Nazeera Ahmed Bazari, Sheika Majid, Rafidah Abd Karim
The capacity to locate, assess, and communicate information via keyboards or digital media platforms is known as digital literacy. Utilizing information and communication technology to produce, assess, and distribute information requires a combination of technical and cognitive skills. Some ESL learners are still struggling when they are using the media online to search for articles and journals. In addition, there are still a lot of students that are unsure about how to use digital technology for their education. ESL learners must be proactive and digitally knowledgeable in this age of technology to successfully choose and organize their search results. Without these digital abilities, ESL Malaysian students would not be able to utilize a variety of ICT platforms for information access and processing for academic needs, as well as subsequently for career needs, specifically to fulfil the demands of the Industrial Revolution 4.0 (IR 4.0). This study explores the development of digital mastery using the digital literacy components. The study employed a survey research design. An online questionnaire was distributed to ESL learners in a selected university. A cluster sampling was used in selecting the samples. A sample of 186 university students were involved in this study. Descriptive and inferential statistics were used to analyze the quantitative data collected. Data was analyzed using SPSS version 27 for the questionnaire. In brief, the study contributes to a new model related to digital mastery for ESL students in higher education.
{"title":"Using Digital Literacy Components to Develop ESL Learners’ Digital Mastery","authors":"Nazeera Ahmed Bazari, Sheika Majid, Rafidah Abd Karim","doi":"10.46328/ijses.88","DOIUrl":"https://doi.org/10.46328/ijses.88","url":null,"abstract":"The capacity to locate, assess, and communicate information via keyboards or digital media platforms is known as digital literacy. Utilizing information and communication technology to produce, assess, and distribute information requires a combination of technical and cognitive skills. Some ESL learners are still struggling when they are using the media online to search for articles and journals. In addition, there are still a lot of students that are unsure about how to use digital technology for their education. ESL learners must be proactive and digitally knowledgeable in this age of technology to successfully choose and organize their search results. Without these digital abilities, ESL Malaysian students would not be able to utilize a variety of ICT platforms for information access and processing for academic needs, as well as subsequently for career needs, specifically to fulfil the demands of the Industrial Revolution 4.0 (IR 4.0). This study explores the development of digital mastery using the digital literacy components. The study employed a survey research design. An online questionnaire was distributed to ESL learners in a selected university. A cluster sampling was used in selecting the samples. A sample of 186 university students were involved in this study. Descriptive and inferential statistics were used to analyze the quantitative data collected. Data was analyzed using SPSS version 27 for the questionnaire. In brief, the study contributes to a new model related to digital mastery for ESL students in higher education.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to analyze research trends in problem-based learning and problem-solving ability through bibliometric analysis in the Dimensions.ai databases from 2002 to 2022. The method used is bibliometric analysis with stages following the flow chart of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). The results of the research show that the number of problem-based learning publications and problem-solving ability has continued to increase since 2018. The number of publications on problem-based learning and problem-solving ability ranks first in the field of education. While the most published journal is the Journal of Physics Conference Series. The first rank in the number of publications reviewed by the researcher, I Made Arnawa. Based on the keywords problem based learning and problem solving ability the two are not connected. Thus, the topic of problem-based learning and problem-solving ability can be used as novelty for research and will become a trend in the future. Articles that can be used as references in research that reviews problem-based learning and problem-solving ability are from the Journal of Physics Conferences Series. Meanwhile, the author who can be used as a reference is I Made Arnawa.
本研究旨在通过对 Dimensions.ai 数据库 2002 年至 2022 年的文献计量分析，分析基于问题的学习和问题解决能力的研究趋势。采用的方法是文献计量分析法，按照系统综述和元分析的首选报告项目（PRISMA）流程图进行分阶段分析。研究结果表明，自2018年以来，基于问题学习的出版物数量和问题解决能力持续增长。其中，有关基于问题的学习和问题解决能力的论文数量在教育领域排名第一。而发表论文最多的期刊是《物理学报会议论丛》。伊-马德-阿纳瓦研究员审阅的论文数量排名第一。基于问题的学习和问题解决能力这两个关键词并没有联系。因此，"基于问题的学习 "和 "解决问题的能力 "可以作为新颖的研究主题，并将成为未来的发展趋势。在评论基于问题的学习和解决问题能力的研究中，可用作参考的文章来自《物理会议系列期刊》。同时，可作为参考文献的作者是 I Made Arnawa。
{"title":"Bibliometric Analysis of Research Trends in Problem Based Learning and Problem Solving Ability (2002-2022)","authors":"Wahyu Wulandari, S. Suparman","doi":"10.46328/ijses.73","DOIUrl":"https://doi.org/10.46328/ijses.73","url":null,"abstract":"This study aims to analyze research trends in problem-based learning and problem-solving ability through bibliometric analysis in the Dimensions.ai databases from 2002 to 2022. The method used is bibliometric analysis with stages following the flow chart of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). The results of the research show that the number of problem-based learning publications and problem-solving ability has continued to increase since 2018. The number of publications on problem-based learning and problem-solving ability ranks first in the field of education. While the most published journal is the Journal of Physics Conference Series. The first rank in the number of publications reviewed by the researcher, I Made Arnawa. Based on the keywords problem based learning and problem solving ability the two are not connected. Thus, the topic of problem-based learning and problem-solving ability can be used as novelty for research and will become a trend in the future. Articles that can be used as references in research that reviews problem-based learning and problem-solving ability are from the Journal of Physics Conferences Series. Meanwhile, the author who can be used as a reference is I Made Arnawa.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"2019 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140416008","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}
Using non-experimental quantitative correlational design, the van Hiele levels of thirty grade 9 mathematics teachers, as well as the achievement of 1489 students in geometry were investigated in this study. Results showed a significant difference with a substantial effect size of .64 between the achievement of students whose teachers are operating at level 5 in the van Hiele Levels of Geometric Thinking and those of students whose teachers are operating at level 2. This study underscored the importance to leverage on teachers’ van Hiele level of geometric thinking as it is highly correlated to student achievement. Developing teachers’ geometric thinking ability at the expected levels in order to improve students’ achievement may require trainings, further studies, or curriculum improvement for pre-service teachers. Moreover, a deeper study focusing on other content areas and skills in mathematics may be done to further assess their interrelationships with teachers’ van Hiele levels and student achievement. In addition, it would be of interest to investigate the grade level where student mathematics achievement starts to decline.
{"title":"Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry","authors":"A. P. Lumbre, M. Joaquin, Sheryl Lyn C. Monterola","doi":"10.46328/ijses.61","DOIUrl":"https://doi.org/10.46328/ijses.61","url":null,"abstract":"Using non-experimental quantitative correlational design, the van Hiele levels of thirty grade 9 mathematics teachers, as well as the achievement of 1489 students in geometry were investigated in this study. Results showed a significant difference with a substantial effect size of .64 between the achievement of students whose teachers are operating at level 5 in the van Hiele Levels of Geometric Thinking and those of students whose teachers are operating at level 2. This study underscored the importance to leverage on teachers’ van Hiele level of geometric thinking as it is highly correlated to student achievement. Developing teachers’ geometric thinking ability at the expected levels in order to improve students’ achievement may require trainings, further studies, or curriculum improvement for pre-service teachers. Moreover, a deeper study focusing on other content areas and skills in mathematics may be done to further assess their interrelationships with teachers’ van Hiele levels and student achievement. In addition, it would be of interest to investigate the grade level where student mathematics achievement starts to decline.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121566660","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 Internet has significant impact on students’ learning outcomes. This paper outlines an examination of school students’ understanding of using Internet facilities. As qualitative research, it employed Internet-based semi-structured interviews to accumulate data and the investigation of various archived documents allocated a ground for analysis. The study examined how school students use Internet to improve collaborative learning, advance technological skills, and explore digital resources. The Internet has become an alternative means to physical classrooms to continue educational activities during the COVID-19 crisis. During the study, limited ICT infrastructure, weak Internet services, parents’ unreliable source of income and teachers’ inadequate ICT skills have been recognized as major challenges to supplying education for all through online mode. The findings indicated that students from disadvantaged and marginalized groups in rural areas can get support in distance learning and foster equal access to high-quality education if the concerned authority develops a minimal ICT skilled workforce and infrastructure.
{"title":"School Students’ Experience of Using the Internet","authors":"Khadga Bahadur Niraula","doi":"10.46328/ijses.68","DOIUrl":"https://doi.org/10.46328/ijses.68","url":null,"abstract":"The Internet has significant impact on students’ learning outcomes. This paper outlines an examination of school students’ understanding of using Internet facilities. As qualitative research, it employed Internet-based semi-structured interviews to accumulate data and the investigation of various archived documents allocated a ground for analysis. The study examined how school students use Internet to improve collaborative learning, advance technological skills, and explore digital resources. The Internet has become an alternative means to physical classrooms to continue educational activities during the COVID-19 crisis. During the study, limited ICT infrastructure, weak Internet services, parents’ unreliable source of income and teachers’ inadequate ICT skills have been recognized as major challenges to supplying education for all through online mode. The findings indicated that students from disadvantaged and marginalized groups in rural areas can get support in distance learning and foster equal access to high-quality education if the concerned authority develops a minimal ICT skilled workforce and infrastructure.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115467417","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}
Trixie E. Cubillas, Ariel U. Cubillas, Clair Joy M. Amor, Janin B. Comon, Maria Cindy Grace A. Jamorol
The paper's main intent is to identify the challenges in implementing online learning classes among the teachers in the elite private schools of Butuan City, Philippines, related to technology access, assessing students' progress, and preparing content for online learning. The study also ascertained whether or not there is a significant difference in the participants' level of challenges when grouped according to participants' profiles. The study's result served as the foundation for developing a localized training design. This study utilized a quantitative research design and collected data through online survey questionnaires for the data analysis. The results revealed that the participants' level of challenges related to technology access, assessing students' progress, and preparing content for online learning is moderately high. In addition, the participants, as grouped according to school taught and sex, showed no significant difference in their level of challenges. It is recommended that addressing and taking action to address the teachers' concerns about the challenges they have experienced in implementing online learning classes is vital to improving the quality of education.
{"title":"Level of Challenges in the Implementation of Online Learning Classes among the Teachers","authors":"Trixie E. Cubillas, Ariel U. Cubillas, Clair Joy M. Amor, Janin B. Comon, Maria Cindy Grace A. Jamorol","doi":"10.46328/ijses.46","DOIUrl":"https://doi.org/10.46328/ijses.46","url":null,"abstract":"The paper's main intent is to identify the challenges in implementing online learning classes among the teachers in the elite private schools of Butuan City, Philippines, related to technology access, assessing students' progress, and preparing content for online learning. The study also ascertained whether or not there is a significant difference in the participants' level of challenges when grouped according to participants' profiles. The study's result served as the foundation for developing a localized training design. This study utilized a quantitative research design and collected data through online survey questionnaires for the data analysis. The results revealed that the participants' level of challenges related to technology access, assessing students' progress, and preparing content for online learning is moderately high. In addition, the participants, as grouped according to school taught and sex, showed no significant difference in their level of challenges. It is recommended that addressing and taking action to address the teachers' concerns about the challenges they have experienced in implementing online learning classes is vital to improving the quality of education.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"PAMI-5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132969733","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}
Mayara Palmieri, Daniel Trugillo Martins Fontes, A. Rodrigues
In this work we tackled the question of whether research articles that analyze school science textbooks are theoretically grounded when considering contextualization. To answer this question we conducted a systematic literature review of the formulations of the notion of contextualization developed in scientific research that analyze science textbooks. For the selection of journals, we used the information available in Brazilian Qualis Journals, rated A1 or A2 in the Teaching area, which has Science Teaching as their scope. The research resulted in a sample of 48 articles between 2004 and 2021. The methodological framework was based on content analysis. Among the results, we highlight five different contextualization approaches in research articles that analyze textbooks. Furthermore, we notice that the contextualization perspective is not conceptualized in any predominant theoretical framework, either in official documents or academic literature. This work offers a basis for understanding how Brazilian Common National Basis (BNCC) will influence contextualization perspectives and its reflection in academic literature.
{"title":"Are there any Dominant Theoretical Frameworks for Contextualization in School Science Textbooks?","authors":"Mayara Palmieri, Daniel Trugillo Martins Fontes, A. Rodrigues","doi":"10.46328/ijses.65","DOIUrl":"https://doi.org/10.46328/ijses.65","url":null,"abstract":"In this work we tackled the question of whether research articles that analyze school science textbooks are theoretically grounded when considering contextualization. To answer this question we conducted a systematic literature review of the formulations of the notion of contextualization developed in scientific research that analyze science textbooks. For the selection of journals, we used the information available in Brazilian Qualis Journals, rated A1 or A2 in the Teaching area, which has Science Teaching as their scope. The research resulted in a sample of 48 articles between 2004 and 2021. The methodological framework was based on content analysis. Among the results, we highlight five different contextualization approaches in research articles that analyze textbooks. Furthermore, we notice that the contextualization perspective is not conceptualized in any predominant theoretical framework, either in official documents or academic literature. This work offers a basis for understanding how Brazilian Common National Basis (BNCC) will influence contextualization perspectives and its reflection in academic literature.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115579446","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}
While scientific inquiry is a critical goal in science education reform, worldwide research indicates that students and educators misunderstand it. The present study investigates the scientific inquiry views of 170 senior-year pre-service primary school teachers using the VASI (Views About Scientific Inquiry) questionnaire. This standardized tool assesses learners’ understanding of scientific inquiry. The analysis of student responses demonstrates that the sampled pre-service primary education teachers hold naïve views on several aspects of scientific inquiry. Findings show that participants seem to have difficulty understanding that scientific inquiry begins with a question and are unclear on whether a single procedure generates the same results or if scientific data is equivalent to scientific evidence. The inability of pre-service teachers to understand scientific inquiry confirms a lack of general consideration of its process, raising doubt over the opportunities for learners to adopt and engage in scientific inquiry. Consequently, the implications of curriculum reform are discussed.
{"title":"Pre-service Primary Teachers’ Views about Scientific Inquiry","authors":"Georgios Stylos, Antonios Christonasis, K. Kotsis","doi":"10.46328/ijses.66","DOIUrl":"https://doi.org/10.46328/ijses.66","url":null,"abstract":"While scientific inquiry is a critical goal in science education reform, worldwide research indicates that students and educators misunderstand it. The present study investigates the scientific inquiry views of 170 senior-year pre-service primary school teachers using the VASI (Views About Scientific Inquiry) questionnaire. This standardized tool assesses learners’ understanding of scientific inquiry. The analysis of student responses demonstrates that the sampled pre-service primary education teachers hold naïve views on several aspects of scientific inquiry. Findings show that participants seem to have difficulty understanding that scientific inquiry begins with a question and are unclear on whether a single procedure generates the same results or if scientific data is equivalent to scientific evidence. The inability of pre-service teachers to understand scientific inquiry confirms a lack of general consideration of its process, raising doubt over the opportunities for learners to adopt and engage in scientific inquiry. Consequently, the implications of curriculum reform are discussed.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122412038","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}
Learning technologies are gradually taking center stage in the education system of the various economies and are becoming a dominant tool for teaching and learning in the various higher institutions of learning. Various forms of learning technologies have evolved in this 21st century with the notion of improving content management, lesson presentation, teachers’ portfolio building, curriculum design and management, assessment, teachers’ competencies development, and reaching the learner beyond the traditional face-to-face model of teaching have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. However, before the widespread deployment of these technologies, information regarding the effective implementation of these all-important learning technologies are very sparse. This study is geared towards gaining a better understanding of the factors that would influence the effective integration of these learning technologies into the teaching and learning in the various colleges of education in Ghana as well as the challenges they are likely to face. This research employed a mixed method. Among the factors likely to influence technology integration in the various colleges as discovered by this research are: tutors’ attitudes toward new media, pedagogical knowledge, perceived ease of technological use, perceived usefulness of technological solutions, availability of technological resources, and motivation. Some of the challenges colleges are likely to face are lack of technological infrastructure, high cost of the internet coupled with low bandwidth, unstable power supply, lack of administrative support, curriculum overload, and lack of in-service training.
{"title":"Factors Affecting Technology Integration in Colleges of Education","authors":"Adjei Amaniampong, Habil. Martin D. Hartmann","doi":"10.46328/ijses.69","DOIUrl":"https://doi.org/10.46328/ijses.69","url":null,"abstract":"Learning technologies are gradually taking center stage in the education system of the various economies and are becoming a dominant tool for teaching and learning in the various higher institutions of learning. Various forms of learning technologies have evolved in this 21st century with the notion of improving content management, lesson presentation, teachers’ portfolio building, curriculum design and management, assessment, teachers’ competencies development, and reaching the learner beyond the traditional face-to-face model of teaching have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. However, before the widespread deployment of these technologies, information regarding the effective implementation of these all-important learning technologies are very sparse. This study is geared towards gaining a better understanding of the factors that would influence the effective integration of these learning technologies into the teaching and learning in the various colleges of education in Ghana as well as the challenges they are likely to face. This research employed a mixed method. Among the factors likely to influence technology integration in the various colleges as discovered by this research are: tutors’ attitudes toward new media, pedagogical knowledge, perceived ease of technological use, perceived usefulness of technological solutions, availability of technological resources, and motivation. Some of the challenges colleges are likely to face are lack of technological infrastructure, high cost of the internet coupled with low bandwidth, unstable power supply, lack of administrative support, curriculum overload, and lack of in-service training.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114744832","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}
Students need to have readiness to become teachers since they choose the education research program. This readiness is formed through strengthening self-confidence and the experiences they gain. The purpose of this research is to measure the impact of field experience practices on students' readiness level in performing the role of a teacher, with a focus on enhancing self-efficacy. This research involves 169 randomly selected students who implemented the simple random sampling method. The approach utilized in this research is a quantitative approach, implementing the Partial Least Squares (PLS-SEM) method in analyzing the structural equation model. According to path coefficient analysis, it was found that Field Experience Practices significantly and positively contributes to students' readiness in performing the role of a teacher. Additionally, field experience practices also has a positive and significant impact on students' self-efficacy levels. Furthermore, it is evident that self-efficacy also has a positive and significant impact on students' readiness levels in performing the role of a teacher. Meanwhile, outcomes of the indirect effect analysis indicate that self-efficacy serves as a significant mediating variable that mediates the positive relationship between field experience practices and students' readiness in performing the role of a teacher. According to the R Square test results, it can be concluded that approximately 43.5% of the variation in self-efficacy and approximately 68.5% of the variation in students' readiness in performing the role of a teacher can be explained by the field experience practices factor.
{"title":"Influence of Field Experience Practices on Student Readiness to Become Teachers and their Self-Efficacy Levels","authors":"S. Mulyati, Sopi Sopiah","doi":"10.46328/ijses.71","DOIUrl":"https://doi.org/10.46328/ijses.71","url":null,"abstract":"Students need to have readiness to become teachers since they choose the education research program. This readiness is formed through strengthening self-confidence and the experiences they gain. The purpose of this research is to measure the impact of field experience practices on students' readiness level in performing the role of a teacher, with a focus on enhancing self-efficacy. This research involves 169 randomly selected students who implemented the simple random sampling method. The approach utilized in this research is a quantitative approach, implementing the Partial Least Squares (PLS-SEM) method in analyzing the structural equation model. According to path coefficient analysis, it was found that Field Experience Practices significantly and positively contributes to students' readiness in performing the role of a teacher. Additionally, field experience practices also has a positive and significant impact on students' self-efficacy levels. Furthermore, it is evident that self-efficacy also has a positive and significant impact on students' readiness levels in performing the role of a teacher. Meanwhile, outcomes of the indirect effect analysis indicate that self-efficacy serves as a significant mediating variable that mediates the positive relationship between field experience practices and students' readiness in performing the role of a teacher. According to the R Square test results, it can be concluded that approximately 43.5% of the variation in self-efficacy and approximately 68.5% of the variation in students' readiness in performing the role of a teacher can be explained by the field experience practices factor.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114990386","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}
N. A. Owusu-Ansah, Gloria Armah, Sylvester Ali Frimpong, J. Apawu
This quasi experiment sought to use strategies of differentiated instruction (DI) to foster algebraic reasoning of Junior High School (JHS) year 2 students in the Winneba municipality, Ghana. The study employed Solomon four group sampling technique to collect pre-test and post-test data from 337 students. After the treatment, the independent -test on the post-test gave the results ( ) and ( ) with indicating that, there was a significant difference between the achievement score of the experimental and control groups. The calculated effect size between the means of the experimental and control groups was approximately 0.7, an indication that the effect of DI strategies is large. It was recommended that, DI strategies should be employed in Ghanaian classroom to improve students’ algebraic thinking.
{"title":"Using Differentiated Instruction to Foster Algebraic Thinking in Classrooms","authors":"N. A. Owusu-Ansah, Gloria Armah, Sylvester Ali Frimpong, J. Apawu","doi":"10.46328/ijses.64","DOIUrl":"https://doi.org/10.46328/ijses.64","url":null,"abstract":"This quasi experiment sought to use strategies of differentiated instruction (DI) to foster algebraic reasoning of Junior High School (JHS) year 2 students in the Winneba municipality, Ghana. The study employed Solomon four group sampling technique to collect pre-test and post-test data from 337 students. After the treatment, the independent -test on the post-test gave the results ( ) and ( ) with indicating that, there was a significant difference between the achievement score of the experimental and control groups. The calculated effect size between the means of the experimental and control groups was approximately 0.7, an indication that the effect of DI strategies is large. It was recommended that, DI strategies should be employed in Ghanaian classroom to improve students’ algebraic thinking.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121261560","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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