Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.419
Abderrahmane Benrherbal, Miranda Rioux
Internationally, we observe that the results of Moroccan students in mathematics are significantly lower than the average results of students from other countries. This observation, could in part, be explained by maintaining an approach based on the transmission of knowledge which does not promote the development of student skills. Since STEM (Science, Technology, Engineering and Mathematics) based instruction has been shown to have a positive impact on student achievement in mathematics, we explored the teaching and assessment practices reported by five Moroccan teachers in order to identify practices that would be compatible with teaching based on STEM. Although only one participant said they knew this approach, our results indicate that all participants have practices compatible with an integrated approach to STEM. These results outline a future where teachers and researchers will work together to implement STEM-based education and explore, in the Moroccan context, the scope and limits of such education.
{"title":"Analysis of Declared Pedagogical Practices in STEM Education in Morocco","authors":"Abderrahmane Benrherbal, Miranda Rioux","doi":"10.37870/joqie.v14i23.419","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.419","url":null,"abstract":"Internationally, we observe that the results of Moroccan students in mathematics are significantly lower than the average results of students from other countries. This observation, could in part, be explained by maintaining an approach based on the transmission of knowledge which does not promote the development of student skills. Since STEM (Science, Technology, Engineering and Mathematics) based instruction has been shown to have a positive impact on student achievement in mathematics, we explored the teaching and assessment practices reported by five Moroccan teachers in order to identify practices that would be compatible with teaching based on STEM. Although only one participant said they knew this approach, our results indicate that all participants have practices compatible with an integrated approach to STEM. These results outline a future where teachers and researchers will work together to implement STEM-based education and explore, in the Moroccan context, the scope and limits of such education.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" 759","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140989348","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 : 2023-11-20DOI: 10.37870/joqie.v13i22.397
Yasmine Alnakari
This ongoing research aims to explore the common-sense deprivations syndromes and their impact on the multiple vital intelligences. This article aims to examine an assumption that the educational deficiencies are related to the deprived Common-sense flow, which can also be found in the best educational institutions. We will be exploring a theoretical study of the different facets of understanding "common-sense" and its expressions, that will include a critical comparison study with other educational & learning theories, including those of Skinner, Chomsky, Gestalt, Piaget, and Edgar Morin.
{"title":"FLUID COMMON SENSE SYNDROMES Learning How to Learn (LL) From theory to application: via Edgar Morin, Skinner, Chomsky, Gestalt & Piaget","authors":"Yasmine Alnakari","doi":"10.37870/joqie.v13i22.397","DOIUrl":"https://doi.org/10.37870/joqie.v13i22.397","url":null,"abstract":"This ongoing research aims to explore the common-sense deprivations syndromes and their impact on the multiple vital intelligences. This article aims to examine an assumption that the educational deficiencies are related to the deprived Common-sense flow, which can also be found in the best educational institutions. We will be exploring a theoretical study of the different facets of understanding \"common-sense\" and its expressions, that will include a critical comparison study with other educational & learning theories, including those of Skinner, Chomsky, Gestalt, Piaget, and Edgar Morin.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139258360","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 : 2023-11-20DOI: 10.37870/joqie.v13i22.390
F. Gérard
L’indicateur synthétique de qualité (ISQ) des systèmes éducatifs a été développé pour la première fois sur la base de données recueillies en 2012 (Gerard, Hugonnier et Varin, 2017). Il se fondait sur cinq critères : l’efficacité, l’efficience et l’équité des systèmes, l’engagement des élèves et celui des enseignant·e·s. Une deuxième évaluation de l’ISQ a été réalisée à partir de données relatives à 2015 (Gerard, Hugonnier et Varin, 2018). Grâce à une troisième évaluation de l’ISQ portant sur des données établies en 2018, la validité de trois importantes hypothèses peut être vérifiée : 1) les systèmes éducatifs n’évoluent pas tous au même rythme ni dans le même sens ; 2) l’ajout de l’engagement des parents en tant que sixième critère a un impact sur la qualité des systèmes éducatifs ; 3) l’ISQ est un indicateur valide et fiable. L’objet de cet article est de tester la validité de ces trois hypothèses.
{"title":"Indicateur synthétique de la qualité des systèmes éducatifs des pays de l’OCDE : comparaison des résultats 2015 et 2018","authors":"F. Gérard","doi":"10.37870/joqie.v13i22.390","DOIUrl":"https://doi.org/10.37870/joqie.v13i22.390","url":null,"abstract":"L’indicateur synthétique de qualité (ISQ) des systèmes éducatifs a été développé pour la première fois sur la base de données recueillies en 2012 (Gerard, Hugonnier et Varin, 2017). Il se fondait sur cinq critères : l’efficacité, l’efficience et l’équité des systèmes, l’engagement des élèves et celui des enseignant·e·s. Une deuxième évaluation de l’ISQ a été réalisée à partir de données relatives à 2015 (Gerard, Hugonnier et Varin, 2018). Grâce à une troisième évaluation de l’ISQ portant sur des données établies en 2018, la validité de trois importantes hypothèses peut être vérifiée : 1) les systèmes éducatifs n’évoluent pas tous au même rythme ni dans le même sens ; 2) l’ajout de l’engagement des parents en tant que sixième critère a un impact sur la qualité des systèmes éducatifs ; 3) l’ISQ est un indicateur valide et fiable. L’objet de cet article est de tester la validité de ces trois hypothèses.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"285 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139256021","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 : 2023-11-20DOI: 10.37870/joqie.v13i22.387
Zoulal Mansouri
The university's dualistic system and the intrusion of politics into Moroccan higher education began long before the French protectorate, with a long-lasting traditional education aimed at the elite. It then increased during the protectorate and after Moroccan independence. Since then, Moroccan higher education has undergone several reforms to improve the university’s educational system. The purpose of this article is to demonstrate how most of these reforms resembled each other in their development and implementation processes: an ambitious political vision, long and difficult consultation with social partners, the promulgation of laws or the publication of administrative texts, media coverage that vacillates between support and defiance, and on the ground, a less than enthusiastic reception and implementation. Consequently, despite significant human and financial investments, the university remains trapped in a dualistic education favoring the limited admissions system over the open admissions’, thus increasing student attrition and unemployment.
{"title":"Moroccan University Education: A History of a Failing Dualistic System","authors":"Zoulal Mansouri","doi":"10.37870/joqie.v13i22.387","DOIUrl":"https://doi.org/10.37870/joqie.v13i22.387","url":null,"abstract":"The university's dualistic system and the intrusion of politics into Moroccan higher education began long before the French protectorate, with a long-lasting traditional education aimed at the elite. It then increased during the protectorate and after Moroccan independence. Since then, Moroccan higher education has undergone several reforms to improve the university’s educational system. The purpose of this article is to demonstrate how most of these reforms resembled each other in their development and implementation processes: an ambitious political vision, long and difficult consultation with social partners, the promulgation of laws or the publication of administrative texts, media coverage that vacillates between support and defiance, and on the ground, a less than enthusiastic reception and implementation. Consequently, despite significant human and financial investments, the university remains trapped in a dualistic education favoring the limited admissions system over the open admissions’, thus increasing student attrition and unemployment.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"154 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139259359","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 : 2023-11-20DOI: 10.37870/joqie.v13i22.389
Ibrahim Bouabdallah
La fusion comme un outil de modernisation des organisations est confrontée aux contraintes de la spécialisation qui peut limiter sa garantie de réussite. Une méta-analyse de quarante-six documents a permis d’identifier, depuis la dernière décennie, quatre principales fusions ayant guidé les réformes de la formation des enseignants visant améliorer la qualité des acquisitions des élèves. D’abord, les Centres régionaux des métiers de l’éducation et de la formation ont élargi les parcours de formation justifiant une convergence vers la généralisation qui ignore les détails. Ensuite, les deux concours de recrutement des enseignants des cycles secondaires ont été substitués par un seul concours suggérant une similitude entre les profils d’entrée des candidats. Par ailleurs, la fusion des dispositifs de formation pour les cycles secondaires a réduit de moitié le nombre des cursus de formation. Enfin, la fusion statutaire a permis de satisfaire les besoins des établissements scolaires, et a orienté les fonctions des enseignants vers le processus d’enseignement.
合并作为机构现代化的工具，面临着专业化的制约，这可能会限制其成功的保证。对过去十年中的 46 份文件进行元分析后发现，有四种主要的合并方式指导了旨在提高学生学习质量的教师培训改革。首先，地区教育和培训中心（Centres régionaux des métiers de l'éducation et de la formation）扩大了培训课程的范围，为忽略细节的通用化趋同提供了理由。其次，中学教师招聘的两次竞争性考试已被一次考试所取代，这表明候选人的入职条件具有相似性。此外，中等教育培训计划的合并使培训课程的数量减少了一半。最后，规章制度的合并满足了学校的需要，使教师的职责集中于教学过程。
{"title":"Les dynamiques de fusion face aux défis de la spécialisation : cas de la formation des enseignants du 21ème siècle au Maroc","authors":"Ibrahim Bouabdallah","doi":"10.37870/joqie.v13i22.389","DOIUrl":"https://doi.org/10.37870/joqie.v13i22.389","url":null,"abstract":"La fusion comme un outil de modernisation des organisations est confrontée aux contraintes de la spécialisation qui peut limiter sa garantie de réussite. Une méta-analyse de quarante-six documents a permis d’identifier, depuis la dernière décennie, quatre principales fusions ayant guidé les réformes de la formation des enseignants visant améliorer la qualité des acquisitions des élèves. D’abord, les Centres régionaux des métiers de l’éducation et de la formation ont élargi les parcours de formation justifiant une convergence vers la généralisation qui ignore les détails. Ensuite, les deux concours de recrutement des enseignants des cycles secondaires ont été substitués par un seul concours suggérant une similitude entre les profils d’entrée des candidats. Par ailleurs, la fusion des dispositifs de formation pour les cycles secondaires a réduit de moitié le nombre des cursus de formation. Enfin, la fusion statutaire a permis de satisfaire les besoins des établissements scolaires, et a orienté les fonctions des enseignants vers le processus d’enseignement.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"223 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254918","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 : 2023-11-20DOI: 10.37870/joqie.v13i22.384
Soufiane Er-razine
The aim of this research is exploring and adapting Japanese moral education policies and practices to enhance the Moroccan education system without interfering with its historical, geographical, and sociocultural context. Using a comparative approach and content analysis method, we identified shared and distinct features in both systems, highlighting the strengths of the Japanese side. The research concerns an in-depth analysis of four Japanese elementary school moral education lessons. Its shows that teachers employ a constructive learning theory, acting as facilitators, encouraging students to construct their own knowledge. Positive feedback and absence of punishment for incorrect answers were observed. Formative assessment is a formal practice where students provide comments at lesson end, allowing precise evaluation of understanding. Japan's moral education offers flexibility for teachers to customize materials as needed. Emotional engagement and depth in moral education classrooms are noteworthy. Drawing from one year-long research at Naruto University of Education in Japan, we attribute Japan's moral education success to distinct practices, regular curriculum updates, and textbook revisions. However, the cooperation of homes and communities and the societal promotion of moral education are equally vital for this achievement.
{"title":"What Moroccan schools can learn from Japanese moral education?","authors":"Soufiane Er-razine","doi":"10.37870/joqie.v13i22.384","DOIUrl":"https://doi.org/10.37870/joqie.v13i22.384","url":null,"abstract":"The aim of this research is exploring and adapting Japanese moral education policies and practices to enhance the Moroccan education system without interfering with its historical, geographical, and sociocultural context. Using a comparative approach and content analysis method, we identified shared and distinct features in both systems, highlighting the strengths of the Japanese side. The research concerns an in-depth analysis of four Japanese elementary school moral education lessons. Its shows that teachers employ a constructive learning theory, acting as facilitators, encouraging students to construct their own knowledge. Positive feedback and absence of punishment for incorrect answers were observed. Formative assessment is a formal practice where students provide comments at lesson end, allowing precise evaluation of understanding. Japan's moral education offers flexibility for teachers to customize materials as needed. Emotional engagement and depth in moral education classrooms are noteworthy. Drawing from one year-long research at Naruto University of Education in Japan, we attribute Japan's moral education success to distinct practices, regular curriculum updates, and textbook revisions. However, the cooperation of homes and communities and the societal promotion of moral education are equally vital for this achievement.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"42 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139255116","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 : 2023-11-20DOI: 10.37870/joqie.v13i22.388
R. Langevin, A. Laurent
Cette recherche vise à explorer les effets d’un programme fondé sur le Social and Emotional Learing (Collaborative for Academic Social and Emotional Learning, 2020) connu en français sous le terme apprentissage socio-émotionnel (ASÉ) sur le développement des compétences socio-émotionnelles d’un groupe d’élèves fréquentant une école francophone en milieu minoritaire. L’échantillon est composé de 40 élèves âgés entre 10 et 12 ans. Tous ont été évalués à l’aide de la version en français du questionnaire Social Skills Improvement System - Social Emotional Learning (SSIS-SEL) (Gresham et al., 2017) à deux reprises (avant et après le programme) et 30 d’entre eux ont participé au programme. Ce programme est composé des cinq domaines de compétences du Collaborative for Academic, Social, and Emotional Learning (2020) à savoir : 1) la conscience de soi, 2) l’autogestion, 3) la conscience sociale, 4) les compétences relationnelles et 5) la prise de décision responsable. Les résultats indiquent que la première hypothèse est partiellement confirmée car contrairement aux élèves de 6e année du groupe expérimental ceux du groupe expérimental de 5e année n’ont pas améliorer de façon significative trois de cinq compétences de base de l’ASÉ soit 3) la conscience sociale, 4) les compétences relationnelles et 5) la prise de décision responsable. De même, les résultats de la deuxième hypothèse sont également partiellement confirmés. On observe dans ce cas, plus de résultats significatifs aux échelles du questionnaire SSIS-SEL chez les élèves de 5e année du groupe expérimental que chez ceux de 6e année du groupe expérimental et ce, comparativement aux élèves de 6e année du groupe témoin. Les résultats montrent par ailleurs que l’ASÉ peut entraîner de façon général l’amélioration des compétences socio-émotionnelles des élèves des deux groupes expérimentaux.
本研究旨在探讨基于社会和情感学习（Collaborative for Academic Social and Emotional Learning, 2020）的课程（法语称为 "社会情感学徒"（ASÉ））对少数民族法语学校学生的社会和情感技能发展的影响。样本包括 40 名 10 至 12 岁的学生。所有学生均使用法文版的社会技能改进系统--社会情感学习（SSIS-SEL）问卷（Gresham 等人，2017 年）进行了两次评估（在该计划实施前和实施后），其中 30 名学生参加了该计划。该计划由 "学术、社会和情感学习协作计划（2020）"的五个能力领域组成，即：1）自我意识；2）自我管理；3）社会意识；4）人际交往技能；5）负责任的决策。结果表明，第一个假设得到了部分证实，因为与实验组中的六年级学生不同，实验组中的五年级学生并没有显著提高 ESA 五项基本能力中的三项：3）社交意识、4）人际交往技能和 5）负责任的决策。第二个假设的结果也得到了部分证实。与对照组的六年级学生相比，实验组的五年级学生在 SSIS-SEL 问卷量表上的结果比对照组的六年级学生更显著。结果还表明，ESA 可以使两个实验组学生的社会情感能力得到普遍提高。
{"title":"Effets d’un programme fondé sur l’apprentissage socioémotionnel sur les compétences socio-émotionnelles d’élèves fréquentant une école francophone en milieu minoritaire","authors":"R. Langevin, A. Laurent","doi":"10.37870/joqie.v13i22.388","DOIUrl":"https://doi.org/10.37870/joqie.v13i22.388","url":null,"abstract":"Cette recherche vise à explorer les effets d’un programme fondé sur le Social and Emotional Learing (Collaborative for Academic Social and Emotional Learning, 2020) connu en français sous le terme apprentissage socio-émotionnel (ASÉ) sur le développement des compétences socio-émotionnelles d’un groupe d’élèves fréquentant une école francophone en milieu minoritaire. L’échantillon est composé de 40 élèves âgés entre 10 et 12 ans. Tous ont été évalués à l’aide de la version en français du questionnaire Social Skills Improvement System - Social Emotional Learning (SSIS-SEL) (Gresham et al., 2017) à deux reprises (avant et après le programme) et 30 d’entre eux ont participé au programme. Ce programme est composé des cinq domaines de compétences du Collaborative for Academic, Social, and Emotional Learning (2020) à savoir : 1) la conscience de soi, 2) l’autogestion, 3) la conscience sociale, 4) les compétences relationnelles et 5) la prise de décision responsable. Les résultats indiquent que la première hypothèse est partiellement confirmée car contrairement aux élèves de 6e année du groupe expérimental ceux du groupe expérimental de 5e année n’ont pas améliorer de façon significative trois de cinq compétences de base de l’ASÉ soit 3) la conscience sociale, 4) les compétences relationnelles et 5) la prise de décision responsable. De même, les résultats de la deuxième hypothèse sont également partiellement confirmés. On observe dans ce cas, plus de résultats significatifs aux échelles du questionnaire SSIS-SEL chez les élèves de 5e année du groupe expérimental que chez ceux de 6e année du groupe expérimental et ce, comparativement aux élèves de 6e année du groupe témoin. Les résultats montrent par ailleurs que l’ASÉ peut entraîner de façon général l’amélioration des compétences socio-émotionnelles des élèves des deux groupes expérimentaux.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"16 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139257978","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 : 2023-11-20DOI: 10.37870/joqie.v13i22.386
Vundi Nason
This paper is a desktop review which presents findings from 32 studies covering quality and Quality Assurance (QA) systems in the Higher Education (HE) sector in the Kenyan context; the choice of the studies was based on relevance, themes and the objectives of the study. The purpose of the paper was to evaluate the determinants of a sustainable quality assurance systems in higher education in Kenya. The selected studies were carefully reviewed, data was gathered and categorized into themes. The emerging patterns from the categorized data was used to answer the research questions. In that regard, this study went beyond the processes of QA, and accreditation to address the question of sustainability which presently stands as one of the key gap in the implementation of QA systems in the HE sector. The main findings of the study are: sustainable QA systems in HE is realizable by addressing the factors identified b) conceptual model is fundamental for clarity and accuracy to avoid confusion and relativism c) the processes of developing and implementing QA should be inclusive and participatory for better results, d) more partnership and collaboration are needed to solve the challenges of implementing QA systems.
{"title":"Quality Assurance in Kenyan higher education as a tool for keeping pace with the international standards","authors":"Vundi Nason","doi":"10.37870/joqie.v13i22.386","DOIUrl":"https://doi.org/10.37870/joqie.v13i22.386","url":null,"abstract":"This paper is a desktop review which presents findings from 32 studies covering quality and Quality Assurance (QA) systems in the Higher Education (HE) sector in the Kenyan context; the choice of the studies was based on relevance, themes and the objectives of the study. The purpose of the paper was to evaluate the determinants of a sustainable quality assurance systems in higher education in Kenya. The selected studies were carefully reviewed, data was gathered and categorized into themes. The emerging patterns from the categorized data was used to answer the research questions. In that regard, this study went beyond the processes of QA, and accreditation to address the question of sustainability which presently stands as one of the key gap in the implementation of QA systems in the HE sector. The main findings of the study are: sustainable QA systems in HE is realizable by addressing the factors identified b) conceptual model is fundamental for clarity and accuracy to avoid confusion and relativism c) the processes of developing and implementing QA should be inclusive and participatory for better results, d) more partnership and collaboration are needed to solve the challenges of implementing QA systems.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139258970","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 : 2023-05-01DOI: 10.37870/joqie.v13i21.356
Abderrahmane Benrherbal, Miranda Rioux
L’ensemble des acteurs du milieu éducatif restent préoccupés par l’inégalité scolaire entre les zones rurales et les zones urbaines. Avec la crise sanitaire due à la pandémie de la COVID-19, la situation est devenue encore plus préoccupante. Malgré les craintes soulevées, on ne dispose toujours pas d’un répertoire exhaustif des diverses pratiques d’enseignement à distance utilisées en zones rurales. Notre approche méthodologique s'inscrit dans un paradigme interprétatif qualitatif dans une perspective collaborative (Desgagné et coll.,2001) de cosituation, de coopération et de coproduction. Cette présentation passe en revue et évalue les pratiques d’enseignement à distance utilisées en milieu rural au Maroc pour l’enseignement primaire dans le cadre de la continuité pédagogique. Notre travail permet en effet d’identifier cinq outils d’enseignement à distance : « WhatsApp », Plateforme « Telmidtice », « Facebook », télévision puis distribution des livres scolaire. Les résultats des travaux de groupe dans les quatre écoles étudiées, ainsi que les discussions en plénière, montrent cependant qu’après la fermeture des écoles, il y a eu une période de tâtonnement entre les cinq outils d’enseignement à distance. Par la suite, l’utilisation de l’application « WhatsApp » a fait l’unanimité malgré les contraintes de cet outil. Cette évaluation nous permet d’envisager des perspectives d’amélioration des systèmes d’enseignement.
所有参与教育的人仍然对农村和城市地区之间的教育不平等感到关切。随着COVID-19大流行引发的健康危机，形势变得更加令人担忧。尽管提出了关切，但在农村地区使用的各种远程教育做法的全面清单仍然缺乏。我们的方法论方法是合作视角下的定性解释范式的一部分(desgagne et al .，2001)，涉及合作、合作和合作制作。本报告审查和评估了摩洛哥农村地区小学教育中使用的远程学习实践，作为教学连续性的一部分。我们的工作确定了五种远程学习工具:“WhatsApp”、“Telmidtice”平台、“Facebook”、电视和教科书分发。然而，四所学校的小组工作和全体讨论的结果表明，在学校关闭后，五种远程学习工具之间有一段时间的考验。后来，尽管有工具的限制，“WhatsApp”应用程序的使用还是获得了一致同意。这一评估为改善教育系统提供了前景。
{"title":"Portée et limites des outils d’enseignement à distance utilisés par les enseignants de quatre écoles marocaines en contexte pandémique","authors":"Abderrahmane Benrherbal, Miranda Rioux","doi":"10.37870/joqie.v13i21.356","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.356","url":null,"abstract":"L’ensemble des acteurs du milieu éducatif restent préoccupés par l’inégalité scolaire entre les zones rurales et les zones urbaines. Avec la crise sanitaire due à la pandémie de la COVID-19, la situation est devenue encore plus préoccupante. Malgré les craintes soulevées, on ne dispose toujours pas d’un répertoire exhaustif des diverses pratiques d’enseignement à distance utilisées en zones rurales. Notre approche méthodologique s'inscrit dans un paradigme interprétatif qualitatif dans une perspective collaborative (Desgagné et coll.,2001) de cosituation, de coopération et de coproduction. Cette présentation passe en revue et évalue les pratiques d’enseignement à distance utilisées en milieu rural au Maroc pour l’enseignement primaire dans le cadre de la continuité pédagogique. \u0000Notre travail permet en effet d’identifier cinq outils d’enseignement à distance : « WhatsApp », Plateforme « Telmidtice », « Facebook », télévision puis distribution des livres scolaire. Les résultats des travaux de groupe dans les quatre écoles étudiées, ainsi que les discussions en plénière, montrent cependant qu’après la fermeture des écoles, il y a eu une période de tâtonnement entre les cinq outils d’enseignement à distance. Par la suite, l’utilisation de l’application « WhatsApp » a fait l’unanimité malgré les contraintes de cet outil. Cette évaluation nous permet d’envisager des perspectives d’amélioration des systèmes d’enseignement.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44970697","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 : 2023-05-01DOI: 10.37870/joqie.v13i21.345
Mahmoud Belmekki
The purpose of learning a foreign language is communication, which can be through speaking or writing. That is to say, the mastery of a foreign language can be ensured by being able to speak that language. Thus, this paper investigates the impact of self-video recording on the development of students’ speaking skill in an engineering school. To examine the cause/ effect relationship between the two variables, a quasi-experimental study was conducted relying on a pre- and post-tests. Two intact groups were selected and assigned to control and experimental groups. The data were analysed using descriptive and inferential statistics including the mean, standard deviation, independent sample t-test, and effect size. The results of the experiment indicated that there is an effect of self-video recording on the development of students’ speaking skill and 6.43% of difference to the treatment. This implies that self-video recording has an effective role in enhancing students’ speaking skill. Therefore, it is recommended to use self-video recording as a teaching practice to improve students’ speaking skill. It is also recommended to use and test other ICT tools to help students to learn foreign languages in general and speaking in particular.
{"title":"The Effect of Self-Video Recording on the Development of Students’ Speaking skill in Higher Education","authors":"Mahmoud Belmekki","doi":"10.37870/joqie.v13i21.345","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.345","url":null,"abstract":"The purpose of learning a foreign language is communication, which can be through speaking or writing. That is to say, the mastery of a foreign language can be ensured by being able to speak that language. Thus, this paper investigates the impact of self-video recording on the development of students’ speaking skill in an engineering school. To examine the cause/ effect relationship between the two variables, a quasi-experimental study was conducted relying on a pre- and post-tests. Two intact groups were selected and assigned to control and experimental groups. The data were analysed using descriptive and inferential statistics including the mean, standard deviation, independent sample t-test, and effect size. The results of the experiment indicated that there is an effect of self-video recording on the development of students’ speaking skill and 6.43% of difference to the treatment. This implies that self-video recording has an effective role in enhancing students’ speaking skill. Therefore, it is recommended to use self-video recording as a teaching practice to improve students’ speaking skill. It is also recommended to use and test other ICT tools to help students to learn foreign languages in general and speaking in particular.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43546254","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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