Pub Date : 2023-11-01DOI: 10.11591/edulearn.v17i4.20834
Nevy Farista Aristin, Karunia Puji Hastuti, Deasy Arisanty, Sidharta Adyatma, Christiana Donna
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
{"title":"Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era","authors":"Nevy Farista Aristin, Karunia Puji Hastuti, Deasy Arisanty, Sidharta Adyatma, Christiana Donna","doi":"10.11591/edulearn.v17i4.20834","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20834","url":null,"abstract":"Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112398","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 determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon’s four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analysis revealed that, for achievement and retention, respectively, the mean scores of both trial groups showed statistically significant differences from the mean scores of comparison groups F (3.161)=88.568, p0.05 and F (3.161)=14.75, p0.05). The independent samples t-test on the achievement and retention post-test mean score of the experimental and comparison groups respectively, was statistically significant (t (163)=16.05, p0.05 and t (162.09)=7.61, p0.05). Independent sample t-test shows that male and female students’ post-test scores for achievement or retention in the experimental group results was (t (42)=1.53; p0.05 and t (38)=-0.465; p0.05, respectively. This intervention has no statistically significant gender related impact on students’ achievement and retention. Thus, it is conceivable to draw the conclusion that chemistry instruction that incorporates technology enhances student achievement and retention, but its effect is gender neutral. According to recent studies, chemistry teachers and teacher training programs should use technology-integrated lessons to help students acquire and recall chemical bonding concepts.
{"title":"Effects of technology-integrated chemistry instruction on students’ academic achievement and retention capacity","authors":"Derejaw Yesgat, Solomon Melesse, Dereje Andargie, Belete Bedemo Beyene","doi":"10.11591/edulearn.v17i4.21055","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.21055","url":null,"abstract":"This study determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon’s four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analysis revealed that, for achievement and retention, respectively, the mean scores of both trial groups showed statistically significant differences from the mean scores of comparison groups F (3.161)=88.568, p0.05 and F (3.161)=14.75, p0.05). The independent samples t-test on the achievement and retention post-test mean score of the experimental and comparison groups respectively, was statistically significant (t (163)=16.05, p0.05 and t (162.09)=7.61, p0.05). Independent sample t-test shows that male and female students’ post-test scores for achievement or retention in the experimental group results was (t (42)=1.53; p0.05 and t (38)=-0.465; p0.05, respectively. This intervention has no statistically significant gender related impact on students’ achievement and retention. Thus, it is conceivable to draw the conclusion that chemistry instruction that incorporates technology enhances student achievement and retention, but its effect is gender neutral. According to recent studies, chemistry teachers and teacher training programs should use technology-integrated lessons to help students acquire and recall chemical bonding concepts.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112558","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 : 2023-11-01DOI: 10.11591/edulearn.v17i4.20945
Derling Jose Mendoza Velazco, Elizeth Mayrene Flores Hinostroza, Josselyn Leonela Muñoz Briones, María Leonila García Cedeño
In the academic world, the skills of scientific writing and publishing allow for the sharing and dissemination of academic research. The research analysed the scientific publications of university teachers from the Faculty of Humanities and Social Sciences of the Technical University of Manabí (FCHS-UTM), Ecuador, in order to determine their skills and preferences in terms of scientific journals, writing language, type of publication, indexing, and editorial quality. A descriptive quantitative approach study was applied. A survey study was carried out. The sample selection was non-probabilistic and participatory. The sample consisted of 55 teachers from the faculty. A 25-item questionnaire was developed for data collection. The results were analysed using descriptive statistics. Among the results the faculty has a preference for national or local scientific journals. The language most used in studies is Spanish. University researchers are more professional in their use of American Psychological Association (APA) norms. The study presented implications such as the promotion of scientific publication and professional development, preservation of language and culture, professionalism in citation standards, promotion of collaboration, improvement of editorial quality and training strategies.
{"title":"Writing and scientific publication skills of university teachers: A survey study","authors":"Derling Jose Mendoza Velazco, Elizeth Mayrene Flores Hinostroza, Josselyn Leonela Muñoz Briones, María Leonila García Cedeño","doi":"10.11591/edulearn.v17i4.20945","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20945","url":null,"abstract":"In the academic world, the skills of scientific writing and publishing allow for the sharing and dissemination of academic research. The research analysed the scientific publications of university teachers from the Faculty of Humanities and Social Sciences of the Technical University of Manabí (FCHS-UTM), Ecuador, in order to determine their skills and preferences in terms of scientific journals, writing language, type of publication, indexing, and editorial quality. A descriptive quantitative approach study was applied. A survey study was carried out. The sample selection was non-probabilistic and participatory. The sample consisted of 55 teachers from the faculty. A 25-item questionnaire was developed for data collection. The results were analysed using descriptive statistics. Among the results the faculty has a preference for national or local scientific journals. The language most used in studies is Spanish. University researchers are more professional in their use of American Psychological Association (APA) norms. The study presented implications such as the promotion of scientific publication and professional development, preservation of language and culture, professionalism in citation standards, promotion of collaboration, improvement of editorial quality and training strategies.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 30","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112388","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 article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme’s potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are ‘education’, ‘finance education’, ‘banking education’ and very limited ‘Islamic finance education’. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, zakat education and waqf as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.
{"title":"Mapping the field of Islamic banking and finance education: A bibliometric analysis and future research agenda","authors":"Rofiul Wahyudi, Lina Handayani, Zalik Nuryana, Riduwan Riduwan","doi":"10.11591/edulearn.v17i4.20947","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20947","url":null,"abstract":"This article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme’s potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are ‘education’, ‘finance education’, ‘banking education’ and very limited ‘Islamic finance education’. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, zakat education and waqf as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112554","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 : 2023-11-01DOI: 10.11591/edulearn.v17i4.21026
Yi Ming Ho, Kususanto Ditto Prihadi, Po Yi Chan, Kazi Sumaiya Ahsan Kaz, Hirosharani Velayutam
Previous studies suggested that perceived social support (PSS) significantly contributes to psychological wellbeing (PWB), partially explained by the sense of mattering. Nevertheless, individuals with different personality might perceive social support in different ways from the other. The interaction of PSS with trait narcissism, one of the dark triad personality traits was investigated by collecting data from 141 college students who were recruited purposively and instructed to respond to the scales of PWB, PSS, mattering, and narcissism. Bootstrap analysis with 5,000 samples in 95% confidence interval was utilized to test the moderated mediation hypothesis. The results suggested that individuals with moderate-to-high narcissism levels tend to perceive social support as decreasing their sense of mattering to other people, and as they do not feel they matter, their PWB was negatively affected. Limitations, implications, and suggestions are discussed.
{"title":"Psychological wellbeing of students with trait narcissism","authors":"Yi Ming Ho, Kususanto Ditto Prihadi, Po Yi Chan, Kazi Sumaiya Ahsan Kaz, Hirosharani Velayutam","doi":"10.11591/edulearn.v17i4.21026","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.21026","url":null,"abstract":"Previous studies suggested that perceived social support (PSS) significantly contributes to psychological wellbeing (PWB), partially explained by the sense of mattering. Nevertheless, individuals with different personality might perceive social support in different ways from the other. The interaction of PSS with trait narcissism, one of the dark triad personality traits was investigated by collecting data from 141 college students who were recruited purposively and instructed to respond to the scales of PWB, PSS, mattering, and narcissism. Bootstrap analysis with 5,000 samples in 95% confidence interval was utilized to test the moderated mediation hypothesis. The results suggested that individuals with moderate-to-high narcissism levels tend to perceive social support as decreasing their sense of mattering to other people, and as they do not feel they matter, their PWB was negatively affected. Limitations, implications, and suggestions are discussed.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112557","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 innovative-based economies such as Finland and other developed countries, offer a viable cohesive, and sustainable curriculum centralized around Project-Based Learning (PBL) and built on the Rigorous Curriculum Design (RCD). Such curriculum is developed by schools and warrants examination in developing countries such as the United Arab Emirates to ensure contextual, cultural, and work-driven demands of second language learners and how it impacts students’ achievements and high-stake testing. Thus, the main purpose of this study was to examine the impact of the rigorous curriculum design for project-based learning implementation on middle school students’ science achievement and MAP progress in a private American school in Abu Dhabi, United Arab Emirates. The study followed a quantitative approach by collecting data using the Standardized Science Knowledge Test (SSKT) and the Measure of Academic Progress (MAP) in science for 304 middle school students from grades 6 to 8. Descriptive and inferential statistics were used to analyze the data. The results have shown that the RCD-PBL science units have a positive impact on teaching and learning and largely impact the students’ achievements and improve their MAP progress and scores. All students in the experimental groups of grades 6, 7, and 8 showed improvement in the SSKT and outperformed their corresponding control groups. Participating middle-grade students on all levels who implemented the RCD-PBL demonstrated greater science academic growth, as indicated by both tools, the SSKT and the MAP, than their counterparts who received textbook-based instruction and thus, confirmed the positive effect of implementing and centralizing PBL in the curriculum using the RCD model.
{"title":"Impact of the Rigorous Curriculum Design for Project-Based Learning Implementation on Middle School Students’ Science Achievement and MAP Progress","authors":"Noura F. Assaf","doi":"10.5539/jel.v12n6p139","DOIUrl":"https://doi.org/10.5539/jel.v12n6p139","url":null,"abstract":"The innovative-based economies such as Finland and other developed countries, offer a viable cohesive, and sustainable curriculum centralized around Project-Based Learning (PBL) and built on the Rigorous Curriculum Design (RCD). Such curriculum is developed by schools and warrants examination in developing countries such as the United Arab Emirates to ensure contextual, cultural, and work-driven demands of second language learners and how it impacts students’ achievements and high-stake testing. Thus, the main purpose of this study was to examine the impact of the rigorous curriculum design for project-based learning implementation on middle school students’ science achievement and MAP progress in a private American school in Abu Dhabi, United Arab Emirates. The study followed a quantitative approach by collecting data using the Standardized Science Knowledge Test (SSKT) and the Measure of Academic Progress (MAP) in science for 304 middle school students from grades 6 to 8. Descriptive and inferential statistics were used to analyze the data. The results have shown that the RCD-PBL science units have a positive impact on teaching and learning and largely impact the students’ achievements and improve their MAP progress and scores. All students in the experimental groups of grades 6, 7, and 8 showed improvement in the SSKT and outperformed their corresponding control groups. Participating middle-grade students on all levels who implemented the RCD-PBL demonstrated greater science academic growth, as indicated by both tools, the SSKT and the MAP, than their counterparts who received textbook-based instruction and thus, confirmed the positive effect of implementing and centralizing PBL in the curriculum using the RCD model.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135992827","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}
Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 5, 2023
《教育与学习杂志》，第12卷，第5期，2023年
{"title":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 5","authors":"Grace Lin","doi":"10.5539/jel.v12n5p242","DOIUrl":"https://doi.org/10.5539/jel.v12n5p242","url":null,"abstract":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 5, 2023","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280667","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 objective of this study was to examine muscular fitness using measurements of the right hand grip (RHG) and left hand grip (LHG), as well as the counter movement jump (CMJ) performance of both athlete and non-athlete school children. Additionally, the study aimed to compare these variables between genders. A total of 221 school children aged 11–13 participated in this study. The participants were categorized into four groups based on their characteristics: female athletes (n = 57), female non-athletes (n = 60), male athletes (n = 59), and male non-athletes (n = 45). The primary exclusion criteria included any musculoskeletal limitations that could potentially affect test performance. The strength of the RHG and LHG (kg) was assessed using the Takei-TKK-5101 device. CMJ heights (cm) were measured using the Smart-Speed device. For all variables, a mixed-design two-way univariate analysis of variance (ANOVA) was employed to identify differences between and within groups. The findings of the present study indicated that the RHG, LHG, and CMJ values of athletes were significantly greater than those of non-athletes for both genders (p < 0.001). Moreover, the analyzed performance values exhibited significant differences between male athletes and male as well as female non-athletes, and also between female athletes and female as well as male non-athletes (p < 0.001). Engaging in sports is highly important for school children aged 11–13 to enhance their muscular fitness. It can be stated that the development of muscular fitness for both genders would be higher in children who participate in sports compared to those who do not engage in sports.
{"title":"Comparing Muscular Fitness Among School Children Based on Sport Participation and Gender","authors":"Cihan Aygün, Hayriye Çakır-Atabek","doi":"10.5539/jel.v12n5p233","DOIUrl":"https://doi.org/10.5539/jel.v12n5p233","url":null,"abstract":"The objective of this study was to examine muscular fitness using measurements of the right hand grip (RHG) and left hand grip (LHG), as well as the counter movement jump (CMJ) performance of both athlete and non-athlete school children. Additionally, the study aimed to compare these variables between genders. A total of 221 school children aged 11&ndash;13 participated in this study. The participants were categorized into four groups based on their characteristics: female athletes (n = 57), female non-athletes (n = 60), male athletes (n = 59), and male non-athletes (n = 45). The primary exclusion criteria included any musculoskeletal limitations that could potentially affect test performance. The strength of the RHG and LHG (kg) was assessed using the Takei-TKK-5101 device. CMJ heights (cm) were measured using the Smart-Speed device. For all variables, a mixed-design two-way univariate analysis of variance (ANOVA) was employed to identify differences between and within groups. The findings of the present study indicated that the RHG, LHG, and CMJ values of athletes were significantly greater than those of non-athletes for both genders (p &lt; 0.001). Moreover, the analyzed performance values exhibited significant differences between male athletes and male as well as female non-athletes, and also between female athletes and female as well as male non-athletes (p &lt; 0.001). Engaging in sports is highly important for school children aged 11&ndash;13 to enhance their muscular fitness. It can be stated that the development of muscular fitness for both genders would be higher in children who participate in sports compared to those who do not engage in sports.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135343998","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 at identifying learning cultures in various workplaces thorough an emergent grounded theory study. To gather data, in-depth interviews were conducted on 127 employees of small to large companies to reach a vast breadth and depth of data. For the purpose of inclusiveness, a maximum variation strategy was adopted for sampling to select participants purposively from manufacturing, knowledge-based, business and service companies. The data were thematically analyzed at two levels, namely initial and secondary coding. To establish credibility, three dominant strategies were continuously used as member check, peer debriefing and external auditing. Consequently, a tripartite typology emerged to represent learning cultures in various enterprises based on three criteria: management approach, peers' reaction, promotion expectancy. To sum up, in the malicious learning culture, bad working habits are learnt and shared by staff and commitment to work is gradually minimized to the lowest possible. In the deterministic learning culture, a neutral learning climate dominates the workplace as staff perceive no link between self-development and job promotion. Finally, in the demanding learning culture people may clearly view sensible links between competency development and job promotion, so they try their utmost to keep up with the latest developments in their field to avert the risk of demotion or job loss. The study suggests that if enterprises plan to achieve and keep a competitive edge, they should focus firmly on creating a demanding workplace learning culture.
{"title":"A Typological Look into Learning Cultures in Workplaces: From Malicious to Demanding","authors":"Saeid Safaei Movahhed","doi":"10.5539/jel.v12n6p126","DOIUrl":"https://doi.org/10.5539/jel.v12n6p126","url":null,"abstract":"This study aimed at identifying learning cultures in various workplaces thorough an emergent grounded theory study. To gather data, in-depth interviews were conducted on 127 employees of small to large companies to reach a vast breadth and depth of data. For the purpose of inclusiveness, a maximum variation strategy was adopted for sampling to select participants purposively from manufacturing, knowledge-based, business and service companies. The data were thematically analyzed at two levels, namely initial and secondary coding. To establish credibility, three dominant strategies were continuously used as member check, peer debriefing and external auditing. Consequently, a tripartite typology emerged to represent learning cultures in various enterprises based on three criteria: management approach, peers&#39; reaction, promotion expectancy. To sum up, in the malicious learning culture, bad working habits are learnt and shared by staff and commitment to work is gradually minimized to the lowest possible. In the deterministic learning culture, a neutral learning climate dominates the workplace as staff perceive no link between self-development and job promotion. Finally, in the demanding learning culture people may clearly view sensible links between competency development and job promotion, so they try their utmost to keep up with the latest developments in their field to avert the risk of demotion or job loss. The study suggests that if enterprises plan to achieve and keep a competitive edge, they should focus firmly on creating a demanding workplace learning culture.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"33 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":"135258710","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}
Designing the Electronic Media instructional innovative management approach on Chinese Language Elementary Level 1 course (CLELC-1) was developed Chinese vocabulary memorization skills of 21 freshly educated students in the Chinese Language Teaching Program, Faculty of Education, Rajabhat Mahasarakham University, Thailand. Using the 10 Electronic Media Instructional Innovative Management (EMIIM) Lesson Plans were administered. Creative the Electronic Media Memorizing Chinese Vocabulary Skills (EMDVS) with the PowerPoint Canva and Captivate that 300 words/characters in Chinese were strategized. The effectiveness of the 10 EMIIM lesson plans is completed, using the E1/E2 approach for process and product-based developmental testing of instructional media is usually set at 80/80. Students’ learning achievement was tested by creating and analysing the 40 items Pre-and-Post-Learning Achievement Performance Assessment Tests (LAPAT) to design. Students’ perceptions of their satisfaction were described with the 20 items Questionnaire on Student Satisfaction Inventory (QSSI). Most EMIIM, EMDVS, LAPAT, and QSSI instruments are valid and reliable. Students’ responses of their understanding about 86.14% to their memorizing Chinese vocabulary skills, the E1/E2 evidence of 91.07/87.02 over the threshold setting is 80/80, significantly. The p-value reported from a t-test is 51.990 and more excellent than .001, and the result was difference significantly. The scale means ranged from 4.438 to 4.648. Interpretation of students’ perceptions on all four scales indicates that the Strongly Satisfied Level using the QSSI was assessed.
{"title":"Creative the Electronic Media Instructional Innovative Management Approach for Developing Chinese Vocabulary Memorization Skills of Educated Students in the Chinese Language","authors":"Suphasa Phupunna","doi":"10.5539/jel.v12n6p132","DOIUrl":"https://doi.org/10.5539/jel.v12n6p132","url":null,"abstract":"Designing the Electronic Media instructional innovative management approach on Chinese Language Elementary Level 1 course (CLELC-1) was developed Chinese vocabulary memorization skills of 21 freshly educated students in the Chinese Language Teaching Program, Faculty of Education, Rajabhat Mahasarakham University, Thailand. Using the 10 Electronic Media Instructional Innovative Management (EMIIM) Lesson Plans were administered. Creative the Electronic Media Memorizing Chinese Vocabulary Skills (EMDVS) with the PowerPoint Canva and Captivate that 300 words/characters in Chinese were strategized. The effectiveness of the 10 EMIIM lesson plans is completed, using the E1/E2 approach for process and product-based developmental testing of instructional media is usually set at 80/80. Students&rsquo; learning achievement was tested by creating and analysing the 40 items Pre-and-Post-Learning Achievement Performance Assessment Tests (LAPAT) to design. Students&rsquo; perceptions of their satisfaction were described with the 20 items Questionnaire on Student Satisfaction Inventory (QSSI). Most EMIIM, EMDVS, LAPAT, and QSSI instruments are valid and reliable. Students&rsquo; responses of their understanding about 86.14% to their memorizing Chinese vocabulary skills, the E1/E2 evidence of 91.07/87.02 over the threshold setting is 80/80, significantly. The p-value reported from a t-test is 51.990 and more excellent than .001, and the result was difference significantly. The scale means ranged from 4.438 to 4.648. Interpretation of students&rsquo; perceptions on all four scales indicates that the Strongly Satisfied Level using the QSSI was assessed.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"195 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":"135259142","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：