Pub Date : 2024-01-03DOI: 10.20448/jeelr.v11i1.5285
Maira Nurke, A. Zhumabayeva, Lyazzat Adenova, Shaizada Baikenova, Kamilya Abilkalamova
Noospheric education is considered the basis for the formation of an environmental culture in people and society aimed at solving a complex of problems related to ensuring the sustainable development of society. Identifying promising areas for noospheric education development and demonstrating the importance of students developing a noospheric vision of the world through the visual arts depend on whether the necessary conditions for achieving the desired results have been established. This study aims to examine the impact of software on the effective formation of students' noospheric vision of the world using the visual arts. A quantitative and qualitative research design was used in this study. The study involved 240 fourth-grade students at secondary school no. 12 in the city of Almaty (Kazakhstan). The findings revealed issues with the formation of students' noospheric worldviews which demonstrates that students have an unstable perception of the intellectual sphere and develop an enthusiasm for the bright, spectacular objects and phenomena of their surroundings rather than their content. Experts can use the research findings to model environmental education in secondary schools, in the practical work of visual arts instructors, in the creation of curriculum and instructional aids for the visual arts and in the transmission of information on noospheric concepts.
{"title":"The visual arts' role in the development of students' noosphere worldview","authors":"Maira Nurke, A. Zhumabayeva, Lyazzat Adenova, Shaizada Baikenova, Kamilya Abilkalamova","doi":"10.20448/jeelr.v11i1.5285","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5285","url":null,"abstract":"Noospheric education is considered the basis for the formation of an environmental culture in people and society aimed at solving a complex of problems related to ensuring the sustainable development of society. Identifying promising areas for noospheric education development and demonstrating the importance of students developing a noospheric vision of the world through the visual arts depend on whether the necessary conditions for achieving the desired results have been established. This study aims to examine the impact of software on the effective formation of students' noospheric vision of the world using the visual arts. A quantitative and qualitative research design was used in this study. The study involved 240 fourth-grade students at secondary school no. 12 in the city of Almaty (Kazakhstan). The findings revealed issues with the formation of students' noospheric worldviews which demonstrates that students have an unstable perception of the intellectual sphere and develop an enthusiasm for the bright, spectacular objects and phenomena of their surroundings rather than their content. Experts can use the research findings to model environmental education in secondary schools, in the practical work of visual arts instructors, in the creation of curriculum and instructional aids for the visual arts and in the transmission of information on noospheric concepts.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"16 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388575","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 : 2024-01-03DOI: 10.20448/jeelr.v11i1.5288
Aissulu Kaldarova, T. Kulgildinova, Saule Berdenova, Gulnara Zakirova, Svetlana Zhanabayeva
The need for IT professionals with fluency in foreign languages becomes increasingly critical as the Kazakhstani government implements steps to foster IT innovation. However, there are structural, geographical and professional imbalances in the interaction of supply and demand for IT professionals who can speak a foreign language in the modern labour market which is the main problem that is currently hindering the growth of the IT sector in Kazakhstan. The aim of this study was to assess the development of subject communicative language competencies (a) in linguistic or grammatical ability and (b) in discourse ability in first-year students for the proposed author's innovative learning technique in the educational process as well as the appropriate technological and systematic procedures. A mixed-research method was used in this study. The study involved 365 learners in the "Informatics" direction at the International University of Information Technologies in Almaty, Kazakhstan during the school year 2021-2022. According to the findings, the experiment participants did not develop subject-related communicative language competencies. The results show that the degree of capability formation is not satisfactory. 52.8% is the basic level, 41.6% is the production point and only 5.8% is the high level. Positive dynamics shaping learners' subject-related language communication competencies were identified as a result of the implementation of innovative techniques. This paper contributes to the research on teaching IT students in developing countries and highlights the most important factors that contribute to improve the level of subject-related communicative language competencies of IT students.
{"title":"Subject-related communicative language competence: Exploring future information technology specialists' learning and teaching","authors":"Aissulu Kaldarova, T. Kulgildinova, Saule Berdenova, Gulnara Zakirova, Svetlana Zhanabayeva","doi":"10.20448/jeelr.v11i1.5288","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5288","url":null,"abstract":"The need for IT professionals with fluency in foreign languages becomes increasingly critical as the Kazakhstani government implements steps to foster IT innovation. However, there are structural, geographical and professional imbalances in the interaction of supply and demand for IT professionals who can speak a foreign language in the modern labour market which is the main problem that is currently hindering the growth of the IT sector in Kazakhstan. The aim of this study was to assess the development of subject communicative language competencies (a) in linguistic or grammatical ability and (b) in discourse ability in first-year students for the proposed author's innovative learning technique in the educational process as well as the appropriate technological and systematic procedures. A mixed-research method was used in this study. The study involved 365 learners in the \"Informatics\" direction at the International University of Information Technologies in Almaty, Kazakhstan during the school year 2021-2022. According to the findings, the experiment participants did not develop subject-related communicative language competencies. The results show that the degree of capability formation is not satisfactory. 52.8% is the basic level, 41.6% is the production point and only 5.8% is the high level. Positive dynamics shaping learners' subject-related language communication competencies were identified as a result of the implementation of innovative techniques. This paper contributes to the research on teaching IT students in developing countries and highlights the most important factors that contribute to improve the level of subject-related communicative language competencies of IT students.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"37 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388749","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 : 2024-01-03DOI: 10.20448/jeelr.v11i1.5286
I. K. Yoda, Indra Kasih, Taqi Ilra
The objective of this study is to develop e-modules for bump pass learning for seventh-grade students. This study identified the problems and needs of students in learning bump pass skills, e-module eligibility and the effect of the e-module on students' bump pass skills. Two groups of seventh grades, two teachers serving as content experts and two media experts participated in this study at State Junior High School 1 Talawi. Five steps were used in conducting this research: analysis, design, development, implementation and evaluation. The researchers collected data through questionnaires, interviews, observation, documentation, expert testing and tests. The questionnaire, interview, observation and documentation results were analyzed using an interactive data analysis model. Expert test data were analyzed using the inter-rater agreement model and test result data were analyzed using an independent t-test. There are three findings in this research. First, the reason for the students' difficulties in learning bump passes is their lack of interest in the content found in their textbooks. They need learning media that are interesting and can be accessed through smartphones. Thus, e-modules are a suitable learning medium to solve problems and meet their needs. Second, the developed e-module was confirmed to have high content validity and meet the criteria for good learning materials and media based on the feasibility test results. Third, the e-module has positively and significantly affected students' understanding and bump pass skills. Thus, it is suggested that the module be used for teaching bump pass skills at other schools.
本研究的目的是为七年级学生的碰撞传递学习开发电子模块。本研究确定了学生在学习碰撞传递技能方面的问题和需求、电子模块的资格以及电子模块对学生碰撞传递技能的影响。国家第一初级中学（塔拉维）的两组七年级学生、两名担任教学内容专家的教师和两名媒体专家参与了本研究。 本研究采用了五个步骤：分析、设计、开发、实施和评估。研究人员通过问卷、访谈、观察、文献、专家测试和检验等方式收集数据。问卷、访谈、观察和文档结果采用交互式数据分析模型进行分析。专家测试数据采用评分者间协议模型进行分析，测试结果数据采用独立 t 检验进行分析。本研究有三项发现。首先，学生学习凹凸通行证困难的原因是他们对课本内容缺乏兴趣。他们需要有趣的、可通过智能手机访问的学习媒体。因此，电子模块是解决问题和满足他们需求的合适学习媒介。其次，根据可行性测试结果，所开发的电子模块具有较高的内容效度，符合良好学习材料和媒体的标准。 第三，电子模块对学生的理解和碰撞通过技能产生了积极而显著的影响。因此，建议将该模块用于其他学校的碰撞通过技能教学。
{"title":"Developing an e-module to improve the seventh-grade student's bump pass skills in volleyball","authors":"I. K. Yoda, Indra Kasih, Taqi Ilra","doi":"10.20448/jeelr.v11i1.5286","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5286","url":null,"abstract":"The objective of this study is to develop e-modules for bump pass learning for seventh-grade students. This study identified the problems and needs of students in learning bump pass skills, e-module eligibility and the effect of the e-module on students' bump pass skills. Two groups of seventh grades, two teachers serving as content experts and two media experts participated in this study at State Junior High School 1 Talawi. Five steps were used in conducting this research: analysis, design, development, implementation and evaluation. The researchers collected data through questionnaires, interviews, observation, documentation, expert testing and tests. The questionnaire, interview, observation and documentation results were analyzed using an interactive data analysis model. Expert test data were analyzed using the inter-rater agreement model and test result data were analyzed using an independent t-test. There are three findings in this research. First, the reason for the students' difficulties in learning bump passes is their lack of interest in the content found in their textbooks. They need learning media that are interesting and can be accessed through smartphones. Thus, e-modules are a suitable learning medium to solve problems and meet their needs. Second, the developed e-module was confirmed to have high content validity and meet the criteria for good learning materials and media based on the feasibility test results. Third, the e-module has positively and significantly affected students' understanding and bump pass skills. Thus, it is suggested that the module be used for teaching bump pass skills at other schools.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"5 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.20448/jeelr.v10i4.5271
G. Arynova, G. Uaisova, Aigul Zhumadullayeva, Sholpan Kalbergenova, Maryam Bekbaeva
The development of social intelligence is a delicate issue among teenagers. Insufficient social intelligence leads to social disorientation which may impede students' capacity to grow positively and to understand the reasons for their actions and the logic of the development of complex situations of interpersonal interaction. This study aims to evaluate the technology of pedagogical support in increasing the social intelligence of adolescents in a primary school's educational process. The Mann-Whitney test was used to find differences between subject groups and the Wilcoxon T-test was used to evaluate the social intelligence development programme. The study involved 40 students from Almaty's secondary school no. 76. The social intelligence of adolescents in the school environment was improved through the effective application of technological and pedagogical support in the teaching process. Education policymakers assess the social intelligence of adolescents in their own countries and institutions and make international comparisons.
{"title":"The impact of technology and pedagogical support on the development of social intelligence in adolescents","authors":"G. Arynova, G. Uaisova, Aigul Zhumadullayeva, Sholpan Kalbergenova, Maryam Bekbaeva","doi":"10.20448/jeelr.v10i4.5271","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5271","url":null,"abstract":"The development of social intelligence is a delicate issue among teenagers. Insufficient social intelligence leads to social disorientation which may impede students' capacity to grow positively and to understand the reasons for their actions and the logic of the development of complex situations of interpersonal interaction. This study aims to evaluate the technology of pedagogical support in increasing the social intelligence of adolescents in a primary school's educational process. The Mann-Whitney test was used to find differences between subject groups and the Wilcoxon T-test was used to evaluate the social intelligence development programme. The study involved 40 students from Almaty's secondary school no. 76. The social intelligence of adolescents in the school environment was improved through the effective application of technological and pedagogical support in the teaching process. Education policymakers assess the social intelligence of adolescents in their own countries and institutions and make international comparisons.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"17 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.20448/jeelr.v10i4.5269
Maral Baimakhanbetova, Asel Stambekova, Aysegul Bayraktar, Sveta Sikhimbayeva, Ulbala Ibragimova
The purpose of this study is to investigate the impact of practice-based STEM instruction on the development of younger students' research abilities and the improvement of their analytical skills. Both quantitative and qualitative methods were used in this study. There were 72 participants in the 4th grade from the elementary school "Zhas Daryn-2" in Shymkent (South Kazakhstan). According to research findings, successful implementation of STEM practices requires an educational program that includes preparation, implementation and evaluation phases. Additionally, it was found that a STEM-focused educational program helps younger students increase their research abilities more effectively. The study’s findings also show that STEM projects and research work help to identify, explore and solve problems through research activities leading to enhanced research and analytical skills. Despite this, STEM students often have difficulty staying focused on acquiring new knowledge and abilities, keeping up with recent technological advancements and comprehending the different difficulties that surround their significance. According to the research findings, teachers in primary school can use the outcomes of practice-based STEM training to support younger students' research abilities' manifestation and the improvement of their analytical skills.
{"title":"The implications of stem training on the development of younger students' research abilities: An exploration of practices","authors":"Maral Baimakhanbetova, Asel Stambekova, Aysegul Bayraktar, Sveta Sikhimbayeva, Ulbala Ibragimova","doi":"10.20448/jeelr.v10i4.5269","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5269","url":null,"abstract":"The purpose of this study is to investigate the impact of practice-based STEM instruction on the development of younger students' research abilities and the improvement of their analytical skills. Both quantitative and qualitative methods were used in this study. There were 72 participants in the 4th grade from the elementary school \"Zhas Daryn-2\" in Shymkent (South Kazakhstan). According to research findings, successful implementation of STEM practices requires an educational program that includes preparation, implementation and evaluation phases. Additionally, it was found that a STEM-focused educational program helps younger students increase their research abilities more effectively. The study’s findings also show that STEM projects and research work help to identify, explore and solve problems through research activities leading to enhanced research and analytical skills. Despite this, STEM students often have difficulty staying focused on acquiring new knowledge and abilities, keeping up with recent technological advancements and comprehending the different difficulties that surround their significance. According to the research findings, teachers in primary school can use the outcomes of practice-based STEM training to support younger students' research abilities' manifestation and the improvement of their analytical skills.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"8 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.20448/jeelr.v10i4.5270
Shahid Husain, Mohammad Athar Ali, Mohd Afzal Saifi, Sufyan Habib, M. A. Khan
The substantial disruption caused by the COVID-19 epidemic to the world's education system is only one of the many setbacks the world has recently experienced. The transition of the students from their offline learning mode to a fully digital approach was not easy from the beginning for them. The online teaching readiness heavily relied on their competencies and skills to adapt the pedagogy, training, technical skills, a proper mindset and new roles. This research endeavors to evaluate the readiness of the teachers belonging to higher education institutions (HEIs) to handle online education based on the online teaching readiness model. A systematic questionnaire with 30 statements was used by the researcher to collect and analyse data from 296 HEI lecturers in Saudi Arabia. Smart PLS3 was used to attain reliability, convergent, discriminate validity and model fitness. These programs will help equip the teachers with the necessary technical skills, pedagogy, competency and readiness to comprehend the requisite techniques of online teaching and the vital strategies for keeping their students engaged. Technical proficiency, pedagogy, competency and teaching readiness show a direct relationship with online education. On the other hand, attitude and training do not show any relationship with online education.
{"title":"Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation","authors":"Shahid Husain, Mohammad Athar Ali, Mohd Afzal Saifi, Sufyan Habib, M. A. Khan","doi":"10.20448/jeelr.v10i4.5270","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5270","url":null,"abstract":"The substantial disruption caused by the COVID-19 epidemic to the world's education system is only one of the many setbacks the world has recently experienced. The transition of the students from their offline learning mode to a fully digital approach was not easy from the beginning for them. The online teaching readiness heavily relied on their competencies and skills to adapt the pedagogy, training, technical skills, a proper mindset and new roles. This research endeavors to evaluate the readiness of the teachers belonging to higher education institutions (HEIs) to handle online education based on the online teaching readiness model. A systematic questionnaire with 30 statements was used by the researcher to collect and analyse data from 296 HEI lecturers in Saudi Arabia. Smart PLS3 was used to attain reliability, convergent, discriminate validity and model fitness. These programs will help equip the teachers with the necessary technical skills, pedagogy, competency and readiness to comprehend the requisite techniques of online teaching and the vital strategies for keeping their students engaged. Technical proficiency, pedagogy, competency and teaching readiness show a direct relationship with online education. On the other hand, attitude and training do not show any relationship with online education.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"64 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.20448/jeelr.v11i1.5272
Irwanto Irwanto, U. Cahyana, Ni Putu Sri Ayuni, Rudi Suhartono Wijayako
Students’ attitudes towards Digital Game-Based Learning (DGBL) in developing countries such as Indonesia are rarely investigated despite the fact that digital games are being used in secondary education increasingly. This research aims to explore students’ attitudes towards DGBL in chemistry. We used a quantitative study method using a self-reported survey questionnaire. The study included 480 high school students (203 males and 277 females) from various public and private high schools in Indonesia. The present study employed a cross-sectional survey design to collect data in July and August 2023. The DGBL attitude scale was adapted to evaluate students’ attitudes. The questionnaire comprised 22 items assessing students’ attitudes towards digital game-based learning. The data obtained were analyzed using descriptive statistics as well as t-tests and a one-way Analysis of Variance (ANOVA). As a result, students expressed a slightly positive attitude towards digital games in chemistry learning particularly for learning opportunities. The results also showed that there was a significant gap in students’ attitudes with regard to gender and the daily duration of smartphone use. However, there was no significant gap regarding students’ attitudes towards digital game-based learning. The findings provide valuable insights for game designers and teachers to design and implement educational games that meet student needs and expectations in order to improve learning outcomes. The results are also useful for educators and educational researchers on how demographic factors influence students’ DGBL attitudes in chemistry education in developing countries such as Indonesia.
{"title":"Exploring high school students’ attitudes towards digital game-based learning: A perspective from Indonesia","authors":"Irwanto Irwanto, U. Cahyana, Ni Putu Sri Ayuni, Rudi Suhartono Wijayako","doi":"10.20448/jeelr.v11i1.5272","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5272","url":null,"abstract":"Students’ attitudes towards Digital Game-Based Learning (DGBL) in developing countries such as Indonesia are rarely investigated despite the fact that digital games are being used in secondary education increasingly. This research aims to explore students’ attitudes towards DGBL in chemistry. We used a quantitative study method using a self-reported survey questionnaire. The study included 480 high school students (203 males and 277 females) from various public and private high schools in Indonesia. The present study employed a cross-sectional survey design to collect data in July and August 2023. The DGBL attitude scale was adapted to evaluate students’ attitudes. The questionnaire comprised 22 items assessing students’ attitudes towards digital game-based learning. The data obtained were analyzed using descriptive statistics as well as t-tests and a one-way Analysis of Variance (ANOVA). As a result, students expressed a slightly positive attitude towards digital games in chemistry learning particularly for learning opportunities. The results also showed that there was a significant gap in students’ attitudes with regard to gender and the daily duration of smartphone use. However, there was no significant gap regarding students’ attitudes towards digital game-based learning. The findings provide valuable insights for game designers and teachers to design and implement educational games that meet student needs and expectations in order to improve learning outcomes. The results are also useful for educators and educational researchers on how demographic factors influence students’ DGBL attitudes in chemistry education in developing countries such as Indonesia.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"319 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.20448/jeelr.v10i4.5260
N. M. S. Mertasari, Ni Luh Putu Pranena Sastri, Ida Bagus Nyoman Pascima
This study aims to examine the improvement of metacognitive abilities in learning mathematics through a variety of formative assessments. The study applied an experimental approach with a pre- and post-tests control group design. Six classes of students were chosen by cluster random sampling as the sample, with two classes serve as the experimental group with performance assessments, two classes serve as the comparison group with essay assessments and two additional classes serve as the control group with multiple choice assessments. The instrument to measure metacognitive ability was developed specifically for the pre-and post-tests. The gain score was analyzed using a one-way ANOVA and continued with the Scheffe test. The study discovered that students who participated in learning with formative assessments of performance showed the highest levels of metacognitive skills followed by those who participated in learning with formative assessments of essays and those who participated in learning with formative assessments of multiple-choice questions came in third. These findings lead to the conclusion that formative assessment of performance has a positive effect on improving metacognitive abilities. According to the characteristics of learning mathematics, this situation might happen because the performance evaluation includes activities that are difficult, comprehensive and associated with daily life. In addition, performance assessment also has intrinsic value because it requires students to organize and present material in their own way. It is recommended that mathematics teachers use formative performance assessments in order to enhance cognitive capacities.
{"title":"Performance assessment: Improving metacognitive ability in mathematics learning","authors":"N. M. S. Mertasari, Ni Luh Putu Pranena Sastri, Ida Bagus Nyoman Pascima","doi":"10.20448/jeelr.v10i4.5260","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5260","url":null,"abstract":"This study aims to examine the improvement of metacognitive abilities in learning mathematics through a variety of formative assessments. The study applied an experimental approach with a pre- and post-tests control group design. Six classes of students were chosen by cluster random sampling as the sample, with two classes serve as the experimental group with performance assessments, two classes serve as the comparison group with essay assessments and two additional classes serve as the control group with multiple choice assessments. The instrument to measure metacognitive ability was developed specifically for the pre-and post-tests. The gain score was analyzed using a one-way ANOVA and continued with the Scheffe test. The study discovered that students who participated in learning with formative assessments of performance showed the highest levels of metacognitive skills followed by those who participated in learning with formative assessments of essays and those who participated in learning with formative assessments of multiple-choice questions came in third. These findings lead to the conclusion that formative assessment of performance has a positive effect on improving metacognitive abilities. According to the characteristics of learning mathematics, this situation might happen because the performance evaluation includes activities that are difficult, comprehensive and associated with daily life. In addition, performance assessment also has intrinsic value because it requires students to organize and present material in their own way. It is recommended that mathematics teachers use formative performance assessments in order to enhance cognitive capacities.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"128 S197","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-19DOI: 10.20448/jeelr.v10i4.5243
Bikadamova Anar Kuanganovna, Horst Konrad Reschke, Garber Alena, Moldakhmentova Zulkiya, Shalabayeva Laura Ismailbekovna
The purpose of this paper is to identify protective factors for students' anxiety management under exam stress. Students experience a range of negative emotions in addition to exam anxiety throughout university exams including stress, fear of knowledge assessments and fear of low performance. However, students ‘exam preparation and passing can be changed by identifying protective factors for exam stress coping while focusing less on reducing risk factors. Possible protective factors for exam anxiety coping in the present study were resilience, self-efficacy, stress tolerance, overall life satisfaction and coping behavior. In general, our assumption was confirmed that stress tolerance, proactive coping behavior, overall life satisfaction and resilience are the most important factors in overcoming exam fear. Self-efficacy as a latent factor that has a significant impact on overcoming exam fear was not identified. The study validated that stress tolerance, proactive coping, life satisfaction and resilience are pivotal in conquering exam-related fear. However, self-efficacy did not emerge as a significant factor.
{"title":"Psychological analysis of risk factors and protective factors under exam stress","authors":"Bikadamova Anar Kuanganovna, Horst Konrad Reschke, Garber Alena, Moldakhmentova Zulkiya, Shalabayeva Laura Ismailbekovna","doi":"10.20448/jeelr.v10i4.5243","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5243","url":null,"abstract":"The purpose of this paper is to identify protective factors for students' anxiety management under exam stress. Students experience a range of negative emotions in addition to exam anxiety throughout university exams including stress, fear of knowledge assessments and fear of low performance. However, students ‘exam preparation and passing can be changed by identifying protective factors for exam stress coping while focusing less on reducing risk factors. Possible protective factors for exam anxiety coping in the present study were resilience, self-efficacy, stress tolerance, overall life satisfaction and coping behavior. In general, our assumption was confirmed that stress tolerance, proactive coping behavior, overall life satisfaction and resilience are the most important factors in overcoming exam fear. Self-efficacy as a latent factor that has a significant impact on overcoming exam fear was not identified. The study validated that stress tolerance, proactive coping, life satisfaction and resilience are pivotal in conquering exam-related fear. However, self-efficacy did not emerge as a significant factor.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"108 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.20448/jeelr.v10i4.5233
S. Prayogi, Sukainil Ahzan, J. Rokhmat, Ni Nyoman Sri, Putu Verawati
Inquiry-based learning overcomes the gap between the acquisition of knowledge through discovery though it is not always directly proportional to students' development of critical thinking (CT). Knowledge about the real-world contexts in which children will learn is the first step in cultivating CT in science learning. Science inquiry is most relevant when it is linked to the cultural context and local wisdom in which students are growing and developing. On one hand, the current focus of learning is on digital systems which can also provide opportunities to enhance CT. The current study aims to implement a blend of inquiry-based learning and Ethnoscience on a digital learning platform (e-learning) and assess its effect on the pre-service science teachers’ (PSTs) CT abilities. The study is conducted using an experimental method involving PSTs as participants. Several valid test instruments are employed to measure CT skills and the results are analyzed. According to the study's findings, there have been notable advancements in CT due to the digital learning platform's dynamic fusion of Ethnoscience and inquiry. This study demonstrates that the dynamic blend of Ethnoscience and inquiry in a digital learning platform can serve as a cutting-edge learning method for empowering CT particularly in future science teachers.
{"title":"Dynamic blend of ethnoscience and inquiry in a digital learning platform (e-learning) for empowering future science educators' critical thinking","authors":"S. Prayogi, Sukainil Ahzan, J. Rokhmat, Ni Nyoman Sri, Putu Verawati","doi":"10.20448/jeelr.v10i4.5233","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5233","url":null,"abstract":"Inquiry-based learning overcomes the gap between the acquisition of knowledge through discovery though it is not always directly proportional to students' development of critical thinking (CT). Knowledge about the real-world contexts in which children will learn is the first step in cultivating CT in science learning. Science inquiry is most relevant when it is linked to the cultural context and local wisdom in which students are growing and developing. On one hand, the current focus of learning is on digital systems which can also provide opportunities to enhance CT. The current study aims to implement a blend of inquiry-based learning and Ethnoscience on a digital learning platform (e-learning) and assess its effect on the pre-service science teachers’ (PSTs) CT abilities. The study is conducted using an experimental method involving PSTs as participants. Several valid test instruments are employed to measure CT skills and the results are analyzed. According to the study's findings, there have been notable advancements in CT due to the digital learning platform's dynamic fusion of Ethnoscience and inquiry. This study demonstrates that the dynamic blend of Ethnoscience and inquiry in a digital learning platform can serve as a cutting-edge learning method for empowering CT particularly in future science teachers.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"15 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998790","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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