The level of teachers' work engagement plays a crucial role in determining the quality of education. Secondary schools, being a vital component of China's basic education system, exert a significant influence on the overall educational quality in the country. This research delves into the connection between performance appraisal and the work engagement of secondary school teachers, while also exploring the mediating role of teacher identity. Employing a correlational research design, the study distributed 4848 questionnaires across 202 middle schools (comprising both middle and high schools) in eight cities within Henan Province, China. The returned 4290 valid questionnaires resulted in a commendable validity rate of 88.5%. The research methodology integrates descriptive statistical analysis, difference testing, and structural equation modeling to analyze survey responses and questionnaire retrieval outcomes. The study's findings reveal that while secondary school teachers exhibit a high level of identity, there is room for improvement in the fairness of performance appraisal and work engagement. Moreover, a fairer performance appraisal demonstrates a significant and positive correlation with work engagement and teacher identity. Additionally, teacher identity serves as a substantial predictor of teachers' work engagement and partially mediates the impact of performance appraisal on teachers' work engagement. These outcomes offer a foundational understanding for further enhancing the equity of performance appraisal for secondary school teachers in China. The study also recommends strategies to bolster teachers' self-identity by promoting fairness in performance appraisal, thereby fostering improvements in teachers' work engagement and, consequently, elevating the overall quality of education.
{"title":"The Effects of Performance Appraisal on Secondary School Teachers' Work Engagement in China-Based on the Mediating Effect of Teacher Identity","authors":"Guo Chang, A. Albattat, Ali Sorayyaei Azar","doi":"10.26803/ijlter.23.1.27","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.27","url":null,"abstract":"The level of teachers' work engagement plays a crucial role in determining the quality of education. Secondary schools, being a vital component of China's basic education system, exert a significant influence on the overall educational quality in the country. This research delves into the connection between performance appraisal and the work engagement of secondary school teachers, while also exploring the mediating role of teacher identity. Employing a correlational research design, the study distributed 4848 questionnaires across 202 middle schools (comprising both middle and high schools) in eight cities within Henan Province, China. The returned 4290 valid questionnaires resulted in a commendable validity rate of 88.5%. The research methodology integrates descriptive statistical analysis, difference testing, and structural equation modeling to analyze survey responses and questionnaire retrieval outcomes. The study's findings reveal that while secondary school teachers exhibit a high level of identity, there is room for improvement in the fairness of performance appraisal and work engagement. Moreover, a fairer performance appraisal demonstrates a significant and positive correlation with work engagement and teacher identity. Additionally, teacher identity serves as a substantial predictor of teachers' work engagement and partially mediates the impact of performance appraisal on teachers' work engagement. These outcomes offer a foundational understanding for further enhancing the equity of performance appraisal for secondary school teachers in China. The study also recommends strategies to bolster teachers' self-identity by promoting fairness in performance appraisal, thereby fostering improvements in teachers' work engagement and, consequently, elevating the overall quality of education.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"587 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483073","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}
Rashid Ceazar Galanto Ormilla, May Grace Ogano Ongan
In the global landscape of higher education, online teaching and learning has transcended being a mere trend to become an essential requirement in most universities and colleges. The shift from traditional classroom instruction to the online modality requires faculty members to prepare for this transition. This study utilized a qualitative research method with a phenomenological design to investigate faculty preparedness for online teaching and learning within the context of the pandemic. Fourteen participants in the six campuses within Ifugao State University in Ifugao, Philippines took part in the study. Findings reveal that faculty members at Ifugao State University face diverse experiences and challenges during their transition from traditional face-to-face teaching to online instruction. Faculty members’ backgrounds and prior exposure to online teaching significantly shaped their preparedness and confidence in navigating this shift. The study underscores the crucial role of factors such as experience and technological skills in influencing faculty members’ preparedness for online teaching, as well as their self-acknowledged limitations in addressing the unique complexities of the online modality. These findings emphasize the importance of tailored support, resources, and training opportunities to enhance faculty preparedness for effective online pedagogy.
{"title":"Navigating the Shift: Faculty Preparedness for Online Teaching in the Evolving Global Higher Education Landscape","authors":"Rashid Ceazar Galanto Ormilla, May Grace Ogano Ongan","doi":"10.26803/ijlter.23.1.1","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.1","url":null,"abstract":"In the global landscape of higher education, online teaching and learning has transcended being a mere trend to become an essential requirement in most universities and colleges. The shift from traditional classroom instruction to the online modality requires faculty members to prepare for this transition. This study utilized a qualitative research method with a phenomenological design to investigate faculty preparedness for online teaching and learning within the context of the pandemic. Fourteen participants in the six campuses within Ifugao State University in Ifugao, Philippines took part in the study. Findings reveal that faculty members at Ifugao State University face diverse experiences and challenges during their transition from traditional face-to-face teaching to online instruction. Faculty members’ backgrounds and prior exposure to online teaching significantly shaped their preparedness and confidence in navigating this shift. The study underscores the crucial role of factors such as experience and technological skills in influencing faculty members’ preparedness for online teaching, as well as their self-acknowledged limitations in addressing the unique complexities of the online modality. These findings emphasize the importance of tailored support, resources, and training opportunities to enhance faculty preparedness for effective online pedagogy.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"43 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601019","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}
Poor pass rates are a severe concern for the Department of Higher Education and Training and the universities in South Africa. Throughput rates remain low and programme completion takes much longer. On the other hand, universities suffer high dropouts due to general students' poor academic performance. One feasible intervention is student support. Universities should implement efficient and monitored student support systems (SSS). The paper discussed ways in which students may be supported with their study skills. It explored the attributes that are useful to improving students’ pass rates and the general students’ academic performance at a selected South African University (SSAU). These attributes can be integrated through planning implementation, monitoring, evaluation and control (PIMEC) processes. Action research benchmarking exercise adopting the theoretical frameworks of constructivism and symbolic interactionalism was conducted. Some successful approaches and benchmarks from international and developed countries’ universities were used to formalise and model student support in a modern tertiary institution setting. The boosted PIMEC concept and the improved student support response systems (SSRS) were blended in developing the PIMEC framework that this paper proposed for the SSAU. Besides, the concepts and approaches (such as crowdsourcing and incubation) used in business success were used to fortify the model. This resulted in a PIMEC-Enhanced SSRS Blended Model for improving the current SSS, emphasising communication within the system from top management, ICT and academic operation levels. Thus, it recommended the identification of at-risk students early during formative assessments.
通过率低是南非高等教育与培训部和各大学严重关切的问题。通过率仍然很低，完成课程需要更长的时间。另一方面，由于普通学生学习成绩差，大学的辍学率也很高。一个可行的干预措施是学生支持。大学应实施高效且受监督的学生支持系统（SSS）。本文讨论了支持学生学习技能的方法。论文探讨了在一所选定的南非大学（SSAU）中有助于提高学生及格率和学生总体学业成绩的属性。这些特质可以通过规划实施、监测、评估和控制（PIMEC）过程加以整合。采用建构主义和符号互动主义理论框架，开展了行动研究基准设定工作。国际和发达国家大学的一些成功方法和基准被用于在现代高等院校环境中对学生支持进行正规化和示范。本文提出的 PIMEC 框架融合了 PIMEC 概念和改进的学生支持响应系统（SSRS）。此外，商业成功中使用的概念和方法（如众包和孵化）也被用于强化该模型。这就产生了一个 PIMEC--增强型 SSRS 混合模型，用于改进当前的 SSS，强调从高层管理、信息和通信技术以及学术运作层面在系统内进行沟通。因此，它建议在形成性评估期间及早发现问题学生。
{"title":"Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills","authors":"T. V. Ndobe, S. Seeletse, T. Hungwe","doi":"10.26803/ijlter.23.1.10","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.10","url":null,"abstract":"Poor pass rates are a severe concern for the Department of Higher Education and Training and the universities in South Africa. Throughput rates remain low and programme completion takes much longer. On the other hand, universities suffer high dropouts due to general students' poor academic performance. One feasible intervention is student support. Universities should implement efficient and monitored student support systems (SSS). The paper discussed ways in which students may be supported with their study skills. It explored the attributes that are useful to improving students’ pass rates and the general students’ academic performance at a selected South African University (SSAU). These attributes can be integrated through planning implementation, monitoring, evaluation and control (PIMEC) processes. Action research benchmarking exercise adopting the theoretical frameworks of constructivism and symbolic interactionalism was conducted. Some successful approaches and benchmarks from international and developed countries’ universities were used to formalise and model student support in a modern tertiary institution setting. The boosted PIMEC concept and the improved student support response systems (SSRS) were blended in developing the PIMEC framework that this paper proposed for the SSAU. Besides, the concepts and approaches (such as crowdsourcing and incubation) used in business success were used to fortify the model. This resulted in a PIMEC-Enhanced SSRS Blended Model for improving the current SSS, emphasising communication within the system from top management, ICT and academic operation levels. Thus, it recommended the identification of at-risk students early during formative assessments.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"121 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140496849","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}
In the 21st century, many people need to learn statistical thinking to be literate. Global crises such as COVID-19, climate change, and IR 4.0 have disrupted economic, employment, and education systems. The global labour market and human capital needs are also evolving fast. New jobs, including those of artificial intelligence experts, data scientists, data engineers, big data developers, and data analysts, are increasing the need for statisticians. These experts are in demand, yet some students and instructors find statistics challenging to grasp. Consequently, a comprehensive evaluation was undertaken to ascertain instructional and educational approaches to augment statistical reasoning, according to the recommendations outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The publications under examination were published between 2015 and 2023 and were retrieved from the Scopus and Web of Science (WoS) databases. Further review of these articles resulted in eleven themes. The study results show that statistical modelling methods and real-world data are two of the most effective ways to improve statistical thinking. Ultimately, this study led to many ideas to help people learn how to think statistically.
在 21 世纪，许多人需要学习统计思维才能成为有文化的人。COVID-19 、气候变化和 IR 4.0 等全球危机扰乱了经济、就业和教育系统。全球劳动力市场和人力资本需求也在快速演变。包括人工智能专家、数据科学家、数据工程师、大数据开发人员和数据分析师在内的新工作岗位正在增加对统计人员的需求。这些专家的需求量很大，但一些学生和教师认为掌握统计学具有挑战性。因此，我们根据《系统综述和元分析首选报告项目》（PRISMA）标准中的建议，开展了一项综合评估，以确定增强统计推理的教学和教育方法。所研究的出版物发表于 2015 年至 2023 年之间，是从 Scopus 和 Web of Science (WoS) 数据库中检索的。对这些文章的进一步审查产生了 11 个主题。研究结果表明，统计建模方法和真实世界数据是提高统计思维的两种最有效方法。最终，这项研究提出了许多帮助人们学习如何进行统计思考的想法。
{"title":"A Systematic Review on Teaching Strategies for Fostering Students’ Statistical Thinking","authors":"Salbiah binti Mohamad Hasim, Roslinda Rosli, Lilia Halim","doi":"10.26803/ijlter.23.1.8","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.8","url":null,"abstract":"In the 21st century, many people need to learn statistical thinking to be literate. Global crises such as COVID-19, climate change, and IR 4.0 have disrupted economic, employment, and education systems. The global labour market and human capital needs are also evolving fast. New jobs, including those of artificial intelligence experts, data scientists, data engineers, big data developers, and data analysts, are increasing the need for statisticians. These experts are in demand, yet some students and instructors find statistics challenging to grasp. Consequently, a comprehensive evaluation was undertaken to ascertain instructional and educational approaches to augment statistical reasoning, according to the recommendations outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The publications under examination were published between 2015 and 2023 and were retrieved from the Scopus and Web of Science (WoS) databases. Further review of these articles resulted in eleven themes. The study results show that statistical modelling methods and real-world data are two of the most effective ways to improve statistical thinking. Ultimately, this study led to many ideas to help people learn how to think statistically.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"58 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497240","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}
Dörnyei’s (2005) research radiates positivity, emphasizing the crucial role of motivation in language learning beyond traditional methods. The study investigated 261 undergraduate students in Thailand studying languages other than English (LOTEs), utilizing Dörnyei’s L2 motivational self-system (L2MSS) theory. Employing a mixed-methods research approach, the study explored participants’ motivational profiles through questionnaires and voluntary interviews. The findings reveal high motivation levels among LOTE students, with ideal L2 self, L2 learning experience, instrumentality–promotion, international posture, and cultural/community interest as significant predictors. Notably, L2 learning experience emerged as the most influential predictor across all LOTE groups, offering a promising avenue for educational advancements. It advocates a dynamic teaching approach, fostering positive environments, emphasizing practical benefits, integrating cultural elements, and addressing online classroom challenges. Optimistic recommendations include ongoing teacher development, collaboration among educators, and parental involvement for a vibrant and motivating educational experience. The study’s upbeat tone suggests potential expansion through increased sample sizes and incorporating a diverse array of less commonly taught languages (LCTLs).
{"title":"Thai Undergraduates’ Motivation in Learning Different Foreign Languages: A Dörnyei’s L2MSS Perspective","authors":"Luoling Yang, Aphiwit Liang-Itsara","doi":"10.26803/ijlter.23.1.9","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.9","url":null,"abstract":"Dörnyei’s (2005) research radiates positivity, emphasizing the crucial role of motivation in language learning beyond traditional methods. The study investigated 261 undergraduate students in Thailand studying languages other than English (LOTEs), utilizing Dörnyei’s L2 motivational self-system (L2MSS) theory. Employing a mixed-methods research approach, the study explored participants’ motivational profiles through questionnaires and voluntary interviews. The findings reveal high motivation levels among LOTE students, with ideal L2 self, L2 learning experience, instrumentality–promotion, international posture, and cultural/community interest as significant predictors. Notably, L2 learning experience emerged as the most influential predictor across all LOTE groups, offering a promising avenue for educational advancements. It advocates a dynamic teaching approach, fostering positive environments, emphasizing practical benefits, integrating cultural elements, and addressing online classroom challenges. Optimistic recommendations include ongoing teacher development, collaboration among educators, and parental involvement for a vibrant and motivating educational experience. The study’s upbeat tone suggests potential expansion through increased sample sizes and incorporating a diverse array of less commonly taught languages (LCTLs).","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497179","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}
In the current landscape of global education, the importance of understanding and effectively integrating emotional intelligence into teaching practices has gained significant attention. Within this framework, the role of empathy in teaching is emerging as a crucial component, particularly in English as a Foreign Language (EFL) settings where cultural and linguistic barriers present unique challenges. This study delves into the intricate role of empathy in EFL teaching, particularly within the Mekong Delta region. Employing qualitative research methods, in-depth interviews with 10 EFL educators were conducted to extract nuanced insights about their perceptions and experiences regarding empathetic practices in the classroom. The findings, after conducting thematic analysis, revealed multiple thematic areas: the challenges of balancing empathy with academic rigour; the influence of personal experiences on empathetic practices; the relationship between empathy and student motivation; empathy’s role in conflict resolution and classroom management; and the profound impact of empathy on teachers’ self-growth and renewal. Through the lens of socio-cultural theory and transformative learning theory, the study illuminates the deep intertwining of empathy with socio-cultural dynamics and transformative educational experiences. While the results underscore the paramount importance of empathy in enhancing classroom dynamics, student motivation and teacher development, they are grounded in the specific socio-cultural context of the Mekong Delta. Therefore, generalisations to broader EFL contexts should be made with caution. This research contributes to the burgeoning literature on empathetic pedagogies, emphasising its significance in modern EFL teaching environments.
{"title":"Empathetic Pedagogies in English as a Foreign Language (EFL) Teaching: Specific Strategies and Experiences from the Mekong Delta Context","authors":"Tran Thi Thuy, Pham Trut Thuy, Le Thanh Thao","doi":"10.26803/ijlter.23.1.3","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.3","url":null,"abstract":"In the current landscape of global education, the importance of understanding and effectively integrating emotional intelligence into teaching practices has gained significant attention. Within this framework, the role of empathy in teaching is emerging as a crucial component, particularly in English as a Foreign Language (EFL) settings where cultural and linguistic barriers present unique challenges. This study delves into the intricate role of empathy in EFL teaching, particularly within the Mekong Delta region. Employing qualitative research methods, in-depth interviews with 10 EFL educators were conducted to extract nuanced insights about their perceptions and experiences regarding empathetic practices in the classroom. The findings, after conducting thematic analysis, revealed multiple thematic areas: the challenges of balancing empathy with academic rigour; the influence of personal experiences on empathetic practices; the relationship between empathy and student motivation; empathy’s role in conflict resolution and classroom management; and the profound impact of empathy on teachers’ self-growth and renewal. Through the lens of socio-cultural theory and transformative learning theory, the study illuminates the deep intertwining of empathy with socio-cultural dynamics and transformative educational experiences. While the results underscore the paramount importance of empathy in enhancing classroom dynamics, student motivation and teacher development, they are grounded in the specific socio-cultural context of the Mekong Delta. Therefore, generalisations to broader EFL contexts should be made with caution. This research contributes to the burgeoning literature on empathetic pedagogies, emphasising its significance in modern EFL teaching environments.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the effectiveness of a HyFlex learning management plan for developing the reading comprehension skills of secondary school students. The research investigated the needs and challenges of secondary school students regarding reading problems in the context of applying HyFlex, the development of a learning management model that incorporates HyFlex, and the effect of the learning management plan on enhancing students' reading comprehension. The study employed a research and development method consisting of three phases: a needs analysis, the development of the learning management plan, and its implementation with participants. The study involved three distinct groups of participants. The first group consisted of 19 stakeholders involved in reading management, who took part in the needs analysis phase. The second group comprised five experts and 30 students who participated in the development process of the learning management plan. Finally, the third group consisted of 50 students who were involved in the implementation process of the learning management plan. The instruments were an interview form, a learning management evaluation form, the HyFlex learning management tool, a reading comprehension test, and a satisfaction interview. The findings reveal the presence of reading difficulties as part of broader language problems in Thailand, thereby emphasizing the need for targeted interventions. The results also indicate that Thailand is prepared for technology integration in learning, which aligns with other research. Moreover, the study demonstrates the effectiveness of the HyFlex learning approach, which combines face-to-face and online environments, to develop students’ reading comprehension. These findings contribute to the understanding of effective instructional approaches for enhancing reading comprehension skills, and inform the implementation of evidence-based practices in reading instruction.
{"title":"Exploring the Efficacy of HyFlex Learning for Enhancing Reading Comprehension Skills of Secondary School Students: A Research and Development Study","authors":"Autthapon Intasena, Wittaya Worapun","doi":"10.26803/ijlter.23.1.2","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.2","url":null,"abstract":"This study examined the effectiveness of a HyFlex learning management plan for developing the reading comprehension skills of secondary school students. The research investigated the needs and challenges of secondary school students regarding reading problems in the context of applying HyFlex, the development of a learning management model that incorporates HyFlex, and the effect of the learning management plan on enhancing students' reading comprehension. The study employed a research and development method consisting of three phases: a needs analysis, the development of the learning management plan, and its implementation with participants. The study involved three distinct groups of participants. The first group consisted of 19 stakeholders involved in reading management, who took part in the needs analysis phase. The second group comprised five experts and 30 students who participated in the development process of the learning management plan. Finally, the third group consisted of 50 students who were involved in the implementation process of the learning management plan. The instruments were an interview form, a learning management evaluation form, the HyFlex learning management tool, a reading comprehension test, and a satisfaction interview. The findings reveal the presence of reading difficulties as part of broader language problems in Thailand, thereby emphasizing the need for targeted interventions. The results also indicate that Thailand is prepared for technology integration in learning, which aligns with other research. Moreover, the study demonstrates the effectiveness of the HyFlex learning approach, which combines face-to-face and online environments, to develop students’ reading comprehension. These findings contribute to the understanding of effective instructional approaches for enhancing reading comprehension skills, and inform the implementation of evidence-based practices in reading instruction.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"58 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497775","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}
Globally, COVID-19 has disrupted educational practices, causing basic education institutions in Thailand to close temporarily. Schools in Thailand as well as the world over have switched to online learning environments to guarantee students' educational continuation. The purposes of this study were firstly to determine whether digital technology is required for learning loss recovery; secondly, to conduct a systematic literature review using bibliometric keywords; thirdly, to assess the need for using digital technology to recover students' learning losses at the basic education level, both during and after the COVID-19 pandemic, and finally, to summarize data in an infographic landscape format pertaining to this topic. A questionnaire survey was conducted with 600 online respondents from throughout Thailand. The respondents included 56 educational supervisors, 40 school administrators, and 504 teachers. The results show that the following can be used: (a) student communication websites and applications, (b) student work acceptance websites and applications, (c) learning management systems, (d) digital media libraries, (e) online assessment tools, and (f) teaching methods and tools for future use. The respondents indicated that students have learning loss relating to (a) morality, ethics and manners, (b) good citizenship, (c) imagination and creativity, (d) health promotion, and (e) mathematical processes.
{"title":"Needs Assessment in the use of Digital Technology for Learning Loss Recovery of Students at the Basic Education Level","authors":"Kitiya Promsron, P. Nilsook, Jira Jitsupa, Watcharee Sangboonraung, Orawan Saeung, Wilawan Phumee","doi":"10.26803/ijlter.23.1.4","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.4","url":null,"abstract":"Globally, COVID-19 has disrupted educational practices, causing basic education institutions in Thailand to close temporarily. Schools in Thailand as well as the world over have switched to online learning environments to guarantee students' educational continuation. The purposes of this study were firstly to determine whether digital technology is required for learning loss recovery; secondly, to conduct a systematic literature review using bibliometric keywords; thirdly, to assess the need for using digital technology to recover students' learning losses at the basic education level, both during and after the COVID-19 pandemic, and finally, to summarize data in an infographic landscape format pertaining to this topic. A questionnaire survey was conducted with 600 online respondents from throughout Thailand. The respondents included 56 educational supervisors, 40 school administrators, and 504 teachers. The results show that the following can be used: (a) student communication websites and applications, (b) student work acceptance websites and applications, (c) learning management systems, (d) digital media libraries, (e) online assessment tools, and (f) teaching methods and tools for future use. The respondents indicated that students have learning loss relating to (a) morality, ethics and manners, (b) good citizenship, (c) imagination and creativity, (d) health promotion, and (e) mathematical processes.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"65 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the development of twenty-first-century competencies among primary school teachers in Thailand's sub-northeastern region. The research aimed to achieve three primary objectives: 1) assess the specific needs for enhancing teachers' twenty-first-century competencies in the sub-northeastern Thailand region; 2) construct a model designed to establish teachers' twenty-first-century competencies within this context; and 3) implement and evaluate the effectiveness of the developed model. The study's participants consisted of 390 teachers from the sub-northeastern region who were selected by a formula-based approach for the needs analysis, five experts for model evaluation selected by means of purposive sampling, and 30 teachers selected by purposive sampling for model implementation. To gather data, various instruments were employed, including a questionnaire to assess the needs for enhancing teachers' twenty-first-century competencies in the sub-northeastern Thailand region, a model evaluation form, a model for the development of teachers' twenty-first-century competencies in the sub-northeastern Thailand region, a twenty-first-century competencies evaluation form, and a satisfaction questionnaire. Data analysis involved mean scores, standard deviations, priority need indexes, medians and interquartile ranges. The results of this comprehensive study shed light on the specific competencies required by teachers in the twenty-first century, serving as a valuable resource for educators and policymakers alike in their ongoing efforts to improve education quality.
{"title":"A Model Framework for Enhancing Twenty-First Century Competencies in Primary School Teachers within Northeastern Thailand's Sub-Area","authors":"Apantee Poonputta, P. Nuangchalerm","doi":"10.26803/ijlter.23.1.6","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.6","url":null,"abstract":"This study investigated the development of twenty-first-century competencies among primary school teachers in Thailand's sub-northeastern region. The research aimed to achieve three primary objectives: 1) assess the specific needs for enhancing teachers' twenty-first-century competencies in the sub-northeastern Thailand region; 2) construct a model designed to establish teachers' twenty-first-century competencies within this context; and 3) implement and evaluate the effectiveness of the developed model. The study's participants consisted of 390 teachers from the sub-northeastern region who were selected by a formula-based approach for the needs analysis, five experts for model evaluation selected by means of purposive sampling, and 30 teachers selected by purposive sampling for model implementation. To gather data, various instruments were employed, including a questionnaire to assess the needs for enhancing teachers' twenty-first-century competencies in the sub-northeastern Thailand region, a model evaluation form, a model for the development of teachers' twenty-first-century competencies in the sub-northeastern Thailand region, a twenty-first-century competencies evaluation form, and a satisfaction questionnaire. Data analysis involved mean scores, standard deviations, priority need indexes, medians and interquartile ranges. The results of this comprehensive study shed light on the specific competencies required by teachers in the twenty-first century, serving as a valuable resource for educators and policymakers alike in their ongoing efforts to improve education quality.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"33 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602449","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}
Abdullah Ahmed Almulla, M. Khasawneh, S. Abdel-Hadi, H. Jarrah
This study seeks to answer the question, aiming to investigate whether playing video games affects the cognitive development of students with learning impairments in Saudi Arabia" by looking at the possibility of gender differences in the cognitive results of video game play. A quantitative method of research was used to investigate whether or not certain aspects of video game play, such as playing frequency, game genre, and length, are associated with cognitive growth in memory, attention, and problem-solving among a sample of 350 students. The results showed a link between frequent play and involvement in certain game genres, such as action and role-playing games, to the improvement of students’ cognitive development. It was also noted that female participants consistently outperformed male participants on tests of memory, attention, and problem-solving, highlighting the moderating influence of gender. These results have major ramifications for educators, parents, and policymakers. Thus, the need to develop healthy gaming habits and apply strategies that are welcoming to students of both sexes, illuminating the potential of video games as tools for fostering cognitive growth is deemed necessary.
{"title":"Influence of Non-linear Storytelling in Video Games on Cognitive Development among Students with Learning Disabilities","authors":"Abdullah Ahmed Almulla, M. Khasawneh, S. Abdel-Hadi, H. Jarrah","doi":"10.26803/ijlter.23.1.5","DOIUrl":"https://doi.org/10.26803/ijlter.23.1.5","url":null,"abstract":"This study seeks to answer the question, aiming to investigate whether playing video games affects the cognitive development of students with learning impairments in Saudi Arabia\" by looking at the possibility of gender differences in the cognitive results of video game play. A quantitative method of research was used to investigate whether or not certain aspects of video game play, such as playing frequency, game genre, and length, are associated with cognitive growth in memory, attention, and problem-solving among a sample of 350 students. The results showed a link between frequent play and involvement in certain game genres, such as action and role-playing games, to the improvement of students’ cognitive development. It was also noted that female participants consistently outperformed male participants on tests of memory, attention, and problem-solving, highlighting the moderating influence of gender. These results have major ramifications for educators, parents, and policymakers. Thus, the need to develop healthy gaming habits and apply strategies that are welcoming to students of both sexes, illuminating the potential of video games as tools for fostering cognitive growth is deemed necessary.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497642","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：