Pub Date : 2023-11-23DOI: 10.20448/jeelr.v10i4.5164
Sholpan Kolumbayeva, Elmira Aitenova, Assel Tanatova, Akkalam Zhekeyeva, A. Kosshygulova
The study aims to reveal the psychological and pedagogical indicators of self-management in a student's personality and systematize contemporary synergetic approaches for distance education. The research hypothesis suggests the possibility of optimizing students' motivation for self-management and self-learning for efficient education in a distance mode. The study's methodology is comprehensive and uses a qualitative approach. 463 students from higher institutions in Kazakhstan participated in the study. The research used a survey method in which students assessed their self-study skills. Qualitative analysis of the questionnaires made it possible to divide the respondents into three subgroups according to the results of their ability to self-study. Training and additional classes were planned and conducted in these subgroups, considering the results of the power to self-organize and self-learn, which had a positive effect. Students have different indicators of self-learning abilities, and dividing them into subgroups and differentiating the approach to organizing training has significantly increased self-learning abilities. The synergetic approach allows students to develop their self-management skills and use innovative methods to improve their subject knowledge quality. Using differentiated and synergistic approaches in online learning helps to improve the quality of learning in general.
{"title":"Ways of increasing students' self-organisation for self-study","authors":"Sholpan Kolumbayeva, Elmira Aitenova, Assel Tanatova, Akkalam Zhekeyeva, A. Kosshygulova","doi":"10.20448/jeelr.v10i4.5164","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5164","url":null,"abstract":"The study aims to reveal the psychological and pedagogical indicators of self-management in a student's personality and systematize contemporary synergetic approaches for distance education. The research hypothesis suggests the possibility of optimizing students' motivation for self-management and self-learning for efficient education in a distance mode. The study's methodology is comprehensive and uses a qualitative approach. 463 students from higher institutions in Kazakhstan participated in the study. The research used a survey method in which students assessed their self-study skills. Qualitative analysis of the questionnaires made it possible to divide the respondents into three subgroups according to the results of their ability to self-study. Training and additional classes were planned and conducted in these subgroups, considering the results of the power to self-organize and self-learn, which had a positive effect. Students have different indicators of self-learning abilities, and dividing them into subgroups and differentiating the approach to organizing training has significantly increased self-learning abilities. The synergetic approach allows students to develop their self-management skills and use innovative methods to improve their subject knowledge quality. Using differentiated and synergistic approaches in online learning helps to improve the quality of learning in general.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"693 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245831","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 : 2023-10-30DOI: 10.20448/jeelr.v10i4.5098
Cinthya Lady Butron Revilla, Edith Gabriela Manchego Huaquipaco, Diana Lizeth Prado Arenas, Alexandra Milagros Perez Ramirez
The aim of higher education is to make the student the protagonist of their learning. In this context, the researchers must create appropriate scenarios that enable students to explore and develop critical thinking both independently and cooperatively while making use of information technology. This paper presents a model of pedagogical practice in the subject of Introduction to Research Methodology (IRM) based on the construction of literature maps applying John W. Creswell's research design theory through the use of virtual whiteboards. 120 students from the seventh cycle of the study plan of the School of Architecture of the National University of San Agustín participated. As a result, the model used in this paper enabled students to collect and organize the data necessary to formulate their research and develop critical thinking based on scientific knowledge. In this process, it was possible to reflect on the importance of emphasizing the development of critical and creative thinking skills in order to create literary maps that contribute to the comprehensive education of students. It should be noted that students are obliged to be protagonists in the construction of their knowledge especially in subjects that develop competencies related to scientific research.
高等教育的目的是使学生成为学习的主角。在这种情况下，研究者必须创造适当的场景，使学生在利用信息技术的同时能够独立地和合作地探索和发展批判性思维。本文提出了一种基于John W. Creswell的研究设计理论，通过虚拟白板构建文献地图的研究方法论导论(IRM)学科教学实践模式。来自圣国立大学建筑学院第七期学习计划的120名学生Agustín参加了本次活动。因此，本文中使用的模型使学生能够收集和组织必要的数据来制定他们的研究，并在科学知识的基础上发展批判性思维。在这个过程中，有可能反思强调批判性和创造性思维技能发展的重要性，以便创建有助于学生全面教育的文学地图。应该指出的是，学生有义务成为知识建构的主角，特别是在培养与科学研究相关的能力的学科中。
{"title":"Construction of a literature map on collaborative virtual white boards","authors":"Cinthya Lady Butron Revilla, Edith Gabriela Manchego Huaquipaco, Diana Lizeth Prado Arenas, Alexandra Milagros Perez Ramirez","doi":"10.20448/jeelr.v10i4.5098","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5098","url":null,"abstract":"The aim of higher education is to make the student the protagonist of their learning. In this context, the researchers must create appropriate scenarios that enable students to explore and develop critical thinking both independently and cooperatively while making use of information technology. This paper presents a model of pedagogical practice in the subject of Introduction to Research Methodology (IRM) based on the construction of literature maps applying John W. Creswell's research design theory through the use of virtual whiteboards. 120 students from the seventh cycle of the study plan of the School of Architecture of the National University of San Agustín participated. As a result, the model used in this paper enabled students to collect and organize the data necessary to formulate their research and develop critical thinking based on scientific knowledge. In this process, it was possible to reflect on the importance of emphasizing the development of critical and creative thinking skills in order to create literary maps that contribute to the comprehensive education of students. It should be noted that students are obliged to be protagonists in the construction of their knowledge especially in subjects that develop competencies related to scientific research.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136106374","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 : 2023-10-25DOI: 10.20448/jeelr.v10i4.5092
Laila Mohebi, Fatima AlMohsen, Alanood Alshamsi
This paper aims to have a critical evaluation of an online training module among pre-service and in-service teachers in Pakistan. The aim of this study was to provide a thorough examination of the various aspects that contribute to both satisfaction and dissatisfaction with the training module. This evaluation is critical in the process of facilitating the accommodation of the synchronous and asynchronous online models that have established a permanent mark in education years after the COVID-19 pandemic lockdowns. A total of thirty educators who registered for the online training module were selected as participants for the study, in which open-ended online questionnaires were employed as the primary method of data collection. This research employed Braun and Clarke's technique, which involves a six-step theme analysis process. The results revealed the mixed feelings of satisfaction and dissatisfaction with adopting training modules. The motivation behind satisfaction stemmed from several factors, including the pertinence of content structure, adaptability, proficient utilization of media, and a determined attitude. Conversely, dissatisfaction was driven by the inadequacy of the content in addressing issues they thought were pertinent for teachers in the 21st century. The study underlined the crucial role of content design in online instruction, highlighting the need for robust planning to create accessible, engaging, and flexible modules compatible with standard devices like smartphones. The study proposes the ongoing adjustment of online modules to cater to the requirements of learners in the 21st century. This is because online modules have great potential for establishing a permanent position in the training of pre-service and in-service teachers.
{"title":"Realigning online teacher training modules to COVID-19: An evaluation of the online training module among pre-service and in-service teachers in Pakistan","authors":"Laila Mohebi, Fatima AlMohsen, Alanood Alshamsi","doi":"10.20448/jeelr.v10i4.5092","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5092","url":null,"abstract":"This paper aims to have a critical evaluation of an online training module among pre-service and in-service teachers in Pakistan. The aim of this study was to provide a thorough examination of the various aspects that contribute to both satisfaction and dissatisfaction with the training module. This evaluation is critical in the process of facilitating the accommodation of the synchronous and asynchronous online models that have established a permanent mark in education years after the COVID-19 pandemic lockdowns. A total of thirty educators who registered for the online training module were selected as participants for the study, in which open-ended online questionnaires were employed as the primary method of data collection. This research employed Braun and Clarke's technique, which involves a six-step theme analysis process. The results revealed the mixed feelings of satisfaction and dissatisfaction with adopting training modules. The motivation behind satisfaction stemmed from several factors, including the pertinence of content structure, adaptability, proficient utilization of media, and a determined attitude. Conversely, dissatisfaction was driven by the inadequacy of the content in addressing issues they thought were pertinent for teachers in the 21st century. The study underlined the crucial role of content design in online instruction, highlighting the need for robust planning to create accessible, engaging, and flexible modules compatible with standard devices like smartphones. The study proposes the ongoing adjustment of online modules to cater to the requirements of learners in the 21st century. This is because online modules have great potential for establishing a permanent position in the training of pre-service and in-service teachers.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"23 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167424","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 : 2023-10-24DOI: 10.20448/jeelr.v10i4.5091
Wael Alharbi
The integration of machine translation (MT) and artificial intelligence (AI) has significantly enhanced the precision of MT systems producing translations that rival the quality of skilled human translators. This innovation has broadened the applicability of AI-enabled MT systems attracting users for a variety of purposes. This paper explores the following areas: the application of AI-enabled MT, specifically Google Translate (GT) in English as a Foreign Language (EFL) classroom. Empirical findings and recent research indicate that students are increasingly reliant on MT particularly in higher educational settings where English is not their first language. The purpose of this research is to provide insight on the practices, beliefs and goals of EFL learners who use GT in the classroom. Data was gathered from 234 university students through a questionnaire along with pre- and post-tests to compare the quality of writing drafts created with and without the aid of GT. The findings are consistent with those of previous research conducted worldwide highlighting the immense potential of AI-enabled MT in not only boosting students' learning experiences but also cultivating more independent learners. The study also indicates that students have positive attitudes towards GT and employ diverse search strategies to address various language-related challenges.
{"title":"The use and abuse of artificial intelligence-enabled machine translation in the EFL classroom: An exploratory study","authors":"Wael Alharbi","doi":"10.20448/jeelr.v10i4.5091","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5091","url":null,"abstract":"The integration of machine translation (MT) and artificial intelligence (AI) has significantly enhanced the precision of MT systems producing translations that rival the quality of skilled human translators. This innovation has broadened the applicability of AI-enabled MT systems attracting users for a variety of purposes. This paper explores the following areas: the application of AI-enabled MT, specifically Google Translate (GT) in English as a Foreign Language (EFL) classroom. Empirical findings and recent research indicate that students are increasingly reliant on MT particularly in higher educational settings where English is not their first language. The purpose of this research is to provide insight on the practices, beliefs and goals of EFL learners who use GT in the classroom. Data was gathered from 234 university students through a questionnaire along with pre- and post-tests to compare the quality of writing drafts created with and without the aid of GT. The findings are consistent with those of previous research conducted worldwide highlighting the immense potential of AI-enabled MT in not only boosting students' learning experiences but also cultivating more independent learners. The study also indicates that students have positive attitudes towards GT and employ diverse search strategies to address various language-related challenges.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322470","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 explores teachers' perceptions of inclusive education training (a collaborative mentorship programme). The research involved 90 general teachers of inclusive elementary schools who had attended inclusive education training organized by the education office in collaboration with a university in Bogor District, West Java, Indonesia. The data were collected through Google Forms and analyzed using thematic analysis. The results show three main themes: relevance, new knowledge and hope. The results of the training had a positive impact on teachers. Inclusive education training aims to improve the implementation of inclusive education in elementary schools and must be carried out continuously. The training has also increased teachers' competence and independence to develop instructional systems in inclusive classrooms. The mentoring program for inclusive elementary schools through training activities is a program that must be implemented continuously by all stakeholders including the government and universities in order to improve the quality of inclusive education in Indonesia.
{"title":"Teacher perceptions of inclusive education training: Implementation of an inclusive elementary school mentoring program based on collaborative partnership","authors":"None Rasmitadila, Megan Asri Humaira, Teguh Prasetyo, Hanrezi Dhania Hasnin, Reza Rachmadtullah","doi":"10.20448/jeelr.v10i4.5054","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5054","url":null,"abstract":"This research explores teachers' perceptions of inclusive education training (a collaborative mentorship programme). The research involved 90 general teachers of inclusive elementary schools who had attended inclusive education training organized by the education office in collaboration with a university in Bogor District, West Java, Indonesia. The data were collected through Google Forms and analyzed using thematic analysis. The results show three main themes: relevance, new knowledge and hope. The results of the training had a positive impact on teachers. Inclusive education training aims to improve the implementation of inclusive education in elementary schools and must be carried out continuously. The training has also increased teachers' competence and independence to develop instructional systems in inclusive classrooms. The mentoring program for inclusive elementary schools through training activities is a program that must be implemented continuously by all stakeholders including the government and universities in order to improve the quality of inclusive education in Indonesia.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"13 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034635","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 : 2023-10-12DOI: 10.20448/jeelr.v10i4.5046
My-Hanh Mai, Thien-Vu Giang, Xuan-Dieu Dang, Duc-Hoi Dinh
Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations of school-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.
{"title":"The context of school-based cyberbullying prevention in Vietnamese public schools: A cross-sectional study","authors":"My-Hanh Mai, Thien-Vu Giang, Xuan-Dieu Dang, Duc-Hoi Dinh","doi":"10.20448/jeelr.v10i4.5046","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5046","url":null,"abstract":"Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations of school-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136015843","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 the study is to evaluate the efficiency of using the neuropsychological approach to solve the learning difficulties of schoolchildren. An empirical study summarized the evaluation of the correction program carried out using neuropsychological games and exercises with one hundred students in the second grade of the elementary school. The following evaluation strategies were used to assess the effectiveness of the programme: Schulte tables, the fourth extra technique and "memorization of two sets of words. The results obtained can be presented as follows: (1) The studied indicators of attention such as work efficiency and mental stability improved among students, only the criterion of the degree of workability remained without significant improvements but at the same time within the normative values. (2) Analyzing the mental processes of students, we can see a significant increase in the number of children who have improved such indicators of thinking as generalization and synthesis due to corrective exercises. (3) The study of memory processes showed that the number of students who experienced special correctional exercises was higher than words at the very beginning without special psychological support. This study concludes that the general solution to learning problems and the compensation of deficiencies in the development of various cognitive processes are the objective advantages of organised corrective neuropsychological sessions with students. This experiment may provide a plan for further research and adoption of the help for schoolchildren in practice.
{"title":"Peculiarities and causes of difficulties in learning educational material among schoolchildren and ways to overcome them","authors":"Zarina Zhumanbayeva, Larissa Shkutina, Kuralay Kulmukanova, Kazyna Zhunussova, Bakhyt Rysbekova","doi":"10.20448/jeelr.v10i4.5042","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5042","url":null,"abstract":"The aim of the study is to evaluate the efficiency of using the neuropsychological approach to solve the learning difficulties of schoolchildren. An empirical study summarized the evaluation of the correction program carried out using neuropsychological games and exercises with one hundred students in the second grade of the elementary school. The following evaluation strategies were used to assess the effectiveness of the programme: Schulte tables, the fourth extra technique and \"memorization of two sets of words. The results obtained can be presented as follows: (1) The studied indicators of attention such as work efficiency and mental stability improved among students, only the criterion of the degree of workability remained without significant improvements but at the same time within the normative values. (2) Analyzing the mental processes of students, we can see a significant increase in the number of children who have improved such indicators of thinking as generalization and synthesis due to corrective exercises. (3) The study of memory processes showed that the number of students who experienced special correctional exercises was higher than words at the very beginning without special psychological support. This study concludes that the general solution to learning problems and the compensation of deficiencies in the development of various cognitive processes are the objective advantages of organised corrective neuropsychological sessions with students. This experiment may provide a plan for further research and adoption of the help for schoolchildren in practice.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136252515","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 introduction of formative assessment to improve students' self-assessment skills was one of the main innovations in Kazakhstan. However, there are issues with the implementation of formative assessment and its introduction. This study aims to examine the impact of the author's formative assessment techniques on students' self-evaluations. One of the methods was experimental work carried out in 2021-2022 at Almaty Secondary School No. 198. This study was carried out using 55 fourth grade students consisting of 27 students in grade four "A" (16 girls and 11 boys) as the experimental group (EG) and 28 students in grade four "B" (18 girls and 10 boys) as the control group (CG). The results identified problems with the introduction and implementation of formative assessments. This highlighted the importance of developing formative assessment strategies to improve students' self-evaluations. Our findings confirm that the identified and methodically substantiated procedures for improving self-assessment in students in primary school may be employed in classes with younger students and in teacher training groups.
{"title":"The impact of formative assessment techniques on students' self-assessment skills","authors":"Ayakoz Turysbayeva, Aziya Zhumabayeva, Kalbike Yessenova, Tursynay Bainazarovа, Sharban Maigeldiyeva","doi":"10.20448/jeelr.v10i4.5045","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5045","url":null,"abstract":"The introduction of formative assessment to improve students' self-assessment skills was one of the main innovations in Kazakhstan. However, there are issues with the implementation of formative assessment and its introduction. This study aims to examine the impact of the author's formative assessment techniques on students' self-evaluations. One of the methods was experimental work carried out in 2021-2022 at Almaty Secondary School No. 198. This study was carried out using 55 fourth grade students consisting of 27 students in grade four \"A\" (16 girls and 11 boys) as the experimental group (EG) and 28 students in grade four \"B\" (18 girls and 10 boys) as the control group (CG). The results identified problems with the introduction and implementation of formative assessments. This highlighted the importance of developing formative assessment strategies to improve students' self-evaluations. Our findings confirm that the identified and methodically substantiated procedures for improving self-assessment in students in primary school may be employed in classes with younger students and in teacher training groups.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136252516","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 : 2023-10-11DOI: 10.20448/jeelr.v10i4.5043
Marion Cresencio
Colleges and universities worldwide envision global excellence by providing the best education to their students. The Philippine universities started to implement outcome-based education to fulfill worldwide quality education standards. The purpose of this study is to identify the effectiveness of outcome-based education and the extent of its implementation in a Philippine university through open and distance learning. The effectiveness of outcome-based education and its extent of implementation are measured through the three identified areas such as the presentation of learning outcomes, assessment evidence and teaching and learning activities. The respondents consisted of graduate students for the academic year 2022-2023. Descriptive statistics such as the net agreement rating and the net implementation rating were used. The findings reveal a high agreement rating on the effectiveness of outcome-based education which means that there is an effective and excellent implementation of outcome-based education in open and distance learning. Meanwhile, there is a significant difference in the assessment among programs on the implementation of outcome-based education in open and distance learning. The Philippine University may sustain its effective implementation of outcome-based education and may serve as a model for other educational institutions by providing continuous support to faculty in the form of training and scholarships. These faculties are the major implementers of instructions.
{"title":"Outcome-based education in open and distance learning","authors":"Marion Cresencio","doi":"10.20448/jeelr.v10i4.5043","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5043","url":null,"abstract":"Colleges and universities worldwide envision global excellence by providing the best education to their students. The Philippine universities started to implement outcome-based education to fulfill worldwide quality education standards. The purpose of this study is to identify the effectiveness of outcome-based education and the extent of its implementation in a Philippine university through open and distance learning. The effectiveness of outcome-based education and its extent of implementation are measured through the three identified areas such as the presentation of learning outcomes, assessment evidence and teaching and learning activities. The respondents consisted of graduate students for the academic year 2022-2023. Descriptive statistics such as the net agreement rating and the net implementation rating were used. The findings reveal a high agreement rating on the effectiveness of outcome-based education which means that there is an effective and excellent implementation of outcome-based education in open and distance learning. Meanwhile, there is a significant difference in the assessment among programs on the implementation of outcome-based education in open and distance learning. The Philippine University may sustain its effective implementation of outcome-based education and may serve as a model for other educational institutions by providing continuous support to faculty in the form of training and scholarships. These faculties are the major implementers of instructions.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136252519","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}
Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning. A quasi-experimental two-way factorial design among groups was applied to carry out this study. 300 Indonesian EFL (English for Foreign Language) college students were randomly allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement. The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges.
{"title":"Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning","authors":"Adieli Laoli, Ellyunus Waruwu, Ayler Berniah Ndraha, Dedi Irawan Zebua","doi":"10.20448/jeelr.v10i4.5047","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5047","url":null,"abstract":"Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning. A quasi-experimental two-way factorial design among groups was applied to carry out this study. 300 Indonesian EFL (English for Foreign Language) college students were randomly allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement. The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136252514","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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