ABSTRACT This presentation discusses student engagement and academic integrity as well as the responsibility of the educator based on insights gained through personal experience of teaching writing courses at an undergraduate level at Deree – The American College of Greece. The student body at Deree is diverse, consisting of students from Greece and 56 countries and regions, with English being the language of instruction. Research has shown that the demands of attending a foreign university can push students toward breaches of academic integrity. The overall question this presentation addresses is what insights educators gained through virtual classes held March 2020 up to June 2021, and the subsequent return to campus in September 2021. More specifically, the presentation explores the effects of this return on students’ academic performance and integrity as well as the role of the educator in encouraging student morale and morality while respecting mental health challenges. The initial hypothesis of this presentation was that the return to campus would be perceived as a joyous event, inspiring students to engage in their studies with more zest. However, personal observations indicate that the initial excitement and enthusiasm have turned into frustration, even panic, with students often falling behind with their assignments as well as disregarding feedback, course and college policies. On their side, and owing to their own mental and emotional exhaustion, fear of complaints, or compassion for the student, instructors might accept work potentially written by a ghost writer. This presentation stresses the need for educators to pull students toward authentic learning and offers some suggestions as to how to achieve a balance between respecting students and promoting academic performance. KEYWORDS: Foreign university; virtual classes; Covid-19; mental health; academic integrity; contract cheating; ghost writer; the role of the educator
{"title":"The Pandemic, Mental Health & How Educators Can Promote – and Undermine – Academic Integrity","authors":"Alex Jeikner","doi":"10.52987/edc.2022.013","DOIUrl":"https://doi.org/10.52987/edc.2022.013","url":null,"abstract":"ABSTRACT This presentation discusses student engagement and academic integrity as well as the responsibility of the educator based on insights gained through personal experience of teaching writing courses at an undergraduate level at Deree – The American College of Greece. The student body at Deree is diverse, consisting of students from Greece and 56 countries and regions, with English being the language of instruction. Research has shown that the demands of attending a foreign university can push students toward breaches of academic integrity. The overall question this presentation addresses is what insights educators gained through virtual classes held March 2020 up to June 2021, and the subsequent return to campus in September 2021. More specifically, the presentation explores the effects of this return on students’ academic performance and integrity as well as the role of the educator in encouraging student morale and morality while respecting mental health challenges. The initial hypothesis of this presentation was that the return to campus would be perceived as a joyous event, inspiring students to engage in their studies with more zest. However, personal observations indicate that the initial excitement and enthusiasm have turned into frustration, even panic, with students often falling behind with their assignments as well as disregarding feedback, course and college policies. On their side, and owing to their own mental and emotional exhaustion, fear of complaints, or compassion for the student, instructors might accept work potentially written by a ghost writer. This presentation stresses the need for educators to pull students toward authentic learning and offers some suggestions as to how to achieve a balance between respecting students and promoting academic performance. KEYWORDS: Foreign university; virtual classes; Covid-19; mental health; academic integrity; contract cheating; ghost writer; the role of the educator","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124346664","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}
ABSTRACT This research focused on finding the patterns of mother tongue interference in written English of first-year English-majored students at University of Languages and International Studies, Vietnam National University, Hanoi as well as discovering effective methods to mitigate them. It analyzed how much students are affected by Vietnamese, their mother tongue in terms of grammar, vocabulary and sentence conjunctions. The researcher examined 84 students’ questionaire and interviewed 9 random students. From the data collected, it can be seen that most students’ writings consisted of grammatical inaccuracies related to Vietnamese writing habits. Conversely, the frequency of lexical mistakes was quite low. In terms of sentence conjunctions, most students still forgot to use a comma before certain linking words. Based on the findings, it is advisable for students to ameliorate the Vietnamese influences by familiarizing themselves with native speakers’ thinking system with several tools such as books, TV shows and forums. Keywords: mother tongue, first language, interference, English-majored students
{"title":"An Investigation Into the Effects of Mother Tongue on Vietnamese First-year English-majored Students' Writing Skills","authors":"Hoang Anh Phong","doi":"10.52987/edc.2022.003","DOIUrl":"https://doi.org/10.52987/edc.2022.003","url":null,"abstract":"ABSTRACT This research focused on finding the patterns of mother tongue interference in written English of first-year English-majored students at University of Languages and International Studies, Vietnam National University, Hanoi as well as discovering effective methods to mitigate them. It analyzed how much students are affected by Vietnamese, their mother tongue in terms of grammar, vocabulary and sentence conjunctions. The researcher examined 84 students’ questionaire and interviewed 9 random students. From the data collected, it can be seen that most students’ writings consisted of grammatical inaccuracies related to Vietnamese writing habits. Conversely, the frequency of lexical mistakes was quite low. In terms of sentence conjunctions, most students still forgot to use a comma before certain linking words. Based on the findings, it is advisable for students to ameliorate the Vietnamese influences by familiarizing themselves with native speakers’ thinking system with several tools such as books, TV shows and forums. Keywords: mother tongue, first language, interference, English-majored students","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130382746","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}
Abstract Inclusive education forms a crucial part of social cohesion that underpins fairness in any society, which means equal opportunities for all. Many countries have embraced this concept as the general view is that society will undergo a positive paradigm shift if education is all encompassing since education is a microcosm of society. However, the main question that should be addressed is to what extent is education inclusive? Does it cater for diverse student population, for example, the disabled (physically and mentally), students with mild, moderate and serious learning disabilities, different genders, ethnic groups, religious affiliations, classes, etc. A mixed research methodology can determine the core roles of the different stakeholders that underpin fundamental concepts of full inclusivity. Inclusive education can be realised if different stakeholders who are directly affected are taken on board. These would be students as the focal point, as well as teachers, schools, institutions where teachers are trained, curriculum developers and the government. Students’ academic needs as well as their personal growth and development must be the prescript that informs the curriculum, and this must be embedded in all education policies and practices. Students’ engagement and motivation form the bedrock of inclusive education as the support of the other stakeholders culminates in this. Lack of a strong academic background and the student’s home language are some of the strategies used to deny enrolment to certain students. In essence, revising current practices with a view to updating policies and the curriculum to align them with students’ educational needs will increase students’ engagement and will therefore lead to full integration and success. Key words: Inclusive education, education policies, curriculum, learning disabilities, education reform
{"title":"Inclusive Education – A Prescript to Engagement by all Stakeholders","authors":"Vicky Magaba","doi":"10.52987/edc.2022.007","DOIUrl":"https://doi.org/10.52987/edc.2022.007","url":null,"abstract":"Abstract Inclusive education forms a crucial part of social cohesion that underpins fairness in any society, which means equal opportunities for all. Many countries have embraced this concept as the general view is that society will undergo a positive paradigm shift if education is all encompassing since education is a microcosm of society. However, the main question that should be addressed is to what extent is education inclusive? Does it cater for diverse student population, for example, the disabled (physically and mentally), students with mild, moderate and serious learning disabilities, different genders, ethnic groups, religious affiliations, classes, etc. A mixed research methodology can determine the core roles of the different stakeholders that underpin fundamental concepts of full inclusivity. Inclusive education can be realised if different stakeholders who are directly affected are taken on board. These would be students as the focal point, as well as teachers, schools, institutions where teachers are trained, curriculum developers and the government. Students’ academic needs as well as their personal growth and development must be the prescript that informs the curriculum, and this must be embedded in all education policies and practices. Students’ engagement and motivation form the bedrock of inclusive education as the support of the other stakeholders culminates in this. Lack of a strong academic background and the student’s home language are some of the strategies used to deny enrolment to certain students. In essence, revising current practices with a view to updating policies and the curriculum to align them with students’ educational needs will increase students’ engagement and will therefore lead to full integration and success. Key words: Inclusive education, education policies, curriculum, learning disabilities, education reform","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128955755","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}
ABSTRACT Gamification of learning in higher education has been used as an educational tool to motivate and engage students. Despite its positive impacts demonstrated in the existing body of knowledge, some adversaries are concerned with the decline of learners’ intrinsic motivation and becoming independent of extrinsic rewards. This research aims to design a user-centered and meaningful gamification framework for students who are explicitly learning a second language to resolve these adversaries. The empirical data for this study was collected through a focus group discussion. It was conducted to obtain students’ learning factors that would contribute to user-centered learning. Based on the focus group outcome, a gamification course using a learning management system with embedded gamification features will be best suited for these specific students. The affordances used in this study are rewards, levels, badges, and points. The practical implications of this study are to gain a more in-depth understanding of the students’ motivations in language learning, which is crucial in creating a meaningful user- centered game design. KEYWORDS: Language Learning, Gamification, Hospitality Education, Student Engagement
{"title":"A Qualitative Inquiry Concerning Gamification of Language Learning: A Case Study on Thai Undergraduate Hospitality Management Students","authors":"Veronica Aguilos, Colin Gallagher","doi":"10.52987/edc.2022.002","DOIUrl":"https://doi.org/10.52987/edc.2022.002","url":null,"abstract":"ABSTRACT Gamification of learning in higher education has been used as an educational tool to motivate and engage students. Despite its positive impacts demonstrated in the existing body of knowledge, some adversaries are concerned with the decline of learners’ intrinsic motivation and becoming independent of extrinsic rewards. This research aims to design a user-centered and meaningful gamification framework for students who are explicitly learning a second language to resolve these adversaries. The empirical data for this study was collected through a focus group discussion. It was conducted to obtain students’ learning factors that would contribute to user-centered learning. Based on the focus group outcome, a gamification course using a learning management system with embedded gamification features will be best suited for these specific students. The affordances used in this study are rewards, levels, badges, and points. The practical implications of this study are to gain a more in-depth understanding of the students’ motivations in language learning, which is crucial in creating a meaningful user- centered game design. KEYWORDS: Language Learning, Gamification, Hospitality Education, Student Engagement","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128956662","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}
ABSTRACT Diana Lou E. Sipalay University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines desipalay@up.edu.ph Jose Q. Pedrajita University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines jqpedrajita@up.edu.ph This study detected Differential Item Functioning (DIF) and its causes (gender-based, curriculum-based and school-based) in a Senior Science High School Entrance Examination using Mantel Haenszel, Distractor Response and Logical Data Analyses employing focus group discussions, semi-structured interviews and questionnaires. The DIF detecting methods revealed the presence of gender, curriculum and school biases across subtests. The causes of DIF were difference in the span of focus and interest, test sophistication, use of jargon, availability of materials in school, activity exposure, curriculum difference and teacher quality. Items with DIF, regardless of the group membership of examinees, with unreasonable difficulty that unfavorably affected the test performance of the students, were recommended for replacement or revision; for students to be assessed properly using tests with reviewed, evaluated and improved items. KEYWORDS: Mantel-Haenszel Procedure, Distractor Response Analysis, Logical Data Analysis, Entrance Examination, Science High School, Senior High School
摘要:Diana Lou E. Sipalay菲律宾迪利曼大学，迪利曼教育学院，奎松市，NCR，菲律宾desipalay@up.edu.ph菲律宾迪利曼大学，迪利曼教育学院，奎松市，NCR，菲律宾jqpedrajita@up.edu.ph本研究使用Mantel Haenszel，干扰反应和逻辑数据分析采用焦点小组讨论，半结构化访谈和问卷调查。DIF检测方法揭示了在子测试中存在性别、课程和学校偏见。造成差异的原因是注意力和兴趣广度的差异、考试的复杂程度、术语的使用、学校材料的可获得性、活动暴露、课程差异和教师素质的差异。具有DIF的题目，无论考生是哪一组，只要难度不合理，对学生的考试成绩有不利影响，都建议更换或修改;对学生进行适当的评估，使用经过审查、评估和改进的题目进行测试。关键词:Mantel-Haenszel程序，干扰反应分析，逻辑数据分析，入学考试，理科高中，高中
{"title":"Using Mantel-Haenszel, Distractor Response, and Logical Data Analyses in Detecting Differential Item Functioning in a Senior Science High School Entrance Examination","authors":"Diana Lou E. Sipalay, J. Pedrajita","doi":"10.52987/edc.2022.015","DOIUrl":"https://doi.org/10.52987/edc.2022.015","url":null,"abstract":"ABSTRACT Diana Lou E. Sipalay University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines desipalay@up.edu.ph Jose Q. Pedrajita University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines jqpedrajita@up.edu.ph This study detected Differential Item Functioning (DIF) and its causes (gender-based, curriculum-based and school-based) in a Senior Science High School Entrance Examination using Mantel Haenszel, Distractor Response and Logical Data Analyses employing focus group discussions, semi-structured interviews and questionnaires. The DIF detecting methods revealed the presence of gender, curriculum and school biases across subtests. The causes of DIF were difference in the span of focus and interest, test sophistication, use of jargon, availability of materials in school, activity exposure, curriculum difference and teacher quality. Items with DIF, regardless of the group membership of examinees, with unreasonable difficulty that unfavorably affected the test performance of the students, were recommended for replacement or revision; for students to be assessed properly using tests with reviewed, evaluated and improved items. KEYWORDS: Mantel-Haenszel Procedure, Distractor Response Analysis, Logical Data Analysis, Entrance Examination, Science High School, Senior High School","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130690843","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}
ABSTRACT The present study used a person-oriented approach to examine gender differences at the level of achievement profiles and examine such differences in the context of urban and rural schools. The achievement test scores in English, math, and science of 2,408 tenth-grade students were used to derive achievement profiles through agglomerative-hierarchical and k- means clustering techniques. Four profiles were derived: 1) Low Achievers, 2) True Average Achievers, 3) High Achievers with weak math and science skills, and 4) High Achievers with strong math and science skills. Significant gender and urban/rural school differences among the profiles were found after performing cross-tabulation analyses with chi-square testing. The so-called “female advantage” in education was more evident among Low Achievers, but not among the High Achievers. When the urban/rural school context was considered, the female advantage tends to disappear and the urban school advantage becomes more definite. Finally, the High Achievers with weak math and science skills were mostly females in urban schools. The findings suggest that it is important to situate gender differences in a certain context. Implications for practice are provided, as well as recommendations for future research. KEYWORDS: Gender differences, urban and rural schools, achievement profiles, cluster analysis, Filipino students
{"title":"Examining Gender and Urban/Rural School Differences in Empirically-derived Achievement Profiles","authors":"Raymon P. Espaňola","doi":"10.52987/edc.2022.006","DOIUrl":"https://doi.org/10.52987/edc.2022.006","url":null,"abstract":"ABSTRACT The present study used a person-oriented approach to examine gender differences at the level of achievement profiles and examine such differences in the context of urban and rural schools. The achievement test scores in English, math, and science of 2,408 tenth-grade students were used to derive achievement profiles through agglomerative-hierarchical and k- means clustering techniques. Four profiles were derived: 1) Low Achievers, 2) True Average Achievers, 3) High Achievers with weak math and science skills, and 4) High Achievers with strong math and science skills. Significant gender and urban/rural school differences among the profiles were found after performing cross-tabulation analyses with chi-square testing. The so-called “female advantage” in education was more evident among Low Achievers, but not among the High Achievers. When the urban/rural school context was considered, the female advantage tends to disappear and the urban school advantage becomes more definite. Finally, the High Achievers with weak math and science skills were mostly females in urban schools. The findings suggest that it is important to situate gender differences in a certain context. Implications for practice are provided, as well as recommendations for future research. KEYWORDS: Gender differences, urban and rural schools, achievement profiles, cluster analysis, Filipino students","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123502086","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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