The article discusses the risks involved in identifying gifted students in mathematics in the school environment. Although the theory of gifted students is widespread and available today, school practice shows many cases of gifted students who have not been identified in the school environment. The reasons for this are various. The article will present the theory related to this topic. The research was conducted as two case studies using qualitative research methods. Semi-structured interviews with parents and pupils were used, and the pupils were observed for a long time by the researcher. In the first case, it was a mathematically gifted pupil with dyslexia, and in the second case, it was a mathematically gifted pupil with an extremely high IQ. The result of the study was to find out in which moments the school did not provide support to the pupil in the two cases mentioned and what kind of help the pupil would appreciate at school. Both pupils were involved in a 1-year intervention in which the intention was to cultivate their mathematical thinking and expressions with the help of appropriately chosen tasks. The stated findings are important for practice and discussion about the training of future mathematics teachers, for which consistent professional training focusing, among other things, also on the education of gifted students is essential. Both case studies are part of long-term research dealing with the identification of gifted students.
{"title":"Risks in Identifying Gifted Students in Mathematics: Case Studies","authors":"Irena Budínová","doi":"10.1515/edu-2022-0218","DOIUrl":"https://doi.org/10.1515/edu-2022-0218","url":null,"abstract":"\u0000 The article discusses the risks involved in identifying gifted students in mathematics in the school environment. Although the theory of gifted students is widespread and available today, school practice shows many cases of gifted students who have not been identified in the school environment. The reasons for this are various. The article will present the theory related to this topic. The research was conducted as two case studies using qualitative research methods. Semi-structured interviews with parents and pupils were used, and the pupils were observed for a long time by the researcher. In the first case, it was a mathematically gifted pupil with dyslexia, and in the second case, it was a mathematically gifted pupil with an extremely high IQ. The result of the study was to find out in which moments the school did not provide support to the pupil in the two cases mentioned and what kind of help the pupil would appreciate at school. Both pupils were involved in a 1-year intervention in which the intention was to cultivate their mathematical thinking and expressions with the help of appropriately chosen tasks. The stated findings are important for practice and discussion about the training of future mathematics teachers, for which consistent professional training focusing, among other things, also on the education of gifted students is essential. Both case studies are part of long-term research dealing with the identification of gifted students.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"26 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this case study is to present the most frequent teaching methods used by biology teachers in the Republic of Croatia, based on the observations made during biology class and the teachers’ statements. The study included six distinguished primary school biology teachers, along with their seventh-grade classes. The data comprised an interview with each teacher and twelve class observations. The results show that biology education in the Croatian educational system is mostly traditional, whereby students mostly practice listening to the teacher (34%) and answering the questions (18%). In summary, the majority of teaching consists of teachers presenting the content materials and asking questions or engaging students in specific individual or group activities. The present study has determined a lack of student questions and class discussions. Additionally, the nature of teachers’ questions does not encourage students to think and provide extensive answers. For this reason, the study suggests that teachers encourage students to ask questions and organize teaching activities in ways which will contribute to more class activity and deep learning of students. Despite some acknowledged limitations, the results of this study can contribute to a better understanding of the teachers’ experiences in authentic science classrooms, in specific contexts.
{"title":"A Case Study of Biology Teaching Practices in Croatian Primary Schools","authors":"Ana Mirosavljević, Branko Bognar, M. Sablić","doi":"10.1515/edu-2022-0229","DOIUrl":"https://doi.org/10.1515/edu-2022-0229","url":null,"abstract":"\u0000 The aim of this case study is to present the most frequent teaching methods used by biology teachers in the Republic of Croatia, based on the observations made during biology class and the teachers’ statements. The study included six distinguished primary school biology teachers, along with their seventh-grade classes. The data comprised an interview with each teacher and twelve class observations. The results show that biology education in the Croatian educational system is mostly traditional, whereby students mostly practice listening to the teacher (34%) and answering the questions (18%). In summary, the majority of teaching consists of teachers presenting the content materials and asking questions or engaging students in specific individual or group activities. The present study has determined a lack of student questions and class discussions. Additionally, the nature of teachers’ questions does not encourage students to think and provide extensive answers. For this reason, the study suggests that teachers encourage students to ask questions and organize teaching activities in ways which will contribute to more class activity and deep learning of students. Despite some acknowledged limitations, the results of this study can contribute to a better understanding of the teachers’ experiences in authentic science classrooms, in specific contexts.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520626","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}
Athina Roka, A. Dania, Nektarios Stavrou, N. Digelidis
This study sought to propose the Undesirable Behavior Strategies Questionnaire – Physical Education (UBSQ-PE), based on Doyle, W. (1977). Paradigms for research on teacher effectiveness. Review of Research in Education, 5(1), 163–198. classroom ecology paradigm, and validate its use within Physical Education. 289 physical educators participated in the study (80 of them in the pilot study) and completed a survey evaluating the strategies they used across the classroom ecology task systems. An exploratory factor analysis proposed a four-factor solution that measured teachers’ strategies for Differentiation of Instruction, Interaction for Students, Classroom Management, and Interaction with Students and explained a cumulative 47.45% of the total explained variance (KMO = 0.809, χ 231 2 {chi }_{231}^{2} = 1,266, 684, p < 0.001). A confirmatory factor analysis indicated a good fit of the data to the four-factor solution (χ2/df ratio = 1.52, comparative fit index = 0.906, Tucker Lewis index = 0.890, standardized root mean square residual = 0.079, root mean square error of approximation = 0.05), providing evidence for the instrument’s internal consistency. Multiple analyses of variance showed that there were differences in teachers’ strategies based on their gender, age, studies, professional knowledge, and school level. The use of UBSQ-PE asserts that teachers use undesirable behavior (UB) strategies according to their personal and professional characteristics. Teacher education programs could use this information for supporting PE teachers to adjust their UB strategies in response to each classroom’s interrelated task systems.
本研究试图在 Doyle, W. (1977) 的基础上提出 "不良行为策略问卷--体育 (UBSQ-PE)"。Paradigms for research on teacher effectiveness.课堂生态学范式，并验证其在体育教育中的应用。289 名体育教育工作者参加了这项研究（其中 80 人参加了试点研究），并完成了一项调查，对他们在课堂生态任务系统中使用的策略进行了评估。探索性因子分析提出了一个四因子解决方案，用于衡量教师在差异化教学、与学生互动、课堂管理和与学生互动方面的策略，累计解释了总解释方差的 47.45%（KMO = 0.809, χ 231 2 {chi }_{231}^{2} = 1,266, 684, p < 0.001）。确认性因素分析表明，数据与四因素解的拟合度良好（χ2/df 比率 = 1.52，比较拟合指数 = 0.906，塔克-刘易斯指数 = 0.890，标准化均方根残差 = 0.079，均方根近似误差 = 0.05），为工具的内部一致性提供了证据。多元方差分析显示，不同性别、年龄、学业、专业知识和学校级别的教师在教学策略上存在差异。UBSQ-PE 的使用表明，教师根据其个人和专业特点使用不良行为（UB）策略。教师教育计划可以利用这些信息，支持体育教师根据每个课堂相互关联的任务系统调整其不良行为策略。
{"title":"Validation of the Undesirable Behavior Strategies Questionnaire: Physical Educators’ Strategies within the Classroom Ecology","authors":"Athina Roka, A. Dania, Nektarios Stavrou, N. Digelidis","doi":"10.1515/edu-2022-0231","DOIUrl":"https://doi.org/10.1515/edu-2022-0231","url":null,"abstract":"\u0000 This study sought to propose the Undesirable Behavior Strategies Questionnaire – Physical Education (UBSQ-PE), based on Doyle, W. (1977). Paradigms for research on teacher effectiveness. Review of Research in Education, 5(1), 163–198. classroom ecology paradigm, and validate its use within Physical Education. 289 physical educators participated in the study (80 of them in the pilot study) and completed a survey evaluating the strategies they used across the classroom ecology task systems. An exploratory factor analysis proposed a four-factor solution that measured teachers’ strategies for Differentiation of Instruction, Interaction for Students, Classroom Management, and Interaction with Students and explained a cumulative 47.45% of the total explained variance (KMO = 0.809, \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 χ\u0000 \u0000 \u0000 231\u0000 \u0000 \u0000 2\u0000 \u0000 \u0000 \u0000 {chi }_{231}^{2}\u0000 \u0000 = 1,266, 684, p < 0.001). A confirmatory factor analysis indicated a good fit of the data to the four-factor solution (χ2/df ratio = 1.52, comparative fit index = 0.906, Tucker Lewis index = 0.890, standardized root mean square residual = 0.079, root mean square error of approximation = 0.05), providing evidence for the instrument’s internal consistency. Multiple analyses of variance showed that there were differences in teachers’ strategies based on their gender, age, studies, professional knowledge, and school level. The use of UBSQ-PE asserts that teachers use undesirable behavior (UB) strategies according to their personal and professional characteristics. Teacher education programs could use this information for supporting PE teachers to adjust their UB strategies in response to each classroom’s interrelated task systems.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"35 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523068","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 research provides information toward answering the question of whether bilingual studies at the university level might be elitist. This is a recurring research topic in terms of using English for nonlanguage instruction at the primary and secondary levels, but very few studies refer to university education. We seek to fill that gap in the literature by way of a case study centered on the International Studies degree offered by the Universidad Autónoma de Madrid in Spain. A survey was conducted of students in this program inquiring as to the educational and language levels of their parents as well as their possibilities for exposure to English during secondary (high school) education. The analysis of this quantitative data, student’s grades, and qualitative responses gathered through interviews with program professors does not allow us to affirm the presence of class bias in said institution during student selection for the bilingual track; nor are students in the bilingual group found to have obtained better academic outcomes than their peers in the monolingual group.
{"title":"Potential Elitism in Selection to Bilingual Studies: A Case Study in Higher Education","authors":"D. Barrado-Timón","doi":"10.1515/edu-2022-0217","DOIUrl":"https://doi.org/10.1515/edu-2022-0217","url":null,"abstract":"\u0000 This research provides information toward answering the question of whether bilingual studies at the university level might be elitist. This is a recurring research topic in terms of using English for nonlanguage instruction at the primary and secondary levels, but very few studies refer to university education. We seek to fill that gap in the literature by way of a case study centered on the International Studies degree offered by the Universidad Autónoma de Madrid in Spain. A survey was conducted of students in this program inquiring as to the educational and language levels of their parents as well as their possibilities for exposure to English during secondary (high school) education. The analysis of this quantitative data, student’s grades, and qualitative responses gathered through interviews with program professors does not allow us to affirm the presence of class bias in said institution during student selection for the bilingual track; nor are students in the bilingual group found to have obtained better academic outcomes than their peers in the monolingual group.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140526154","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}
André Freitas, João Filipe Matos, João Piedade, Vitor Duarte Teodoro, Rosa Serradas Duarte
Despite the several mismatches of methodological understanding between teachers and students in higher education, research methodologies in education are a relatively common pedagogical practice in most European advanced courses in education. However, only some studies have shown what pedagogical practices are mobilised by the teachers with their specific scientific conceptions. This article presents and discusses the results of an extensive research study conducted in Portugal with all the teachers involved in teaching research methodologies on master’s and doctoral programmes in education. The results show the personal and professional characteristics of the teachers involved in this teaching and the type of senses, decisions, and challenges experienced when teaching research methodologies. The study identifies and characterises the research culture generated by the different pedagogical practices in this scientific field. Based on the results, we argue that the teachers’ scientific conceptions and pedagogical practices may be developed by a “peer authorial construction of research understanding,” aiming to provide appropriate educational experiences to students in research methodologies courses in advanced studies in education.
{"title":"Teaching Research Methodologies in Education: Teachers’ Pedagogical Practices in Portugal","authors":"André Freitas, João Filipe Matos, João Piedade, Vitor Duarte Teodoro, Rosa Serradas Duarte","doi":"10.1515/edu-2024-0002","DOIUrl":"https://doi.org/10.1515/edu-2024-0002","url":null,"abstract":"\u0000 Despite the several mismatches of methodological understanding between teachers and students in higher education, research methodologies in education are a relatively common pedagogical practice in most European advanced courses in education. However, only some studies have shown what pedagogical practices are mobilised by the teachers with their specific scientific conceptions. This article presents and discusses the results of an extensive research study conducted in Portugal with all the teachers involved in teaching research methodologies on master’s and doctoral programmes in education. The results show the personal and professional characteristics of the teachers involved in this teaching and the type of senses, decisions, and challenges experienced when teaching research methodologies. The study identifies and characterises the research culture generated by the different pedagogical practices in this scientific field. Based on the results, we argue that the teachers’ scientific conceptions and pedagogical practices may be developed by a “peer authorial construction of research understanding,” aiming to provide appropriate educational experiences to students in research methodologies courses in advanced studies in education.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520493","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}
Inuusah Mahama, K. Asamoah-Gyimah, Bakari Yusuf Dramanu
Psychological variables are a key component of the general outcome of students. In this sense, their complementary role in the academic lives of students is not doubtful. Therefore, this study examined the interrelationship among curiosity, creativity, and academic motivation of students in high school. A total of 568 students were surveyed using the correlational design (purposive, simple random, stratified-proportionate, and systematic sampling techniques). Adapted and confirmed curiosity, creativity, and academic motivation scales were used to gather the data for the study. Multiple linear regression was used to test the interrelationships. The study found that curiosity, creativity, and academic motivation predicted among themselves, where curiosity predicted higher, followed by creativity, and academic motivation. In this, curious behaviours, creative abilities, and motivation of students are related. It is recommended among others that the Ghana Education Service, in collaboration with the Ministry of Education and Curriculum Developers, should harmonise curiosity, creativity, and motivation in the High School syllabus so that teachers can guide students to become curious, creative, and motivated.
{"title":"Examining the Interrelationships Among Curiosity, Creativity, and Academic Motivation Using Students in High Schools: A Multivariate Analysis Approach","authors":"Inuusah Mahama, K. Asamoah-Gyimah, Bakari Yusuf Dramanu","doi":"10.1515/edu-2024-0001","DOIUrl":"https://doi.org/10.1515/edu-2024-0001","url":null,"abstract":"\u0000 Psychological variables are a key component of the general outcome of students. In this sense, their complementary role in the academic lives of students is not doubtful. Therefore, this study examined the interrelationship among curiosity, creativity, and academic motivation of students in high school. A total of 568 students were surveyed using the correlational design (purposive, simple random, stratified-proportionate, and systematic sampling techniques). Adapted and confirmed curiosity, creativity, and academic motivation scales were used to gather the data for the study. Multiple linear regression was used to test the interrelationships. The study found that curiosity, creativity, and academic motivation predicted among themselves, where curiosity predicted higher, followed by creativity, and academic motivation. In this, curious behaviours, creative abilities, and motivation of students are related. It is recommended among others that the Ghana Education Service, in collaboration with the Ministry of Education and Curriculum Developers, should harmonise curiosity, creativity, and motivation in the High School syllabus so that teachers can guide students to become curious, creative, and motivated.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524576","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}
Azizeh Pashaei, Mohammad Hassani, B. Mohajeran, Kiumars Shahbazi
Adequate financial decision-making necessitates a solid foundation in financial literacy and comprehension of its principles. This is particularly crucial for students, as their financial and behavioral choices can significantly impact their future financial and career prospects. Consequently, the present study aimed to explore the causal links between economics education, financial literacy, decision-making abilities, and entrepreneurial intentions. Employing a descriptive-correlational approach, the researchers utilized structural equation modeling, drawing on a sample of 375 individuals purposefully selected from a population of 11,345 students at Urmia University. Data were collected through a questionnaire, and the research variables were initially assessed using multiple correspondence analysis. Subsequently, the research model was estimated. The findings revealed a positive and substantial impact of economics education on students' financial literacy and the influence of economics education on decision-making skills and entrepreneurial intentions through the mediating factor of financial literacy. Furthermore, the results confirmed the moderating role of socioeconomic status in the relationship between economics education and financial literacy. Consequently, the study's outcomes can inform educational institutions and policymakers, supporting the implementation of policies aimed at enhancing general economic education and emphasizing the equitable and distributive nature of such initiatives.
{"title":"Economics Education, Decision-Making, and Entrepreneurial Intention: A Mediation Analysis of Financial Literacy","authors":"Azizeh Pashaei, Mohammad Hassani, B. Mohajeran, Kiumars Shahbazi","doi":"10.1515/edu-2022-0222","DOIUrl":"https://doi.org/10.1515/edu-2022-0222","url":null,"abstract":"\u0000 Adequate financial decision-making necessitates a solid foundation in financial literacy and comprehension of its principles. This is particularly crucial for students, as their financial and behavioral choices can significantly impact their future financial and career prospects. Consequently, the present study aimed to explore the causal links between economics education, financial literacy, decision-making abilities, and entrepreneurial intentions. Employing a descriptive-correlational approach, the researchers utilized structural equation modeling, drawing on a sample of 375 individuals purposefully selected from a population of 11,345 students at Urmia University. Data were collected through a questionnaire, and the research variables were initially assessed using multiple correspondence analysis. Subsequently, the research model was estimated. The findings revealed a positive and substantial impact of economics education on students' financial literacy and the influence of economics education on decision-making skills and entrepreneurial intentions through the mediating factor of financial literacy. Furthermore, the results confirmed the moderating role of socioeconomic status in the relationship between economics education and financial literacy. Consequently, the study's outcomes can inform educational institutions and policymakers, supporting the implementation of policies aimed at enhancing general economic education and emphasizing the equitable and distributive nature of such initiatives.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"10 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523372","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}
Damira Belessova, A. Ibashova, A. Zhidebayeva, Guldana Shaimerdenova, Venera Nakhipova
This study aimed to investigate the impact of the Scratch programming environment on student engagement and academic performance in primary informatics education. The research was conducted over three academic years (2020–2023) in educational organizations (ADAN and Navoiy schools) involving 170 first and third-grade students. The Student Engagement Instrument (SEI) was used to assess cognitive, emotional, and behavioral engagement, and academic performance was evaluated based on trimester grades in informatics. The results indicated significant improvement in both student engagement and academic performance post-implementation of Scratch. Cognitive, emotional, and behavioral engagement scores showed a marked increase, from an average SEI score of 3.3 to 4.0 for first graders and 3.7 to 4.4 for third graders. Similarly, academic performance demonstrated a considerable enhancement, with average grades rising from 53.5 to 80.3 for first graders and 57.3 to 84.5 for third graders over four trimesters. Teachers’ observational data, complemented by qualitative focus group discussions, reinforced these findings.
{"title":"The Impact of “Scratch” on Student Engagement and Academic Performance in Primary Schools","authors":"Damira Belessova, A. Ibashova, A. Zhidebayeva, Guldana Shaimerdenova, Venera Nakhipova","doi":"10.1515/edu-2022-0228","DOIUrl":"https://doi.org/10.1515/edu-2022-0228","url":null,"abstract":"\u0000 This study aimed to investigate the impact of the Scratch programming environment on student engagement and academic performance in primary informatics education. The research was conducted over three academic years (2020–2023) in educational organizations (ADAN and Navoiy schools) involving 170 first and third-grade students. The Student Engagement Instrument (SEI) was used to assess cognitive, emotional, and behavioral engagement, and academic performance was evaluated based on trimester grades in informatics. The results indicated significant improvement in both student engagement and academic performance post-implementation of Scratch. Cognitive, emotional, and behavioral engagement scores showed a marked increase, from an average SEI score of 3.3 to 4.0 for first graders and 3.7 to 4.4 for third graders. Similarly, academic performance demonstrated a considerable enhancement, with average grades rising from 53.5 to 80.3 for first graders and 57.3 to 84.5 for third graders over four trimesters. Teachers’ observational data, complemented by qualitative focus group discussions, reinforced these findings.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520703","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 explore primary school students’ perspectives of emergency remote teaching and learning during the COVID-19 pandemic and their preferences when comparing it with face-to-face learning. Data from 114 Greek primary students showed that students did not find online learning particularly intriguing, enjoyable, and interactive and felt social isolation due to the lack of communication and interactions. Most students preferred traditional learning to online learning as they found it more enjoyable and interactive, and made it easier to learn, focus on, comprehend, and perform better. They greatly valued the class atmosphere and the ability to actively participate and freely communicate, and stated that it was easier to devote time to studying, complete their assignments, and get answers to their question when learning in person. Students believed that despite its disadvantages, online learning might be more broadly used in the future. Finally, no significant differences were found regarding students’ gender, age, and class level.
{"title":"Comparing Emergency Remote Learning with Traditional Learning in Primary Education: Primary School Student Perspectives","authors":"Georgios Lampropoulos, Wilfried Admiraal","doi":"10.1515/edu-2022-0215","DOIUrl":"https://doi.org/10.1515/edu-2022-0215","url":null,"abstract":"\u0000 This study aims to explore primary school students’ perspectives of emergency remote teaching and learning during the COVID-19 pandemic and their preferences when comparing it with face-to-face learning. Data from 114 Greek primary students showed that students did not find online learning particularly intriguing, enjoyable, and interactive and felt social isolation due to the lack of communication and interactions. Most students preferred traditional learning to online learning as they found it more enjoyable and interactive, and made it easier to learn, focus on, comprehend, and perform better. They greatly valued the class atmosphere and the ability to actively participate and freely communicate, and stated that it was easier to devote time to studying, complete their assignments, and get answers to their question when learning in person. Students believed that despite its disadvantages, online learning might be more broadly used in the future. Finally, no significant differences were found regarding students’ gender, age, and class level.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140527134","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}
Agus Santoso, Heri Retnawati, Ezi Kartianom, Ibnu Apino, Ra fi, Munaya Nikma, Rosyada, Ibnu Ra fi
The world’s move to a global economy has an impact on the high rate of student academic failure. Higher education, as the affected party, is considered crucial in reducing student academic failure. This study aims to construct a prediction (predictive model) that can forecast students’ time to graduation in developing countries such as Indonesia, as well as the essential factors (attributes) that can explain it. This research used a data mining method. The data set used in this study is from an Indonesian university and contains demographic and academic records of 132,734 students. Demographic data (age, gender, marital status, employment, region, and minimum wage) and academic (i.e., grade point average (GPA)) were utilized as predictors of students’ time to graduation. The findings of this study show that (1) the prediction model using the random forest and neural networks algorithms has the highest classification accuracy (CA), and area under the curve (AUC) value in predicting students’ time to graduation (CA: 76% and AUC: 79%) compared to other models such as logistic regression, Naïve Bayes, and k-nearest neighbor; and (2) the most critical variable in predicting students’ time to graduation along with six other important variables is the student’s GPA.
全球经济的发展对学生的高学业失败率产生了影响。高等教育作为受影响的一方，被认为是减少学生学业失败的关键。本研究旨在构建一个预测模型，预测印度尼西亚等发展中国家学生的毕业时间，以及能够解释毕业时间的基本因素（属性）。本研究采用了数据挖掘方法。本研究使用的数据集来自印度尼西亚的一所大学，包含 132,734 名学生的人口和学业记录。人口数据（年龄、性别、婚姻状况、就业、地区和最低工资）和学业数据（即平均学分绩点（GPA））被用来预测学生的毕业时间。研究结果表明：（1）与逻辑回归、奈夫贝叶斯和 K 近邻等其他模型相比，使用随机森林和神经网络算法的预测模型在预测学生毕业时间方面具有最高的分类准确率（CA）和曲线下面积（AUC）值（CA：76%，AUC：79%）；（2）与其他六个重要变量一起，预测学生毕业时间的最关键变量是学生的 GPA。
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