Selda Uzun, Ali Meydan, Erhan Devrilmez, Ahmet Uzun
{"title":"The relationship between teachers attitudes towards distance education and their digital literacy levels","authors":"Selda Uzun, Ali Meydan, Erhan Devrilmez, Ahmet Uzun","doi":"10.33902/jpr.202322499","DOIUrl":"https://doi.org/10.33902/jpr.202322499","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097655","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}
{"title":"Relationships between state mandates for financial education and young adults financial literacy and capability","authors":"Elise T. Carlson, Daniel W. Eadens","doi":"10.33902/jpr.202321288","DOIUrl":"https://doi.org/10.33902/jpr.202321288","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135834774","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 examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in three groups. REACT strategy of context-based instruction and conventional instruction integrated with context-based activities was used to teach treatment group 1 (TG 1) and treatment group 2 (TG 2) students, respectively. The students in the comparison group (CG) were taught conventional instruction. The data collected using two-tier multiple-choice tests, observation, and semi-structured interviews were analyzed using one-way ANOVA and descriptive analysis. The result showed that there were significant mean score differences between TG 2 and the other two groups in favor of TG 2. Nevertheless, there was no significant difference between TG 1 and CG. This implies that when conventional instruction is integrated with a context-based activity, it has a significantly positive effect on students’ SR skills compared to using a context-based REACT strategy or conventional instruction alone.
{"title":"Effect of context-based approach on students’ scientific reasoning on heredity concepts","authors":"Wuleta Ketema Abebe, Solomon Belay Faris, Habtamu Wodaj Tafari","doi":"10.29333/pr/13382","DOIUrl":"https://doi.org/10.29333/pr/13382","url":null,"abstract":"This study aimed to examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in three groups. REACT strategy of context-based instruction and conventional instruction integrated with context-based activities was used to teach treatment group 1 (TG 1) and treatment group 2 (TG 2) students, respectively. The students in the comparison group (CG) were taught conventional instruction. The data collected using two-tier multiple-choice tests, observation, and semi-structured interviews were analyzed using one-way ANOVA and descriptive analysis. The result showed that there were significant mean score differences between TG 2 and the other two groups in favor of TG 2. Nevertheless, there was no significant difference between TG 1 and CG. This implies that when conventional instruction is integrated with a context-based activity, it has a significantly positive effect on students’ SR skills compared to using a context-based REACT strategy or conventional instruction alone.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83082054","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}
Y. Adjei, V. Osei-Himah, P. Duku, Wilson Nketia Siaw
A quasi-experimental research design was conducted to investigate the impact of performance-based assessment (PBA) on pre-service teachers’ (PSTs) self-efficacy and academic achievement in general physics at Atebubu College of Education. The study was conducted on 144 primary education students in the second year who were assigned into experimental and control groups after conducting a pre-test. 72 students each were non-randomly assigned into the experimental and control group. Information on PSTs’ self-efficacy was derived by administering pre-service teachers’ self-efficacy scale whiles the academic achievement was determined by general physics achievement test. Statistical package for social sciences was used to analyze data to generate descriptive and inferential statistics. The self-efficacy of the experimental group and control group differed significantly after treatment. The experimental group had significantly higher post-test scores than the control group. This study identified PBA as a useful teaching strategy that improves PSTs’ problem-solving abilities and boosts their confidence in studying general physics.
{"title":"The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics","authors":"Y. Adjei, V. Osei-Himah, P. Duku, Wilson Nketia Siaw","doi":"10.29333/pr/13388","DOIUrl":"https://doi.org/10.29333/pr/13388","url":null,"abstract":"A quasi-experimental research design was conducted to investigate the impact of performance-based assessment (PBA) on pre-service teachers’ (PSTs) self-efficacy and academic achievement in general physics at Atebubu College of Education. The study was conducted on 144 primary education students in the second year who were assigned into experimental and control groups after conducting a pre-test. 72 students each were non-randomly assigned into the experimental and control group. Information on PSTs’ self-efficacy was derived by administering pre-service teachers’ self-efficacy scale whiles the academic achievement was determined by general physics achievement test. Statistical package for social sciences was used to analyze data to generate descriptive and inferential statistics. The self-efficacy of the experimental group and control group differed significantly after treatment. The experimental group had significantly higher post-test scores than the control group. This study identified PBA as a useful teaching strategy that improves PSTs’ problem-solving abilities and boosts their confidence in studying general physics.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83838342","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 this study, it is aimed to reveal what kind of relationship exists between prospective teachers’ thinking structures and their level of writing proofs. This study was carried out as a case study. The study was carried out with 82 prospective teachers enrolled in the Department of Secondary School Mathematics Teaching of a state university located in the Eastern Black Sea Region of Turkey. The first data collection is the mathematical processing instrument developed by Presmeg (1986). The second data collection was developed by the researcher and consists of five proofs that are also covered in the curriculum about the geometric shapes circle and circular region. As a result, when the thinking structures of the participants are examined, it can be understood that harmonic thinking is the most common thinking type among the study participants. When the proof-writing levels in this study are looked at, it becomes obvious that most of the prospective teachers are weak in terms of this skill. In this study, the participants’ proof-writing levels and thinking structures were found to be correlated.
{"title":"An investigation on the thinking structures and proof-writing levels of future mathematics teachers","authors":"Elif Aksan Kilicaslan","doi":"10.29333/pr/13682","DOIUrl":"https://doi.org/10.29333/pr/13682","url":null,"abstract":"In this study, it is aimed to reveal what kind of relationship exists between prospective teachers’ thinking structures and their level of writing proofs. This study was carried out as a case study. The study was carried out with 82 prospective teachers enrolled in the Department of Secondary School Mathematics Teaching of a state university located in the Eastern Black Sea Region of Turkey. The first data collection is the mathematical processing instrument developed by Presmeg (1986). The second data collection was developed by the researcher and consists of five proofs that are also covered in the curriculum about the geometric shapes circle and circular region. As a result, when the thinking structures of the participants are examined, it can be understood that harmonic thinking is the most common thinking type among the study participants. When the proof-writing levels in this study are looked at, it becomes obvious that most of the prospective teachers are weak in terms of this skill. In this study, the participants’ proof-writing levels and thinking structures were found to be correlated.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273766","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}
Najwa Abbaas B. Alhameedyeen, Rahmeh Abbaas B. Alhameedyeen
{"title":"An analysis of learning and study strategies among undergraduate students","authors":"Najwa Abbaas B. Alhameedyeen, Rahmeh Abbaas B. Alhameedyeen","doi":"10.33902/jpr.202323615","DOIUrl":"https://doi.org/10.33902/jpr.202323615","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135406769","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}
S. Ogbu, A. M. Okeke, Georgina Nkechi Abugu, E. I. Emeji
The purpose of the study was to develop mathematical instructional card game titled algebrameter and determine its efficacy in remediating junior secondary school (JSS) students’ learning difficulties in algebra and geometry. The study employed research and development design. A sample of 120 JSS II students drawn from a population of 4800 JSS II students in Nsukka Education Zone, using multi-stage sampling procedure participated in the study. Algebra and geometry achievement test (AGAT) comprised 30 multiple choice questions developed by the researchers was used for data collection. The internal consistence of AGAT was determined using Kuder-Richardson formula 20 (KR-20) formula, which yielded α value of 0.82. Research questions were answered using mean and standard deviation while the hypothesis was tested using analysis of covariance. The results of this study revealed that students who were exposed to algebrameter significantly performed better than students who were not exposed to algebrameter package.
{"title":"Development of algebrameter for remediating junior secondary school students’ learning difficulties in mathematics","authors":"S. Ogbu, A. M. Okeke, Georgina Nkechi Abugu, E. I. Emeji","doi":"10.29333/pr/13356","DOIUrl":"https://doi.org/10.29333/pr/13356","url":null,"abstract":"The purpose of the study was to develop mathematical instructional card game titled algebrameter and determine its efficacy in remediating junior secondary school (JSS) students’ learning difficulties in algebra and geometry. The study employed research and development design. A sample of 120 JSS II students drawn from a population of 4800 JSS II students in Nsukka Education Zone, using multi-stage sampling procedure participated in the study. Algebra and geometry achievement test (AGAT) comprised 30 multiple choice questions developed by the researchers was used for data collection. The internal consistence of AGAT was determined using Kuder-Richardson formula 20 (KR-20) formula, which yielded α value of 0.82. Research questions were answered using mean and standard deviation while the hypothesis was tested using analysis of covariance. The results of this study revealed that students who were exposed to algebrameter significantly performed better than students who were not exposed to algebrameter package.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81256949","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 aim of this study is to investigate the impact of COVID-19 on the academic performance of colleges and Kotebe Metropolitan University students in terms of the Internet access, resource availability, and students’ perception of e-learning. The study also described the concerns of students, parents, and teachers related to the circumstances caused by social isolation and the perspectives of teachers and parents with regard to remote or online learning. This study adopted a mixed research design. For data collection, survey questionnaires, which were conducted on a total population of n=350, and semi-structured interviews were used with department heads and stream heads. In addition, simple random sampling was used for all instructors from the college, university, and students from the college of teachers’ education. According to the study’s findings, there was a lack of the Internet access, a lack of ICT resource availability, and a lack of online competency among students and teachers throughout the epidemic. The findings of this study confirm the readiness and motivation of teachers to advance their knowledge and skills, as well as to contribute with the aim of improving the quality of education. The findings also confirmed that COVID-19 comes with both challenges and opportunities for the Ethiopian education system.
{"title":"Impact of COVID-19 on performance of college and university graduate students: Implications for science education","authors":"Kassahun Dejene Belayneh","doi":"10.29333/pr/13407","DOIUrl":"https://doi.org/10.29333/pr/13407","url":null,"abstract":"The aim of this study is to investigate the impact of COVID-19 on the academic performance of colleges and Kotebe Metropolitan University students in terms of the Internet access, resource availability, and students’ perception of e-learning. The study also described the concerns of students, parents, and teachers related to the circumstances caused by social isolation and the perspectives of teachers and parents with regard to remote or online learning. This study adopted a mixed research design. For data collection, survey questionnaires, which were conducted on a total population of n=350, and semi-structured interviews were used with department heads and stream heads. In addition, simple random sampling was used for all instructors from the college, university, and students from the college of teachers’ education. According to the study’s findings, there was a lack of the Internet access, a lack of ICT resource availability, and a lack of online competency among students and teachers throughout the epidemic. The findings of this study confirm the readiness and motivation of teachers to advance their knowledge and skills, as well as to contribute with the aim of improving the quality of education. The findings also confirmed that COVID-19 comes with both challenges and opportunities for the Ethiopian education system.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76376979","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}
To solve problems, specific skills are needed. Critical thinking can help develop such skills. It can contribute to improving problem-solving skills, developing communication skills and cultivating decision making skills. Critical thinking is considered to be a key pedagogical goal in education. Education of informatics and critical thinking have a strong relationship since students cannot develop skills related to Informatics if they cannot think critically. Therefore, within the informatics textbooks the cultivation of critical thinking skills should be promoted. The present paper aims to determine to what extent the cultivation of critical thinking skills is promoted in the Informatics textbook of the first class of the Greek lyceum. This textbook contains thematic units referring to hardware-software and applications, programming environments-applications development and communication collaboration and security within Internet. The method that was used is the quantitative content analysis. The present research revealed that within the examined textbook cultivating critical thinking skills is promoted insufficiently, since in the whole text, the cultivation of critical thinking skills is promoted in a small percent of the text it covers. In the examined material, the critical thinking skills whose cultivation is promoted are the interpretation skill, the analysis skill, the evaluation skill, the inference skill and the explanation skill. The interpretation skill is represented by the categorization sub-skill and the clarifying meaning sub-skill. The analysis skill is represented by the examining ideas sub-skill. The evaluation skill is represented by the assessing claims sub-skill. The inference skill is represented by the querying evidence sub-skill, the conjecturing alternatives sub-skill and the drawing conclusions sub-skill. The explanation skill is represented by the stating results sub-skill and the presenting arguments sub-skill. Moreover, it was found that within the examined text, the cultivation of the self-regulation skill is not promoted. The only parts of the examined text in which the cultivation of critical thinking skills is promoted in the largest percentage of the text they cover are the teaching objectives and in the activities.
{"title":"Critical thinking skills in the Greek lyceum: Their promotion within the first class’s informatics textbook","authors":"I. Oikonomidis, C. Sofianopoulou","doi":"10.29333/pr/13387","DOIUrl":"https://doi.org/10.29333/pr/13387","url":null,"abstract":"To solve problems, specific skills are needed. Critical thinking can help develop such skills. It can contribute to improving problem-solving skills, developing communication skills and cultivating decision making skills. Critical thinking is considered to be a key pedagogical goal in education. Education of informatics and critical thinking have a strong relationship since students cannot develop skills related to Informatics if they cannot think critically. Therefore, within the informatics textbooks the cultivation of critical thinking skills should be promoted. The present paper aims to determine to what extent the cultivation of critical thinking skills is promoted in the Informatics textbook of the first class of the Greek lyceum. This textbook contains thematic units referring to hardware-software and applications, programming environments-applications development and communication collaboration and security within Internet. The method that was used is the quantitative content analysis. The present research revealed that within the examined textbook cultivating critical thinking skills is promoted insufficiently, since in the whole text, the cultivation of critical thinking skills is promoted in a small percent of the text it covers. In the examined material, the critical thinking skills whose cultivation is promoted are the interpretation skill, the analysis skill, the evaluation skill, the inference skill and the explanation skill. The interpretation skill is represented by the categorization sub-skill and the clarifying meaning sub-skill. The analysis skill is represented by the examining ideas sub-skill. The evaluation skill is represented by the assessing claims sub-skill. The inference skill is represented by the querying evidence sub-skill, the conjecturing alternatives sub-skill and the drawing conclusions sub-skill. The explanation skill is represented by the stating results sub-skill and the presenting arguments sub-skill. Moreover, it was found that within the examined text, the cultivation of the self-regulation skill is not promoted. The only parts of the examined text in which the cultivation of critical thinking skills is promoted in the largest percentage of the text they cover are the teaching objectives and in the activities.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88177370","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}
Wittawat D. Sattayaraksa, Pol Luangrangsee, Chadchom Ratsameemonthon, Dwi Sulisworo
{"title":"Understanding how demographic factors influence faculty member s perceptions of online learning success: A case study in Thai private higher education","authors":"Wittawat D. Sattayaraksa, Pol Luangrangsee, Chadchom Ratsameemonthon, Dwi Sulisworo","doi":"10.33902/jpr.202323519","DOIUrl":"https://doi.org/10.33902/jpr.202323519","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537275","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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