coaching Model to Promote Teachers’ Potential for Conducting Classroom Research","authors":"Ladda Wangphasit, K. Mookkaew","doi":"10.5296/jei.v8i2.20295","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20295","url":null,"abstract":"This study aimed to 1) develop a coaching model to promote teachers’ potential to conduct classroom research and 2) evaluate the effectiveness of the coaching model. The research methodology consisted of three phases. In the first phase, the researcher studied the related studies and interviewed various experts about conducting classroom research and coaching. In the second phase, the researcher developed a coaching model and research instruments and asked experts to validate these, and these were then trialed in a pilot study. In the third phase, the researcher investigated the effectiveness of the coaching model for promoting teachers’ potential to conduct classroom research via a one-group pre-test and post-test design. The intervention group in the present study comprised 147 teachers teaching at Islamic Schools in Bangkok, which are private schools operating under the Office of the Private Education Commission, in the 2020 academic year. The experiment lasted for 20 weeks. Two classes were run each week, for 20 weeks, for a total of 40 classes over the study period, and workshops were run before and after the intervention. The data obtained were analyzed by dependent t-test. It was found that the optimum coaching model for promoting teachers’ potential for conducting classroom research comprised three steps: 1) empowerment, 2) co-creation, and 3) enlargement. Further, the teachers’ potential for conducting classroom research was higher after the experiment than before the experiment with statistical significance at 0.50. Most of the research quality was at a good level (X̄ = 77.87; S.D. 1.60).","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124584576","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 aimed to determine whether athletic mental energy played a mediating role between sports mental training and sports courage in rugby players. The study developed an original theoretical model, which was tested using the Sobel test. The sample consisted of 309 rugby players in the 15 men’s, 7’s women-men, U18 7’s men’s-women’s rugby leagues of the 2021-2022 Turkish Rugby Federation. The sample consisted of rugby players aged 18 to 35 years of age. Data were collected using a sociodemographic characteristics questionnaire, the Sports Mental Training Questionnaire (SMTQ), the Sports Courage Scale-31 (SCS-31), and the Athletic Mental Energy Scale (AMES). There was a positive correlation between mental training and athletic mental energy. There was a positive correlation between athletic mental energy and sports courage. There was a positive correlation between mental training and sports courage. Moreover, athletic mental energy played a fully mediating role between sports courage and mental training. The results confirmed the theoretical model. These results will pave the way for further research and contribute to the literature as they are a reflection of the cycle in the model. Authorities should inform rugby players about the relationship between athletic mental energy, mental training, and sports courage.
{"title":"The Effect of Athletic Mental Energy on Sports Mental Training and Sports Courage in Rugby Players","authors":"A. İslam","doi":"10.5296/jei.v8i2.20330","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20330","url":null,"abstract":"This study aimed to determine whether athletic mental energy played a mediating role between sports mental training and sports courage in rugby players. The study developed an original theoretical model, which was tested using the Sobel test. The sample consisted of 309 rugby players in the 15 men’s, 7’s women-men, U18 7’s men’s-women’s rugby leagues of the 2021-2022 Turkish Rugby Federation. The sample consisted of rugby players aged 18 to 35 years of age. Data were collected using a sociodemographic characteristics questionnaire, the Sports Mental Training Questionnaire (SMTQ), the Sports Courage Scale-31 (SCS-31), and the Athletic Mental Energy Scale (AMES). There was a positive correlation between mental training and athletic mental energy. There was a positive correlation between athletic mental energy and sports courage. There was a positive correlation between mental training and sports courage. Moreover, athletic mental energy played a fully mediating role between sports courage and mental training. The results confirmed the theoretical model. These results will pave the way for further research and contribute to the literature as they are a reflection of the cycle in the model. Authorities should inform rugby players about the relationship between athletic mental energy, mental training, and sports courage.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122628056","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 purposes of the study were: 1) to investigate the effects of an instructional package of tie-dye on grade 8 students’ creative thinking, 2) to investigate the effects of an instructional package of tie-dye on grade 8 students’ learning achievement, and 3) to study students’ satisfaction with the instructional package of tie-dye. The participants were 40 grade 8 students in the Thai context selected using the cluster random sampling method. The instruments were an instructional package of tie-dye on grade 8 students’ creative thinking, a creative thinking evaluation form, a learning achievement test, and a satisfaction questionnaire. The statistics used in data analysis were percentage, mean score, standard deviation, a pair samples t-test, and effectiveness index. The results demonstrate the usefulness of the instructional package in fostering the growth of creative thinking and academic accomplishment among the participants. Moreover, product satisfaction could also be reported. The results of the study could illustrate how the creative economy concept benefits art-related subjects and students’ creativity.
{"title":"Instructional Package Development of Tie-Dye Based on Creative Economy Concept for Grade 8 Students","authors":"Wittaya Worapun, Wimolsiri Kuntatum","doi":"10.5296/jei.v8i2.20362","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20362","url":null,"abstract":"The purposes of the study were: 1) to investigate the effects of an instructional package of tie-dye on grade 8 students’ creative thinking, 2) to investigate the effects of an instructional package of tie-dye on grade 8 students’ learning achievement, and 3) to study students’ satisfaction with the instructional package of tie-dye. The participants were 40 grade 8 students in the Thai context selected using the cluster random sampling method. The instruments were an instructional package of tie-dye on grade 8 students’ creative thinking, a creative thinking evaluation form, a learning achievement test, and a satisfaction questionnaire. The statistics used in data analysis were percentage, mean score, standard deviation, a pair samples t-test, and effectiveness index. The results demonstrate the usefulness of the instructional package in fostering the growth of creative thinking and academic accomplishment among the participants. Moreover, product satisfaction could also be reported. The results of the study could illustrate how the creative economy concept benefits art-related subjects and students’ creativity.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114421767","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 Akita approach is the guideline in learning that responds to rapid changes in the 21st century. This research aimed to determine the effectiveness of learning management based on the Akita approach in accordance with the criteria efficiency of 75/75 and to explore the index of effectiveness of learning management pursuant to the Akita approach. Furthermore, to discover students’ learning retention and to study the students’ satisfaction with learning management based on the Akita approach. The participants were 34 primary school students in the northeast of Thailand, selected by cluster random sampling. Research instruments comprised of learning management plans, achievement tests, and a questionnaire. Statistics were used, including percentage, mean and standard deviation, and dependent samples t-test. The results found that, firstly, learning management plans based on the Akita approach identified students’ efficiency (E1/E2) at 86.46/85.29, which was higher than the specified criteria. Secondly, the index of effectiveness of the learning management plans based on the Akita approach on multiplication and division of students was equal to 0.6835 or 68.35 percent. Thirdly, for students who studied by using Akita-based learning management plans on multiplication and division topics, the post-test scores after studying and the post-test scores after they had finished studying for two weeks appeared to reveal no difference, which showed the persistence of students in learning. Lastly, students were satisfied with studying multiplication and division by Akita-based learning management plans with high overall scores and each item at the highest (x̅ = 4.65-4.88) level.
{"title":"Learning Management Based on Akita Approach on Multiplication and Division for Grade 3 Students","authors":"Piyaphat Thiangtrong, Jiraporn Chano, Bussayarat Nithideechaiwarachok","doi":"10.5296/jei.v8i2.20302","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20302","url":null,"abstract":"The Akita approach is the guideline in learning that responds to rapid changes in the 21st century. This research aimed to determine the effectiveness of learning management based on the Akita approach in accordance with the criteria efficiency of 75/75 and to explore the index of effectiveness of learning management pursuant to the Akita approach. Furthermore, to discover students’ learning retention and to study the students’ satisfaction with learning management based on the Akita approach. The participants were 34 primary school students in the northeast of Thailand, selected by cluster random sampling. Research instruments comprised of learning management plans, achievement tests, and a questionnaire. Statistics were used, including percentage, mean and standard deviation, and dependent samples t-test. The results found that, firstly, learning management plans based on the Akita approach identified students’ efficiency (E1/E2) at 86.46/85.29, which was higher than the specified criteria. Secondly, the index of effectiveness of the learning management plans based on the Akita approach on multiplication and division of students was equal to 0.6835 or 68.35 percent. Thirdly, for students who studied by using Akita-based learning management plans on multiplication and division topics, the post-test scores after studying and the post-test scores after they had finished studying for two weeks appeared to reveal no difference, which showed the persistence of students in learning. Lastly, students were satisfied with studying multiplication and division by Akita-based learning management plans with high overall scores and each item at the highest (x̅ = 4.65-4.88) level.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130906682","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 purpose of this study is to examine whether individual and team athletes’ mental training levels differ in terms of variables such as age, gender, sports age and being a national team athlete. This study used quantitative research methods, relational survey and descriptive survey models. A total of 700 individual and team athletes, 358 women (ages 22.48±3.20 years) and 342 men (ages 22.36±18-28 3.27 years), participated in the study voluntarily. “The Sport Mental Training Questionnaire (SMTQ)”, adapted into Turkish by Yarayan and Ilhan (2018), and demographic information form were applied as a data collection tool. Descriptive statistics, independent sample t-test and one-way variance analysis ANOVA tests were used in the analysis and interpretation of the obtained data. After the Anova test, Tukey test was performed as a complementary post-hoc analysis to determine the differences. According to the statistical analysis results, the interpersonal skill scores of persons doing team sports were determined to be higher than those doing individual sports. It was revealed that the scores of male athletes’ mental performance and mental basic skills were higher than that of women athletes while women’s interpersonal skills and self-talking points were higher than men. A statistically significant difference was established in the mental training scores of the athletes according to the variables of age, sports age and being a national team athlete (p < 0.05).
{"title":"Assessment of Mental Training Levels of Individual and Team Athletes in Terms of Some Variables","authors":"Ö. Yüksel, Özlem Orhan","doi":"10.5296/jei.v8i2.20291","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20291","url":null,"abstract":"The purpose of this study is to examine whether individual and team athletes’ mental training levels differ in terms of variables such as age, gender, sports age and being a national team athlete. This study used quantitative research methods, relational survey and descriptive survey models. A total of 700 individual and team athletes, 358 women (ages 22.48±3.20 years) and 342 men (ages 22.36±18-28 3.27 years), participated in the study voluntarily. “The Sport Mental Training Questionnaire (SMTQ)”, adapted into Turkish by Yarayan and Ilhan (2018), and demographic information form were applied as a data collection tool. Descriptive statistics, independent sample t-test and one-way variance analysis ANOVA tests were used in the analysis and interpretation of the obtained data. After the Anova test, Tukey test was performed as a complementary post-hoc analysis to determine the differences. According to the statistical analysis results, the interpersonal skill scores of persons doing team sports were determined to be higher than those doing individual sports. It was revealed that the scores of male athletes’ mental performance and mental basic skills were higher than that of women athletes while women’s interpersonal skills and self-talking points were higher than men. A statistically significant difference was established in the mental training scores of the athletes according to the variables of age, sports age and being a national team athlete (p < 0.05).","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114993816","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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