Pub Date : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.9
LeAnne J. Schmidt, K. Dirkin
Characterizing a dataset by the mean value homogenizes the data to lose the integrity of the highs and lows, however, a quartile analysis quantifies the tendencies of both high- and low-performing participants for comparison. This study analyzed the grammar assessment responses of 8th grade students to determine patterns of response between the lowest and highest quartile. Using Peng’s Learning Portrait Model, each assessment cell was coded to show the accuracy of prior and subsequent answers. Analysis of these codes revealed that learners in the lowest quartile were significantly likely to respond inconsistently (variable accuracy, such as correct-incorrect-correct) and that learners in the highest quartile were significantly likely to respond consistently, whether correct or incorrect. Further, the baseline score increased over the course of seven months by 25% on unrelated content, suggesting that familiarity with the application software can account for that much of a student’s assessment score. Future explorations on the dynamics of online assessment and the persistence of students in resolving inaccuracies on digital assessments are encouraged.
{"title":"Revealing Test Answer Behavior Patterns Through Quartile Analysis","authors":"LeAnne J. Schmidt, K. Dirkin","doi":"10.22492/issn.2435-1202.2022.9","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.9","url":null,"abstract":"Characterizing a dataset by the mean value homogenizes the data to lose the integrity of the highs and lows, however, a quartile analysis quantifies the tendencies of both high- and low-performing participants for comparison. This study analyzed the grammar assessment responses of 8th grade students to determine patterns of response between the lowest and highest quartile. Using Peng’s Learning Portrait Model, each assessment cell was coded to show the accuracy of prior and subsequent answers. Analysis of these codes revealed that learners in the lowest quartile were significantly likely to respond inconsistently (variable accuracy, such as correct-incorrect-correct) and that learners in the highest quartile were significantly likely to respond consistently, whether correct or incorrect. Further, the baseline score increased over the course of seven months by 25% on unrelated content, suggesting that familiarity with the application software can account for that much of a student’s assessment score. Future explorations on the dynamics of online assessment and the persistence of students in resolving inaccuracies on digital assessments are encouraged.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123481732","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.24
Lauren Harter
STEM (Science, Technology, Engineering, and Mathematics) education has been at the forefront of national education policies and school reform for the past several decades, and the continual advances in technology and educational research bring new methods of STEM learning. Educational robotics have been introduced to the classroom space as a tool to teach STEM concepts. Research has found that robotics helps students learn STEM concepts and fosters a positive attitude toward STEM subjects. However, there is little research on the curriculum used to teach STEM concepts via robotics, and more specifically, trying to teach mathematical concepts. In this paper, I apply my knowledge and practice of teaching mathematical concepts via robotics—both as a former classroom and collegiate mathematics teacher as well as a current Director of Instructional Technology for VEX Robotics—to evaluate curriculum. Using Understanding by Design as the theoretical framework for curriculum development, I assess how this framework guides robotics curriculum to address math concepts specifically. The elements analyzed were: essential questions, understandings, and assessment evidence. As educational robotics becomes increasingly integrated into classrooms, it is necessary to evaluate the curriculum that is created to apply said robotics, and how pedagogical frameworks serve the goal of integrated STEM learning. This analysis can then be used to help guide further research and development of STEM curriculum, particularly curriculum that focuses on teaching mathematical concepts using robotics.
{"title":"Teaching the M in STEM with Robotics: Exploring Understanding by Design for Curriculum Development to Teach Math Concepts Using Robotics","authors":"Lauren Harter","doi":"10.22492/issn.2435-1202.2022.24","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.24","url":null,"abstract":"STEM (Science, Technology, Engineering, and Mathematics) education has been at the forefront of national education policies and school reform for the past several decades, and the continual advances in technology and educational research bring new methods of STEM learning. Educational robotics have been introduced to the classroom space as a tool to teach STEM concepts. Research has found that robotics helps students learn STEM concepts and fosters a positive attitude toward STEM subjects. However, there is little research on the curriculum used to teach STEM concepts via robotics, and more specifically, trying to teach mathematical concepts. In this paper, I apply my knowledge and practice of teaching mathematical concepts via robotics—both as a former classroom and collegiate mathematics teacher as well as a current Director of Instructional Technology for VEX Robotics—to evaluate curriculum. Using Understanding by Design as the theoretical framework for curriculum development, I assess how this framework guides robotics curriculum to address math concepts specifically. The elements analyzed were: essential questions, understandings, and assessment evidence. As educational robotics becomes increasingly integrated into classrooms, it is necessary to evaluate the curriculum that is created to apply said robotics, and how pedagogical frameworks serve the goal of integrated STEM learning. This analysis can then be used to help guide further research and development of STEM curriculum, particularly curriculum that focuses on teaching mathematical concepts using robotics.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"115 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124413002","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.2
Elaine Westbrook
In order to develop science, technology, engineering, and math (STEM) knowledge and solutions that address global concerns, there is a need to develop pathways to strengthen STEM interest among rural youth, especially girls. Previous research suggests that informal STEM programs can stimulate participant interest due to the absence of pressures from external assessment (Rogoff, et al, 2016). However, little is known about which instructional methods in an informal STEM program focused on place-conscious programming in a rural community will support the development of youth STEM interest. The purpose of this study was to examine the impact of three instructional methods (hands-on, role models, and culminating projects) on STEM interest development for rural youth, ages eight to twelve, in an informal place-conscious STEM program. Data were collected through observations, focus group interviews, and STEM interest surveys. Participants included youth (N=31) in grades 3rd through 5th grades attending two local schools in one rural community. Results indicated STEM interest increased through collaborative work, new knowledge, and action research. Results also showed gender differences in STEM interest development. Girls’ STEM interest (n=16) was heightened through seeing the personal relevance to their community, whereas boys’ STEM interest (n=14) was heightened through actively working together. This study contributes to the empirical literature regarding STEM interest, informal education, and instructional methods for rural youth. Recommendations are made for future studies.
为了开发科学、技术、工程和数学(STEM)知识和解决方案，以解决全球关注的问题，有必要制定途径，加强农村青年，特别是女孩对STEM的兴趣。先前的研究表明，由于没有外部评估的压力，非正式的STEM项目可以激发参与者的兴趣(Rogoff, et al, 2016)。然而，很少有人知道，在一个非正式的STEM项目中，专注于农村社区的地方意识编程的教学方法将支持青少年对STEM兴趣的发展。本研究的目的是在一个非正式的地方意识STEM项目中，研究三种教学方法(动手，榜样和最终项目)对8至12岁农村青少年STEM兴趣发展的影响。通过观察、焦点小组访谈和STEM兴趣调查收集数据。参与者包括在一个农村社区的两所当地学校就读的三年级至五年级的青少年(N=31)。结果表明，通过协作工作、新知识和行动研究，STEM兴趣增加。结果还显示了STEM兴趣发展的性别差异。女孩的STEM兴趣(n=16)通过看到个人与社区的相关性而提高，而男孩的STEM兴趣(n=14)通过积极合作而提高。本研究对农村青少年STEM兴趣、非正式教育和教学方法的实证文献有所贡献。为今后的研究提出了建议。
{"title":"STEM Interest Among Rural Youth in an Informal Program","authors":"Elaine Westbrook","doi":"10.22492/issn.2435-1202.2022.2","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.2","url":null,"abstract":"In order to develop science, technology, engineering, and math (STEM) knowledge and solutions that address global concerns, there is a need to develop pathways to strengthen STEM interest among rural youth, especially girls. Previous research suggests that informal STEM programs can stimulate participant interest due to the absence of pressures from external assessment (Rogoff, et al, 2016). However, little is known about which instructional methods in an informal STEM program focused on place-conscious programming in a rural community will support the development of youth STEM interest. The purpose of this study was to examine the impact of three instructional methods (hands-on, role models, and culminating projects) on STEM interest development for rural youth, ages eight to twelve, in an informal place-conscious STEM program. Data were collected through observations, focus group interviews, and STEM interest surveys. Participants included youth (N=31) in grades 3rd through 5th grades attending two local schools in one rural community. Results indicated STEM interest increased through collaborative work, new knowledge, and action research. Results also showed gender differences in STEM interest development. Girls’ STEM interest (n=16) was heightened through seeing the personal relevance to their community, whereas boys’ STEM interest (n=14) was heightened through actively working together. This study contributes to the empirical literature regarding STEM interest, informal education, and instructional methods for rural youth. Recommendations are made for future studies.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131529055","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.21
Dev Aditya, P. Otermans
Through AI modeling work done with Otermans Institute, Dev Aditya has built several conversational AI-driven virtual teachers, some as Bots and some using humanlike form through technologies like deepfake, to provide one-to-one teaching and training to some of the most underserved learners in society. His first major humanlike prototype, OI AI, was a virtual teacher and trainer built to interact with and teach almost anyone globally. The first version of the virtual trainer was tested in a UNHCR BCF camp in Kurdistan, Iraq. Preliminary results have shown that this virtual trainer can provide continuous upskilling for such learners and has been considered to be warm and humanlike by its users. With smartphone and internet penetration now increasing in such camps, the potential of it upskilling internally displaced and refugee learners is massive especially when over 500 million people are displaced by either violence or war globally. This presentation will discuss this study briefly, its preliminary findings, and the next steps that have included teaching 5,000 such learners by embedding his latest model OTTO to the virtual teacher, which can generate questions, grade answers given by users, and create study summaries from any learning content given to it in close to real-time.
{"title":"An AI-Driven Virtual Teacher That Can Upskill Anyone on a One-to-One Basis Tested From Refugee Camps in Iraq to India","authors":"Dev Aditya, P. Otermans","doi":"10.22492/issn.2435-1202.2022.21","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.21","url":null,"abstract":"Through AI modeling work done with Otermans Institute, Dev Aditya has built several conversational AI-driven virtual teachers, some as Bots and some using humanlike form through technologies like deepfake, to provide one-to-one teaching and training to some of the most underserved learners in society. His first major humanlike prototype, OI AI, was a virtual teacher and trainer built to interact with and teach almost anyone globally. The first version of the virtual trainer was tested in a UNHCR BCF camp in Kurdistan, Iraq. Preliminary results have shown that this virtual trainer can provide continuous upskilling for such learners and has been considered to be warm and humanlike by its users. With smartphone and internet penetration now increasing in such camps, the potential of it upskilling internally displaced and refugee learners is massive especially when over 500 million people are displaced by either violence or war globally. This presentation will discuss this study briefly, its preliminary findings, and the next steps that have included teaching 5,000 such learners by embedding his latest model OTTO to the virtual teacher, which can generate questions, grade answers given by users, and create study summaries from any learning content given to it in close to real-time.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130760641","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.16
Marco C. Mandap, Laurene Anne R. Caparas, Christopher Ray M. Magtoto, Wendell C. Cabrera
The aim of this study is to find traces of grade inflation during the pandemic on selected public schools in the Division of Bulacan. This phenomenon has been an issue across educational institutions since there was an implemented leniency on assessments during this period. The researchers focused on the average performance of the schools in the mathematics subject, which came from two different school years: prior and during the pandemic. Data was analyzed using frequency distribution and descriptive statistics. Then, the grade differences between the two time periods were analyzed using a paired t-test. Findings reveal a significant increase in the general average of the mathematics subject per school, which jumped from 87.93 to 91.7. Implications include a possible existence of grade inflation towards the public schools. The researchers suggest that students that will graduate during the pandemic period may not be as competent as their previous predecessors.
{"title":"Grade Inflation: Comparison of Competencies Among Public Schools Before and During the COVID-19 Pandemic","authors":"Marco C. Mandap, Laurene Anne R. Caparas, Christopher Ray M. Magtoto, Wendell C. Cabrera","doi":"10.22492/issn.2435-1202.2022.16","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.16","url":null,"abstract":"The aim of this study is to find traces of grade inflation during the pandemic on selected public schools in the Division of Bulacan. This phenomenon has been an issue across educational institutions since there was an implemented leniency on assessments during this period. The researchers focused on the average performance of the schools in the mathematics subject, which came from two different school years: prior and during the pandemic. Data was analyzed using frequency distribution and descriptive statistics. Then, the grade differences between the two time periods were analyzed using a paired t-test. Findings reveal a significant increase in the general average of the mathematics subject per school, which jumped from 87.93 to 91.7. Implications include a possible existence of grade inflation towards the public schools. The researchers suggest that students that will graduate during the pandemic period may not be as competent as their previous predecessors.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117334134","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.20
P. Mokgosi
The COVID-19 pandemic disruption in South Africa resulted in the Department of Basic Education (DOE) implementing measures to salvage teaching and learning in primary and secondary schools. While these measures are critical to strengthen teaching and learning in schools, the emotional well-being of educators who are drivers of teaching and learning are given less attention which can have serious consequences on the well-being the learners they are teaching. Evidence suggests that educators who lack intrapersonal, interpersonal and stress management skills or have not been developed to acquire these skills can impact negatively on learning and the overall emotional and social competence of their learners. Within this context, this study explored the primary educators’ perceptions on the effects of the pandemic on the emotional well being and emotional support provided by the DOE. Conservation of Resources (COR) Theory informed this study. A case study was conducted using semi structured interviews. Overall, 30 educators were sampled as participants using a purposive sampling technique. All interviews were recorded, transcribed verbatim, and analyzed for thematic contents using the thematic content analysis framework. The findings revealed that the DOE gave minimal emotional support to educators and instead increased their stress levels. It is recommended that the DOE should address the emotional development for primary educators focusing on stress management and intrapersonal skills to ensure the improved quality of teaching.
{"title":"Educators’ Perspectives of Emotional Support in South African Schools Amid COVID-19","authors":"P. Mokgosi","doi":"10.22492/issn.2435-1202.2022.20","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.20","url":null,"abstract":"The COVID-19 pandemic disruption in South Africa resulted in the Department of Basic Education (DOE) implementing measures to salvage teaching and learning in primary and secondary schools. While these measures are critical to strengthen teaching and learning in schools, the emotional well-being of educators who are drivers of teaching and learning are given less attention which can have serious consequences on the well-being the learners they are teaching. Evidence suggests that educators who lack intrapersonal, interpersonal and stress management skills or have not been developed to acquire these skills can impact negatively on learning and the overall emotional and social competence of their learners. Within this context, this study explored the primary educators’ perceptions on the effects of the pandemic on the emotional well being and emotional support provided by the DOE. Conservation of Resources (COR) Theory informed this study. A case study was conducted using semi structured interviews. Overall, 30 educators were sampled as participants using a purposive sampling technique. All interviews were recorded, transcribed verbatim, and analyzed for thematic contents using the thematic content analysis framework. The findings revealed that the DOE gave minimal emotional support to educators and instead increased their stress levels. It is recommended that the DOE should address the emotional development for primary educators focusing on stress management and intrapersonal skills to ensure the improved quality of teaching.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128541282","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.19
M. Kelly
The following study uses a design-thinking and mixed methods research approach to elicit students’ views on the use of screen-based technology during break periods. An interest in this area emerged due to a noticeable reduction, in recent years, in the number of students spending time in outdoor play areas during morning and afternoon breaks. The context of the study is Year 1 of the IB Middle Years Program in an International IB School, in the Netherlands, which implements an inquiry-based approach to teaching and learning. The school is a 1:1 laptop, tablet, and ipad school, and the students, who are 11-12 years old, have unregulated open access to screen-based technology during lunch and break-times. This first part of the study, in line with the initial stages of the design-thinking process, involved initial exploratory interviews followed by whole-group surveys, and whole-group discussions to better understand the issue at hand. The findings indicate that students engage in a wide variety of screen-based activities during break-time, they have a range of opinions on how screen-based technology affects their well-being, and they hold differing perspectives on the need for the current levels of access to change. The students raised a number of questions surrounding the unregulated use of screen-based devices during break-times, and in a follow-up study they proceeded with design thinking approaches to generate practical solutions to the issues that were raised through this initial inquiry.
{"title":"Exploring Wellbeing Related Issues Arising From the Unregulated Use of Screen-Based Technology During Breaktimes in an International Middle School Environment","authors":"M. Kelly","doi":"10.22492/issn.2435-1202.2022.19","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.19","url":null,"abstract":"The following study uses a design-thinking and mixed methods research approach to elicit students’ views on the use of screen-based technology during break periods. An interest in this area emerged due to a noticeable reduction, in recent years, in the number of students spending time in outdoor play areas during morning and afternoon breaks. The context of the study is Year 1 of the IB Middle Years Program in an International IB School, in the Netherlands, which implements an inquiry-based approach to teaching and learning. The school is a 1:1 laptop, tablet, and ipad school, and the students, who are 11-12 years old, have unregulated open access to screen-based technology during lunch and break-times. This first part of the study, in line with the initial stages of the design-thinking process, involved initial exploratory interviews followed by whole-group surveys, and whole-group discussions to better understand the issue at hand. The findings indicate that students engage in a wide variety of screen-based activities during break-time, they have a range of opinions on how screen-based technology affects their well-being, and they hold differing perspectives on the need for the current levels of access to change. The students raised a number of questions surrounding the unregulated use of screen-based devices during break-times, and in a follow-up study they proceeded with design thinking approaches to generate practical solutions to the issues that were raised through this initial inquiry.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121246194","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.6
Gota Hayashi
The purpose of this paper is to provide readers best practices for undergraduate thesis instruction in Japan and abroad through review of literature from 2019 and 2020 on writing graduation theses. Peer-reviewed journals written in Japanese and English were searched in February 2020 related to graduation thesis instruction. The following database were utilized to obtain literature: CiNii for Japanese and ProQuest and ERIC. Reference books related to writing graduation theses published in Japanese and English were also surveyed. Review of literature related to writing thesis for graduation suggest five key points for supervisors and three key points for administrators at any tertiary institution in terms of the best practices to follow to support their students with their graduation theses. Recommendations for future research based on an analysis of current literature on graduation thesis writing are also noted. Faculty and administrators at universities not only in Japan but abroad will acquire a deeper understanding of how thesis writing as a graduation requirement are taught around the world and ideas to apply the best practices at their own institutions.
{"title":"Best Practices for Graduation Thesis Instruction for Undergraduate Students: Comparing and Contrasting Experiences of Thesis Writing in Japan and Abroad","authors":"Gota Hayashi","doi":"10.22492/issn.2435-1202.2022.6","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.6","url":null,"abstract":"The purpose of this paper is to provide readers best practices for undergraduate thesis instruction in Japan and abroad through review of literature from 2019 and 2020 on writing graduation theses. Peer-reviewed journals written in Japanese and English were searched in February 2020 related to graduation thesis instruction. The following database were utilized to obtain literature: CiNii for Japanese and ProQuest and ERIC. Reference books related to writing graduation theses published in Japanese and English were also surveyed. Review of literature related to writing thesis for graduation suggest five key points for supervisors and three key points for administrators at any tertiary institution in terms of the best practices to follow to support their students with their graduation theses. Recommendations for future research based on an analysis of current literature on graduation thesis writing are also noted. Faculty and administrators at universities not only in Japan but abroad will acquire a deeper understanding of how thesis writing as a graduation requirement are taught around the world and ideas to apply the best practices at their own institutions.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"299 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114330319","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.15
María Artemisa Sangermán Jiménez, P. Ponce
Social media has become a very useful tool for learning in recent years. Millions of people access YouTube , TikTok , Instagram and other social media every day to learn. At the same time, more and more teachers are using these platforms to share their knowledge with the general public and bring it into the classroom. Materials of this type offer the advantage of supplementing various didactic techniques; one of them is the Flipped Classroom. This article presents the use of videos deployed in the TikTok and YouTube platforms with the Flipped Classroom model to develop grammatical competency in Spanish. The results showed a considerable score improvement among high school students attending the Tecnologico de Monterrey Mexico City campus. The entire sample, 140 students, increased their scores between 12 and 56 points out of 100 in the results of grammatical performance in Spanish. Additionally, the student satisfaction survey showed that 98% felt that the Flipped classroom methodology with TikTok and YouTube videos motivated them to learn grammar in Spanish. This study demonstrates the potential of the TikTok and YouTube platform resources to benefit the development of the grammatical competency in Spanish with this population. This study’s methodology employing these resources could be replicated in various educational scenarios and different areas of knowledge. Moreover, it could be used for promoting complex thinking.
{"title":"TikTok and YouTube Videos in the Flipped Classroom Model to Improve the Learning Process and Motivate Students","authors":"María Artemisa Sangermán Jiménez, P. Ponce","doi":"10.22492/issn.2435-1202.2022.15","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.15","url":null,"abstract":"Social media has become a very useful tool for learning in recent years. Millions of people access YouTube , TikTok , Instagram and other social media every day to learn. At the same time, more and more teachers are using these platforms to share their knowledge with the general public and bring it into the classroom. Materials of this type offer the advantage of supplementing various didactic techniques; one of them is the Flipped Classroom. This article presents the use of videos deployed in the TikTok and YouTube platforms with the Flipped Classroom model to develop grammatical competency in Spanish. The results showed a considerable score improvement among high school students attending the Tecnologico de Monterrey Mexico City campus. The entire sample, 140 students, increased their scores between 12 and 56 points out of 100 in the results of grammatical performance in Spanish. Additionally, the student satisfaction survey showed that 98% felt that the Flipped classroom methodology with TikTok and YouTube videos motivated them to learn grammar in Spanish. This study demonstrates the potential of the TikTok and YouTube platform resources to benefit the development of the grammatical competency in Spanish with this population. This study’s methodology employing these resources could be replicated in various educational scenarios and different areas of knowledge. Moreover, it could be used for promoting complex thinking.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114674003","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.18
Yuan-Jen Ou-Yang
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