Pub Date : 2023-09-26DOI: 10.20448/jeelr.v10i4.5018
Noha A Alaa El Dine, Menatalla Kaoud
In the context of online education, which has been growing as a common approach, this paper examines the impact of working while studying on university students’ academic performance, namely Cumulative GPA (CGPA), as a rising trend in Egypt, especially after the pandemic and the shift into online learning. The research followed an exploratory survey method, namely a quantitative approach, with a sample of 361 students randomly selected using the convenience sampling method from a total of 3326 students, both working and non-working, from years 2 to 4 across the four schools at Nile University – Cairo, Egypt. The study examines a cause-and-effect relationship between working students and their CGPA. Literature points out that with online education becoming a conventional mode, there has been an increase in “working while studying” in Egypt, which requires further investigation. Thus, this paper bridges this empirical gap as the first study of its kind by studying the case of Nile University working students and the effect of working while studying on their academic performance and their ability to strike a work-life balance. The study revealed a slightly negative relationship between working while studying and students’ CGPA compared to non-working, as well as a negative effect on their work-life balance. The findings imply that a new mindset in the pedagogical system is needed, combining new assessment methods and modes of delivery to accommodate the rising trend. The study has its own limitations, focusing on Egypt and specifically Nile University students.
{"title":"Impact of working while studying on university students’ academic performance in Egypt during the COVID-19 pandemic and transition to online learning","authors":"Noha A Alaa El Dine, Menatalla Kaoud","doi":"10.20448/jeelr.v10i4.5018","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5018","url":null,"abstract":"In the context of online education, which has been growing as a common approach, this paper examines the impact of working while studying on university students’ academic performance, namely Cumulative GPA (CGPA), as a rising trend in Egypt, especially after the pandemic and the shift into online learning. The research followed an exploratory survey method, namely a quantitative approach, with a sample of 361 students randomly selected using the convenience sampling method from a total of 3326 students, both working and non-working, from years 2 to 4 across the four schools at Nile University – Cairo, Egypt. The study examines a cause-and-effect relationship between working students and their CGPA. Literature points out that with online education becoming a conventional mode, there has been an increase in “working while studying” in Egypt, which requires further investigation. Thus, this paper bridges this empirical gap as the first study of its kind by studying the case of Nile University working students and the effect of working while studying on their academic performance and their ability to strike a work-life balance. The study revealed a slightly negative relationship between working while studying and students’ CGPA compared to non-working, as well as a negative effect on their work-life balance. The findings imply that a new mindset in the pedagogical system is needed, combining new assessment methods and modes of delivery to accommodate the rising trend. The study has its own limitations, focusing on Egypt and specifically Nile University students.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135720984","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 : 2023-09-22DOI: 10.20448/jeelr.v10i4.5004
Elda Dollija, Marinela Teneqexhi, Servet Gura
Higher education institutions in developing countries encountered several challenges and barriers when attempting to transition to e-learning during the COVID-19 pandemic. The objective of this study is to ascertain the perspectives of students regarding e-learning by examining the many aspects that impact their inclination to adopt e-learning in the Albanian setting during the COVID-19 pandemic. The researchers chose to utilize the Technology Acceptance Model (TAM) to examine the behavioural intentions of a total of 482 students who were currently enrolled at "Fan S. Noli'' University. The utilization of Structural Equation Modelling (SEM) has been employed for the purpose of data elaboration. The research discovered that the variable "Attitude towards Use" had a direct influence on students' Behavioural Intention towards e-learning during the COVID-19 epidemic. The variable "Perceived Usefulness" did not have a statistically significant impact on the students' Behaviour Intention. Additionally, the results showed that the students have adapted quickly to the online platform, which has led to a wide acceptance of its usefulness, and this was reflected in a favorable attitude towards its use. The conclusions of this research are important indicators for the enhancement and perspective of the e-learning process in Albanian high education institutions, as they emphasize the importance of identifying and comprehending various factors related to e-learning in Albania. The findings of this study have the potential to provide universities and policymakers with useful insights into the e-learning process, particularly in developing contexts.
{"title":"Students' behavior and intention to use e-learning during the COVID-19 pandemic: A case of TAM through SEM analysis in Albania","authors":"Elda Dollija, Marinela Teneqexhi, Servet Gura","doi":"10.20448/jeelr.v10i4.5004","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5004","url":null,"abstract":"Higher education institutions in developing countries encountered several challenges and barriers when attempting to transition to e-learning during the COVID-19 pandemic. The objective of this study is to ascertain the perspectives of students regarding e-learning by examining the many aspects that impact their inclination to adopt e-learning in the Albanian setting during the COVID-19 pandemic. The researchers chose to utilize the Technology Acceptance Model (TAM) to examine the behavioural intentions of a total of 482 students who were currently enrolled at \"Fan S. Noli'' University. The utilization of Structural Equation Modelling (SEM) has been employed for the purpose of data elaboration. The research discovered that the variable \"Attitude towards Use\" had a direct influence on students' Behavioural Intention towards e-learning during the COVID-19 epidemic. The variable \"Perceived Usefulness\" did not have a statistically significant impact on the students' Behaviour Intention. Additionally, the results showed that the students have adapted quickly to the online platform, which has led to a wide acceptance of its usefulness, and this was reflected in a favorable attitude towards its use. The conclusions of this research are important indicators for the enhancement and perspective of the e-learning process in Albanian high education institutions, as they emphasize the importance of identifying and comprehending various factors related to e-learning in Albania. The findings of this study have the potential to provide universities and policymakers with useful insights into the e-learning process, particularly in developing contexts.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098618","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 : 2023-09-20DOI: 10.20448/jeelr.v10i4.5003
Sara Ifqiren, Sophia Bouzit, Ihsane Kouchou, Sabah Selmaoui
Modeling is a fundamental tool in the teaching and learning processes of life and earth sciences. It serves as an investigative instrument that enables students to test hypotheses and solve scientific problems. This paper presents the findings of a survey conducted among 96 Moroccan life and earth sciences teachers teaching students at the primary, junior high and high school levels. The study aims to highlight the role of modelling in life sciences instruction and explore teachers' understanding, approaches and perceptions towards models and modeling practices. A questionnaire-based methodology was employed to collect data on teachers' awareness of the significance of models in life sciences and the instructional approaches that are adopted in these models. The findings reveal Moroccan teachers' clear grasp of models' significance in teaching life sciences. Moreover, they employ similar approaches to models and modeling practices. The research highlights instructors' awareness of models' potential to increase the effectiveness and appeal of scientific instruction. It establishes modeling's pivotal role in instructing life sciences, emphasizing the need to incorporate modeling activities into the curriculum to nurture students' scientific inquiry and problem-solving skills. The study's practical implications suggest the value of training programs and professional development initiatives for teachers to promote model use in life sciences instruction. Enhancing teachers' knowledge and pedagogical strategies related to modeling can enrich science education leading to increased student engagement and achievement in the life sciences.
{"title":"Modelling in the scientific approach to teaching life and earth sciences: Views and practices of Moroccan teachers","authors":"Sara Ifqiren, Sophia Bouzit, Ihsane Kouchou, Sabah Selmaoui","doi":"10.20448/jeelr.v10i4.5003","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5003","url":null,"abstract":"Modeling is a fundamental tool in the teaching and learning processes of life and earth sciences. It serves as an investigative instrument that enables students to test hypotheses and solve scientific problems. This paper presents the findings of a survey conducted among 96 Moroccan life and earth sciences teachers teaching students at the primary, junior high and high school levels. The study aims to highlight the role of modelling in life sciences instruction and explore teachers' understanding, approaches and perceptions towards models and modeling practices. A questionnaire-based methodology was employed to collect data on teachers' awareness of the significance of models in life sciences and the instructional approaches that are adopted in these models. The findings reveal Moroccan teachers' clear grasp of models' significance in teaching life sciences. Moreover, they employ similar approaches to models and modeling practices. The research highlights instructors' awareness of models' potential to increase the effectiveness and appeal of scientific instruction. It establishes modeling's pivotal role in instructing life sciences, emphasizing the need to incorporate modeling activities into the curriculum to nurture students' scientific inquiry and problem-solving skills. The study's practical implications suggest the value of training programs and professional development initiatives for teachers to promote model use in life sciences instruction. Enhancing teachers' knowledge and pedagogical strategies related to modeling can enrich science education leading to increased student engagement and achievement in the life sciences.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136378104","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 : 2023-09-15DOI: 10.20448/jeelr.v10i3.4989
Ahmed Shehata, Mustafa Ali Khalaf, Khalfan Al-Hijji, Nour Eldin Osman
Shifting to an e-learning style forced students to learn many skills and competencies to benefit from their experience in an e-learning environment. Ethical competencies play a crucial role in ensuring the fairness of students' assessments and the overall educational process. During the COVID-19 pandemic, the research used a questionnaire to evaluate the ethical understanding of students enrolled in Sultan Qaboos University's Information Studies Department using a quantitative methodology. The findings of this study reveal a significant lack of basic ethical competencies among students in the e-learning environment which negatively impacts their educational experience. The responses obtained indicate a low level of awareness regarding ethical practices in e-learning as well as a lack of knowledge concerning learning misconduct practices. The study suggests the implementation of an educational program that addresses academic ethical practices and e-learning misconduct across all educational levels. The outcomes of this research contribute to a better understanding of current e-learning practices among students, raise awareness about the importance of ethical competencies in e-learning and provide guidance for students to develop ethical digital competencies.
{"title":"Digital ethics in education: An examination of Omani information studies students’ ethical competencies during e-learning","authors":"Ahmed Shehata, Mustafa Ali Khalaf, Khalfan Al-Hijji, Nour Eldin Osman","doi":"10.20448/jeelr.v10i3.4989","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4989","url":null,"abstract":"Shifting to an e-learning style forced students to learn many skills and competencies to benefit from their experience in an e-learning environment. Ethical competencies play a crucial role in ensuring the fairness of students' assessments and the overall educational process. During the COVID-19 pandemic, the research used a questionnaire to evaluate the ethical understanding of students enrolled in Sultan Qaboos University's Information Studies Department using a quantitative methodology. The findings of this study reveal a significant lack of basic ethical competencies among students in the e-learning environment which negatively impacts their educational experience. The responses obtained indicate a low level of awareness regarding ethical practices in e-learning as well as a lack of knowledge concerning learning misconduct practices. The study suggests the implementation of an educational program that addresses academic ethical practices and e-learning misconduct across all educational levels. The outcomes of this research contribute to a better understanding of current e-learning practices among students, raise awareness about the importance of ethical competencies in e-learning and provide guidance for students to develop ethical digital competencies.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135485078","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 main aim of this study is to evaluate the effectiveness of the course designed by the author, which focuses on practical application, in improving students' pedagogical skills. Furthermore, the research aims to identify the challenges faced by teacher education institutions in this context and examine the mechanisms involved in improving pedagogical capabilities. The evaluation of students' instructional capacity is conducted through the utilization of both quantitative and qualitative methodologies. The Mann-Whitney U-test statistical test was used to confirm that the data conformed to the normal distribution law. The research encompassed a sample of 51 students from Zhetysu University, specifically named after I. Zhansugurov, located in Kazakhstan. The results showed that the conditions for supporting the pedagogical potential of students are not sufficiently created at the university. This demonstrated the necessity of the upcoming tasks, which included the introduction of the author's practice-oriented course and the development of pedagogical environments for the preparation of future educators to enhance their pedagogical potential. Finally, higher education policy experts in Kazakhstan might employ "practice-oriented courses" and pedagogical settings to improve the pedagogical expertise of future educators in pedagogical universities.
{"title":"Enhancing students' pedagogical potential with practice-oriented courses in teacher education universities","authors":"Kalibek Ybyraimzhanov, Kulyay Zhaxylikova, Makhambetzhan Koishibaev, Alfiya Omurzakova, Gulsum Ayapbergenova","doi":"10.20448/jeelr.v10i3.4988","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4988","url":null,"abstract":"The main aim of this study is to evaluate the effectiveness of the course designed by the author, which focuses on practical application, in improving students' pedagogical skills. Furthermore, the research aims to identify the challenges faced by teacher education institutions in this context and examine the mechanisms involved in improving pedagogical capabilities. The evaluation of students' instructional capacity is conducted through the utilization of both quantitative and qualitative methodologies. The Mann-Whitney U-test statistical test was used to confirm that the data conformed to the normal distribution law. The research encompassed a sample of 51 students from Zhetysu University, specifically named after I. Zhansugurov, located in Kazakhstan. The results showed that the conditions for supporting the pedagogical potential of students are not sufficiently created at the university. This demonstrated the necessity of the upcoming tasks, which included the introduction of the author's practice-oriented course and the development of pedagogical environments for the preparation of future educators to enhance their pedagogical potential. Finally, higher education policy experts in Kazakhstan might employ \"practice-oriented courses\" and pedagogical settings to improve the pedagogical expertise of future educators in pedagogical universities.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135785717","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 : 2023-09-12DOI: 10.20448/jeelr.v10i3.4986
Tang Minh Dung, Nguyen Thi Nga, Lam Thien Thanh
The incorporation of interdisciplinary education, a topic of significant global interest, is increasingly being recognized as a key aspect of educational innovation in Vietnam. This recognition extends to several fields, including STEM (Science, Technology, Engineering, and Mathematics) education.This research aims to design and implement a STEM situation associated with the context of water protection in Vietnam for 10th-grade students in which students mobilize the knowledge of Physics (specific gravity, Archimedes' principle) and Mathematics (volume) to design a salinometer. This device measures the salinity of the water. The research methodology is based on the observed increase in saline levels in the coastal regions of Vietnam in recent years, which has had a substantial impact on agriculture and the livelihoods of millions of people. This methodology aims to provide realistic scenarios for students to address and resolve these problems. A total of forty students in the 10th grade were involved in a teaching situation that consisted of five distinct phases. Forty 10th-grade students participated in a teaching situation conducted in five phases. The results showed that the situation helped students strengthen and connect their physics and mathematics knowledge, create a vibrant learning atmosphere, enhance communication, and develop problem-solving competency. Furthermore, the teaching situation also needs to be revised regarding the measurement practices of Vietnamese students. The situation contributes to educating students' awareness of current events, protecting Vietnamese water resources, and the importance of sustainable development. In addition, we can use the same teaching process as in this research to develop other STEM teaching situations.
{"title":"Interdisciplinary education in the context of protection of water resources: A case study in Vietnam","authors":"Tang Minh Dung, Nguyen Thi Nga, Lam Thien Thanh","doi":"10.20448/jeelr.v10i3.4986","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4986","url":null,"abstract":"The incorporation of interdisciplinary education, a topic of significant global interest, is increasingly being recognized as a key aspect of educational innovation in Vietnam. This recognition extends to several fields, including STEM (Science, Technology, Engineering, and Mathematics) education.This research aims to design and implement a STEM situation associated with the context of water protection in Vietnam for 10th-grade students in which students mobilize the knowledge of Physics (specific gravity, Archimedes' principle) and Mathematics (volume) to design a salinometer. This device measures the salinity of the water. The research methodology is based on the observed increase in saline levels in the coastal regions of Vietnam in recent years, which has had a substantial impact on agriculture and the livelihoods of millions of people. This methodology aims to provide realistic scenarios for students to address and resolve these problems. A total of forty students in the 10th grade were involved in a teaching situation that consisted of five distinct phases. Forty 10th-grade students participated in a teaching situation conducted in five phases. The results showed that the situation helped students strengthen and connect their physics and mathematics knowledge, create a vibrant learning atmosphere, enhance communication, and develop problem-solving competency. Furthermore, the teaching situation also needs to be revised regarding the measurement practices of Vietnamese students. The situation contributes to educating students' awareness of current events, protecting Vietnamese water resources, and the importance of sustainable development. In addition, we can use the same teaching process as in this research to develop other STEM teaching situations.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886705","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 : 2023-09-12DOI: 10.20448/jeelr.v10i3.4987
Nur Khoiri, Fenny Roshayanti, Rezki Widarti
The aim of this study was to develop a learning model that integrated ESD-oriented STEAM with fluid ideas to produce ESD-oriented STEAM-based learning. This study employs the Borg and Gall model which is simplified into three steps. The effectiveness and documentation were evaluated using questionnaires for experts and educational practitioners, observation sheets for student creativity and pre- and post-test sheets. The data analysis involves both quantitative and qualitative methods. The findings demonstrated the characteristics of STEAM-based physics learning tools including increased creativity and student learning outcomes. Analyzing how ESD-focused STEAM-based learning resources are used in the developed fluid material yields beneficial results. Student learning outcomes increased in the moderate category. The average score for student creativity was 86.12% in the very good category showing that the usage of learning resources including worksheets based on STEAM subjects and ESD was successful in enhancing creativity and student learning outcomes. This study has implications for improving student interest in physics education. The findings of this study can also be used to advise curriculum designers to incorporate this model for physics teachers to use while instructing physics in their courses.
{"title":"Integration of STEAM and ESD: Improving the understanding of fluid concepts and creativity","authors":"Nur Khoiri, Fenny Roshayanti, Rezki Widarti","doi":"10.20448/jeelr.v10i3.4987","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4987","url":null,"abstract":"The aim of this study was to develop a learning model that integrated ESD-oriented STEAM with fluid ideas to produce ESD-oriented STEAM-based learning. This study employs the Borg and Gall model which is simplified into three steps. The effectiveness and documentation were evaluated using questionnaires for experts and educational practitioners, observation sheets for student creativity and pre- and post-test sheets. The data analysis involves both quantitative and qualitative methods. The findings demonstrated the characteristics of STEAM-based physics learning tools including increased creativity and student learning outcomes. Analyzing how ESD-focused STEAM-based learning resources are used in the developed fluid material yields beneficial results. Student learning outcomes increased in the moderate category. The average score for student creativity was 86.12% in the very good category showing that the usage of learning resources including worksheets based on STEAM subjects and ESD was successful in enhancing creativity and student learning outcomes. This study has implications for improving student interest in physics education. The findings of this study can also be used to advise curriculum designers to incorporate this model for physics teachers to use while instructing physics in their courses.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886704","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 : 2023-09-08DOI: 10.20448/jeelr.v10i3.4972
None Lubna, None Suhirman, Saiful Prayogi
The advent of digital technology has brought about a transformation in the field of education, from traditional face-to-face learning to distance learning. Despite this shift, it is important to prioritize the development of STEM (Science, Technology, Engineering, and Math) students' critical thinking (CT) abilities as an essential skill for success in the 21st century. The objective of this study is to assess the critical thinking (CT) skills of students in the fields of science, technology, engineering, and mathematics (STEM) by considering their cognitive styles, namely field-independent and field-dependent, through the implementation of Problem-Based Distance Learning (PBDL). The research follows an evaluative and experimental approach based on the Kirkpatrick four-level model, which was conducted at one of the universities providing STEM education in eastern Indonesia. To evaluate different components of learning, cognitive style, and critical thinking (CT), a wide range of tools with tested psychometric features (validity and reliability) were used. A comprehensive examination using both descriptive and statistical analyses was undertaken to evaluate the outcomes. The results of this study indicate that Problem-Based Distance Learning (PBDL) is a successful approach in enhancing the Critical Thinking (CT) skills of STEM students, irrespective of their cognitive types. The paper provides a detailed discussion of the thorough examination of input, process, output, and outcome factors. This study is very valuable and will contribute to a lot of literature, especially related to the development of distance pedagogy in STEM learning.
{"title":"Evaluation of STEM students' critical thinking in terms of cognitive style through problem-based distance learning","authors":"None Lubna, None Suhirman, Saiful Prayogi","doi":"10.20448/jeelr.v10i3.4972","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4972","url":null,"abstract":"The advent of digital technology has brought about a transformation in the field of education, from traditional face-to-face learning to distance learning. Despite this shift, it is important to prioritize the development of STEM (Science, Technology, Engineering, and Math) students' critical thinking (CT) abilities as an essential skill for success in the 21st century. The objective of this study is to assess the critical thinking (CT) skills of students in the fields of science, technology, engineering, and mathematics (STEM) by considering their cognitive styles, namely field-independent and field-dependent, through the implementation of Problem-Based Distance Learning (PBDL). The research follows an evaluative and experimental approach based on the Kirkpatrick four-level model, which was conducted at one of the universities providing STEM education in eastern Indonesia. To evaluate different components of learning, cognitive style, and critical thinking (CT), a wide range of tools with tested psychometric features (validity and reliability) were used. A comprehensive examination using both descriptive and statistical analyses was undertaken to evaluate the outcomes. The results of this study indicate that Problem-Based Distance Learning (PBDL) is a successful approach in enhancing the Critical Thinking (CT) skills of STEM students, irrespective of their cognitive types. The paper provides a detailed discussion of the thorough examination of input, process, output, and outcome factors. This study is very valuable and will contribute to a lot of literature, especially related to the development of distance pedagogy in STEM learning.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136363612","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 objective of this study is to assess the efficacy of a comprehensive strategy for developing the professional abilities of social educators. Additionally, it seeks to identify the problems encountered by high schools in this regard and examine the process of cultivating professional competencies. The research comprised a sample of 253 individuals from L. Gumilyov Eurasian National University, located in Astana, Kazakhsta. The study compares the diagnostic results on a quantitative and qualitative level. The assessment standards of Fisher and the descriptive statistics were acquired. The study's data was gathered by requesting questions from teachers and students, testing, interviews, and evaluations from experts who fit this profile. The findings indicated that future social educators will have problems with their lack of high-level professional competence. Additionally, the majority of employers have requirements that are related to how well students develop their skills as well as their motivation to engage in extracurricular activities, work on themselves, and engage in future professional endeavors. The study revealed that employing an integrated strategy for the training of prospective social teachers yielded the most significant impact on the development of their professional abilities. The study's findings can be used to improve vocational training for social educators.
{"title":"Formation of professional competence for future social educators based on an integrated approach","authors":"Meruyert Utegenova, Gulnar Sholpankulova, Zulfiya Shavaliyeva, Tatyana Zhmailo, Nurlan Yerepbayev","doi":"10.20448/jeelr.v10i3.4971","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4971","url":null,"abstract":"The objective of this study is to assess the efficacy of a comprehensive strategy for developing the professional abilities of social educators. Additionally, it seeks to identify the problems encountered by high schools in this regard and examine the process of cultivating professional competencies. The research comprised a sample of 253 individuals from L. Gumilyov Eurasian National University, located in Astana, Kazakhsta. The study compares the diagnostic results on a quantitative and qualitative level. The assessment standards of Fisher and the descriptive statistics were acquired. The study's data was gathered by requesting questions from teachers and students, testing, interviews, and evaluations from experts who fit this profile. The findings indicated that future social educators will have problems with their lack of high-level professional competence. Additionally, the majority of employers have requirements that are related to how well students develop their skills as well as their motivation to engage in extracurricular activities, work on themselves, and engage in future professional endeavors. The study revealed that employing an integrated strategy for the training of prospective social teachers yielded the most significant impact on the development of their professional abilities. The study's findings can be used to improve vocational training for social educators.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136363139","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}
Cognitive Independence (CI), which physical education has a high potential for fostering in students, is characterized by a developed set of cognitive skills, an ideal level of knowledge, a strong value attitude towards cognition, and competencies related to the ability and willingness to take the initiative and engage in professionally responsible activities. However, the biggest challenges for physical education teachers stem from a lack of program material that clearly defines the content of lessons for the development of students’ CI as well as the stages of their entrance into the educational process. The purpose of the study is to theoretically justify and methodologically support the process of developing students’ CI in physical education lessons. The methodology used in the study comprises a quasi-experimental pretest-posttest research design. The study participants included 210 students in grades 10 and 11 from two secondary schools in the city of Atyrau (the Republic of Kazakhstan) and teachers acting as experts. The study findings revealed substantial variations in the dynamics of students’ CI in the control and experimental groups, confirming the efficiency of the application of the built-in model and technology. Despite the limitations, which lie in the fact that not all aspects of the development of students’ CI in physical education lessons were considered, this study has provided the theoretical justification and methodological support for development of students CI in physical education lessons that might contribute to efficient specialists’ training.
{"title":"Pedagogical conditions for the development of cognitive independence in physical education lessons","authors":"Dulat Kairgozhin, Gulzhana Kuzembayeva, Zhumagul Maydangalieva, Sayagul Bakhtiyarova, Gulbaram Mugauina","doi":"10.20448/jeelr.v10i3.4952","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4952","url":null,"abstract":"Cognitive Independence (CI), which physical education has a high potential for fostering in students, is characterized by a developed set of cognitive skills, an ideal level of knowledge, a strong value attitude towards cognition, and competencies related to the ability and willingness to take the initiative and engage in professionally responsible activities. However, the biggest challenges for physical education teachers stem from a lack of program material that clearly defines the content of lessons for the development of students’ CI as well as the stages of their entrance into the educational process. The purpose of the study is to theoretically justify and methodologically support the process of developing students’ CI in physical education lessons. The methodology used in the study comprises a quasi-experimental pretest-posttest research design. The study participants included 210 students in grades 10 and 11 from two secondary schools in the city of Atyrau (the Republic of Kazakhstan) and teachers acting as experts. The study findings revealed substantial variations in the dynamics of students’ CI in the control and experimental groups, confirming the efficiency of the application of the built-in model and technology. Despite the limitations, which lie in the fact that not all aspects of the development of students’ CI in physical education lessons were considered, this study has provided the theoretical justification and methodological support for development of students CI in physical education lessons that might contribute to efficient specialists’ training.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136283707","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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