Pub Date : 2023-07-15DOI: 10.12973/eu-jer.12.3.1207
Cynthia Hidalgo-Camacho, Wilma Villacís, Gloria Isabel, Juan Carlos
After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.
{"title":"EFL Educators’ Insights into Online Education and its Impact on Teaching during the COVID-19 Pandemic","authors":"Cynthia Hidalgo-Camacho, Wilma Villacís, Gloria Isabel, Juan Carlos","doi":"10.12973/eu-jer.12.3.1207","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1207","url":null,"abstract":"After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49092646","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1329
Mohammad Abu
This study seeks to investigate the relationship between dropout intent, the weekly work duration of student employees, and university social capital by analysing empirical evidence from three European countries, including Estonia, Lithuania, and Poland. This exploratory study utilised Eurostudent-VII survey data and employed cross-tabulation and exhaustive Chi-square Automatic Interaction Detection (CHAID) to achieve its objectives. Findings indicate that student employees who believe they get along well with their teachers and have more connections with fellow students to discuss subject-related issues are less likely to intend to drop out of university. In addition, the results show that students’ likelihood of abandoning their higher education increases in the presence of difficulties caused by an inapt academic programme. Regarding employment duration, for the Estonian and Lithuanian markets, there is no difference between working more than 20 hours per week or less than that with the intention of dropping out of university. In Poland, however, the disparity in working hours interacts with other factors related to social capital to explain dropout intent. These findings provide novel insights into the dropout literature by refreshing thoughts on the role of teacher-student and peer relations in the dropout intentions of student employees. In addition to reviving the relevance of university social capital, which has received too little attention lately, they have also sparked a recent debate on whether or not combining work and university actually affects the intention to drop out.
{"title":"Student Employees’ Dropout Intentions: Work Excuse and University Social Capital as Source and Solution","authors":"Mohammad Abu","doi":"10.12973/eu-jer.12.3.1329","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1329","url":null,"abstract":"This study seeks to investigate the relationship between dropout intent, the weekly work duration of student employees, and university social capital by analysing empirical evidence from three European countries, including Estonia, Lithuania, and Poland. This exploratory study utilised Eurostudent-VII survey data and employed cross-tabulation and exhaustive Chi-square Automatic Interaction Detection (CHAID) to achieve its objectives. Findings indicate that student employees who believe they get along well with their teachers and have more connections with fellow students to discuss subject-related issues are less likely to intend to drop out of university. In addition, the results show that students’ likelihood of abandoning their higher education increases in the presence of difficulties caused by an inapt academic programme. Regarding employment duration, for the Estonian and Lithuanian markets, there is no difference between working more than 20 hours per week or less than that with the intention of dropping out of university. In Poland, however, the disparity in working hours interacts with other factors related to social capital to explain dropout intent. These findings provide novel insights into the dropout literature by refreshing thoughts on the role of teacher-student and peer relations in the dropout intentions of student employees. In addition to reviving the relevance of university social capital, which has received too little attention lately, they have also sparked a recent debate on whether or not combining work and university actually affects the intention to drop out.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48219339","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1465
Zuraida Ibrahim, Juliana Mohamed, Noordiana Kassim, Ida Aryanie
An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by autism spectrum disorder (ASD) children. Nevertheless, the content of the existing mobile applications is inadequate for capturing the diversity of Malaysian culture, making it unacceptable for local use. Considering cultural norms is a factor in developing social skills in ASD children. It is therefore necessary to develop new assistive technology based on mobile applications that consider Malaysian cultural norms. As a result, the Multimedia Interactive Social Skills Module (MISSM) application was created based on the Addie Model, which offers a systematic process for assisting in developing successful instructional material by fusing instructional theory with learning theory. The MISSM application is based on Malaysia's current social skills curriculum, which helps ASD children become socially competent. Hopefully, it will help them develop better social skills and achieve academically. Finally, local culture-sensitive material for assistive technology based on mobile applications would support Malaysia's adoption of a technology-based teaching and learning strategy and contribute to a better understanding of social skills.
{"title":"The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application","authors":"Zuraida Ibrahim, Juliana Mohamed, Noordiana Kassim, Ida Aryanie","doi":"10.12973/eu-jer.12.3.1465","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1465","url":null,"abstract":"An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by autism spectrum disorder (ASD) children. Nevertheless, the content of the existing mobile applications is inadequate for capturing the diversity of Malaysian culture, making it unacceptable for local use. Considering cultural norms is a factor in developing social skills in ASD children. It is therefore necessary to develop new assistive technology based on mobile applications that consider Malaysian cultural norms. As a result, the Multimedia Interactive Social Skills Module (MISSM) application was created based on the Addie Model, which offers a systematic process for assisting in developing successful instructional material by fusing instructional theory with learning theory. The MISSM application is based on Malaysia's current social skills curriculum, which helps ASD children become socially competent. Hopefully, it will help them develop better social skills and achieve academically. Finally, local culture-sensitive material for assistive technology based on mobile applications would support Malaysia's adoption of a technology-based teaching and learning strategy and contribute to a better understanding of social skills.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48628945","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1377
Yohanes Subasno, Bernadeta Sri, Maria Vianti, Martinus Irwan, Yovita Kurnia, Lorentius Goa, Teresia Noiman
The fundamental challenge in implementing inclusive schools is related to accepting students with special needs by other students. Lack of acceptance and respect for differences often trigger acts of bullying. There are insufficient studies describing that the perpetrator of bullying in school is a student with special needs. This study aims to measure the effectiveness of the educare program in improving students' pro-social attitudes to prevent bullying in inclusive schools. The Educare Program consisted of four lesson plan themes and became a treatment instrument. Single subject research (SSR) was used for the research method, implementing the baseline-intervention-maintenance (AB+M) phase with multiple baselines across subjects. Three students, including a student with a disability and a low pro-social attitude, were the subjects of this study. The data were collected through observation and analyzed through graphical visual inspection focusing on trend, level, latency, and percentage of all non-overlapping data (PAND). The results of the study presented in polygon graphs and PAND showed that the Educare Program is very effective in increasing students' pro-social attitudes. Almost all scores of pro-social attitudes obtained through trend with PAND reached 96.11%.
{"title":"The Effectiveness of The Educare Program in Improving Pro-Social Attitudes to Prevent Bullying in Inclusive Schools","authors":"Yohanes Subasno, Bernadeta Sri, Maria Vianti, Martinus Irwan, Yovita Kurnia, Lorentius Goa, Teresia Noiman","doi":"10.12973/eu-jer.12.3.1377","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1377","url":null,"abstract":"The fundamental challenge in implementing inclusive schools is related to accepting students with special needs by other students. Lack of acceptance and respect for differences often trigger acts of bullying. There are insufficient studies describing that the perpetrator of bullying in school is a student with special needs. This study aims to measure the effectiveness of the educare program in improving students' pro-social attitudes to prevent bullying in inclusive schools. The Educare Program consisted of four lesson plan themes and became a treatment instrument. Single subject research (SSR) was used for the research method, implementing the baseline-intervention-maintenance (AB+M) phase with multiple baselines across subjects. Three students, including a student with a disability and a low pro-social attitude, were the subjects of this study. The data were collected through observation and analyzed through graphical visual inspection focusing on trend, level, latency, and percentage of all non-overlapping data (PAND). The results of the study presented in polygon graphs and PAND showed that the Educare Program is very effective in increasing students' pro-social attitudes. Almost all scores of pro-social attitudes obtained through trend with PAND reached 96.11%.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45207706","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1269
Research on conceptual understanding is one of the first steps in designing materials to improve learning. Literature reports that students have difficulties analyzing and describing phenomena in electric circuits. This report contributes to students' conceptual difficulties regarding simple electrical circuits by systematically analyzing an open conceptual test answered by 531 first-year engineering students. We found students' reasoning that has not yet been reported in the literature as misconceptions or difficulties. To deepen our understanding of students' difficulties, we chose five students by convenience to interview. We present evidence that there are two main contributions to the taxonomy in this study: the Series Circuit Misconception, which is when students convey that the current through bulbs is the same because they are in series, using that as a mnemonic ignoring any change in the circuit; and the Inverse Parallel Circuit Misconception, that is when students mention that the resistance of the circuit decreases when disconnecting bulbs in parallel, neither are reported in the literature. The results of this study have implications for physics education research in electric circuits and educational practice in the classroom.
{"title":"How Difficult are Simple Electrical Circuit Conceptions? New Findings","authors":"","doi":"10.12973/eu-jer.12.3.1269","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1269","url":null,"abstract":"Research on conceptual understanding is one of the first steps in designing materials to improve learning. Literature reports that students have difficulties analyzing and describing phenomena in electric circuits. This report contributes to students' conceptual difficulties regarding simple electrical circuits by systematically analyzing an open conceptual test answered by 531 first-year engineering students. We found students' reasoning that has not yet been reported in the literature as misconceptions or difficulties. To deepen our understanding of students' difficulties, we chose five students by convenience to interview. We present evidence that there are two main contributions to the taxonomy in this study: the Series Circuit Misconception, which is when students convey that the current through bulbs is the same because they are in series, using that as a mnemonic ignoring any change in the circuit; and the Inverse Parallel Circuit Misconception, that is when students mention that the resistance of the circuit decreases when disconnecting bulbs in parallel, neither are reported in the literature. The results of this study have implications for physics education research in electric circuits and educational practice in the classroom.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139359282","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1539
A. Sekerbayeva, S. Tamenova, Bulent Tarman, Servet Demir, U. Baizyldayeva, Saule Yussupova
This article examines the influence of the university environment and learning programs on students' entrepreneurial intentions and attitudes, considering the moderating roles of entrepreneurial self-efficacy and locus of control. The empirical analysis employs a multilevel (hierarchical) linear model, utilizing responses from 713 students across 30 universities in Kazakhstan who participated in the GUESSS 2021 project survey. Our findings reveal that students' entrepreneurial intentions are directly influenced by entrepreneurial self-efficacy and locus of control. However, the locus of control is also indirectly influenced by the university environment and learning program. The learning program's effect on both entrepreneurial aspirations and attitudes is mediated by self-efficacy. Locus of control, conversely, negatively affects both entrepreneurial attitudes and intentions in program learning. The study's results underscore that student entrepreneurship is shaped by personal factors such as self-efficacy and locus of control, alongside the university context. Interestingly, the findings also indicate interdependencies between these factors, further influencing students' entrepreneurial intentions and attitudes.
{"title":"The Moderating Role of Entrepreneurial Self-Efficacy and Locus of Control on the Effect of the University Environment and Program on Entrepreneurial Intention and Attitudes","authors":"A. Sekerbayeva, S. Tamenova, Bulent Tarman, Servet Demir, U. Baizyldayeva, Saule Yussupova","doi":"10.12973/eu-jer.12.3.1539","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1539","url":null,"abstract":"This article examines the influence of the university environment and learning programs on students' entrepreneurial intentions and attitudes, considering the moderating roles of entrepreneurial self-efficacy and locus of control. The empirical analysis employs a multilevel (hierarchical) linear model, utilizing responses from 713 students across 30 universities in Kazakhstan who participated in the GUESSS 2021 project survey. Our findings reveal that students' entrepreneurial intentions are directly influenced by entrepreneurial self-efficacy and locus of control. However, the locus of control is also indirectly influenced by the university environment and learning program. The learning program's effect on both entrepreneurial aspirations and attitudes is mediated by self-efficacy. Locus of control, conversely, negatively affects both entrepreneurial attitudes and intentions in program learning. The study's results underscore that student entrepreneurship is shaped by personal factors such as self-efficacy and locus of control, alongside the university context. Interestingly, the findings also indicate interdependencies between these factors, further influencing students' entrepreneurial intentions and attitudes.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44597854","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1349
Vasileios Sotiroudas, Eleni Griva
The purpose of the present study was to identify current issues related to Greek Minority Education in Albania and its potential as considered from the part of the teachers’ and principals’ perspective. The current situation of Greek language education was recorded, problems encountered by the educational institutions and the teachers were highlighted and the prospects for teaching the Greek language in Albania were considered. 45 Teachers of Greek language and eight school principals participated in the study. For the purpose of the present study, a combination of qualitative and quantitative approach was employed. The data from the target groups were collected through two basic research instruments: (a) teacher questionnaires and (b) principal interviews. The findings raised a number of issues related to the Greek language education: the student language level, the need for providing systematic training to teachers who work in bilingual environments, as well as the deficiency of strong incentives for the teacher secondment from Greece to Albania. The data indicated the teachers’ concern about the effectiveness of the existing curricula and language textbooks in accomplishing the goals of teaching the Greek language in bilingual contexts.
{"title":"Greek Minority Language Instruction in Albania: Education Policy Issues and Prospects","authors":"Vasileios Sotiroudas, Eleni Griva","doi":"10.12973/eu-jer.12.3.1349","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1349","url":null,"abstract":"The purpose of the present study was to identify current issues related to Greek Minority Education in Albania and its potential as considered from the part of the teachers’ and principals’ perspective. The current situation of Greek language education was recorded, problems encountered by the educational institutions and the teachers were highlighted and the prospects for teaching the Greek language in Albania were considered. 45 Teachers of Greek language and eight school principals participated in the study. For the purpose of the present study, a combination of qualitative and quantitative approach was employed. The data from the target groups were collected through two basic research instruments: (a) teacher questionnaires and (b) principal interviews. The findings raised a number of issues related to the Greek language education: the student language level, the need for providing systematic training to teachers who work in bilingual environments, as well as the deficiency of strong incentives for the teacher secondment from Greece to Albania. The data indicated the teachers’ concern about the effectiveness of the existing curricula and language textbooks in accomplishing the goals of teaching the Greek language in bilingual contexts.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878827","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1247
Bianca Winkler, J. Veith, P. Bitzenbauer
Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disciplinary cultures might exist when thinking about how to best support pre-service teachers' professional development. In this article, we report the results of an exploratory mind map study to investigate which classical mechanics topics are regarded essential for physics teacher education according to N = 29 experts from different physics disciplines. The participants’ mind maps were analyzed using a category system and frequency analysis was applied. The results hint at similarities and differences in terms of key topics to be addressed in physics teacher education on classical mechanics according to experts from different physics disciplines, e.g., in terms of the depth of mathematics considered relevant for physics teacher education.
{"title":"Classical Mechanics Key Topics in Physics Teacher Education: Results of an Exploratory Mind Map Study","authors":"Bianca Winkler, J. Veith, P. Bitzenbauer","doi":"10.12973/eu-jer.12.3.1247","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1247","url":null,"abstract":"Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disciplinary cultures might exist when thinking about how to best support pre-service teachers' professional development. In this article, we report the results of an exploratory mind map study to investigate which classical mechanics topics are regarded essential for physics teacher education according to N = 29 experts from different physics disciplines. The participants’ mind maps were analyzed using a category system and frequency analysis was applied. The results hint at similarities and differences in terms of key topics to be addressed in physics teacher education on classical mechanics according to experts from different physics disciplines, e.g., in terms of the depth of mathematics considered relevant for physics teacher education.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45346672","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1233
Raja Ouabich, Lahcen Tifroute, Abdelaaziz Bounabe
Morocco has undergone significant reforms in the education and training field, including the implementation of preschool education as a compulsory stage in the education system. Several studies have shown that attitudes toward science tend to decline between the ages of 11 and 14. Therefore, it is crucial to promote the acquisition of different modes of reasoning and forms of thought from early childhood. The primary objective of preschool education in Morocco should be to promote positive attitudes toward science. This study aims to analyze the preschool program prescribed in the Moroccan curriculum framework with regard to scientific awareness as well as its methodological and practical implications. The analysis was conducted using a designed grid and including the following criteria: construction of school science; axiological and psychological foundations of science learning; objectives and competencies; contents; approaches; activities; teaching strategies; didactic resources; pedagogical design and evaluation. The study's findings revealed that the Moroccan Curriculum Framework for Preschool Education featured a number of dimensions related directly to scientific awareness. However, no explicit statements about scientific awareness or science literacy were made. Moreover, some elements suggested in the program document were out of phase with the current trends of scientific awareness. Therefore, the study offered some suggestions for improving the proposal provided by this pedagogical document. In conclusion, Morocco's focus on preschool education is a positive step towards building a more scientifically literate society. However, to fully benefit from it, the guidance document must be revised to reflect current scientific awareness trends.
{"title":"Science Awareness: Analysis of Moroccan Curriculum Framework for Preschool Education","authors":"Raja Ouabich, Lahcen Tifroute, Abdelaaziz Bounabe","doi":"10.12973/eu-jer.12.3.1233","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1233","url":null,"abstract":"Morocco has undergone significant reforms in the education and training field, including the implementation of preschool education as a compulsory stage in the education system. Several studies have shown that attitudes toward science tend to decline between the ages of 11 and 14. Therefore, it is crucial to promote the acquisition of different modes of reasoning and forms of thought from early childhood. The primary objective of preschool education in Morocco should be to promote positive attitudes toward science. This study aims to analyze the preschool program prescribed in the Moroccan curriculum framework with regard to scientific awareness as well as its methodological and practical implications. The analysis was conducted using a designed grid and including the following criteria: construction of school science; axiological and psychological foundations of science learning; objectives and competencies; contents; approaches; activities; teaching strategies; didactic resources; pedagogical design and evaluation. The study's findings revealed that the Moroccan Curriculum Framework for Preschool Education featured a number of dimensions related directly to scientific awareness. However, no explicit statements about scientific awareness or science literacy were made. Moreover, some elements suggested in the program document were out of phase with the current trends of scientific awareness. Therefore, the study offered some suggestions for improving the proposal provided by this pedagogical document. In conclusion, Morocco's focus on preschool education is a positive step towards building a more scientifically literate society. However, to fully benefit from it, the guidance document must be revised to reflect current scientific awareness trends.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41581257","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 : 2023-07-15DOI: 10.12973/eu-jer.12.3.1495
Pedro Ferreira, Luísa Canto, Carina Silva
The focus of this article is to analyze the distribution patterns of student grades over time for different subjects and by gender. Specifically, we examined the final term grades of upper secondary students in Portuguese public schools across four subjects (Mathematics, Portuguese Language, Philosophy, and Physical Education) from the academic years 2013-2014 to 2017-2018. These grades reflect the teachers' perceptions of the students' knowledge gained throughout the academic year. We expected to see some regularity in the grade distributions over time for a particular subject. However, we found that the similarity of grades across subjects and time was so striking that differences were barely noticeable by visual inspection. Due to the very large sample sizes (in the order of tens of thousands), the quantification of similarities and dissimilarities was done through distribution’s proximity statistics and not by classic statistical methods, like Chi-Square or comparison of means tests. Additionally, we applied a methodology of multiple equivalence tests to globally compare the relative frequencies of each of the grades in pairs of independent samples. Our analysis showed that there was a high level of similarity in grades for the same subject over time, but we also found differences between subjects and between genders.
{"title":"Similarities and Dissimilarities in Student Grades Distributions, Over Time and by Gender","authors":"Pedro Ferreira, Luísa Canto, Carina Silva","doi":"10.12973/eu-jer.12.3.1495","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1495","url":null,"abstract":"The focus of this article is to analyze the distribution patterns of student grades over time for different subjects and by gender. Specifically, we examined the final term grades of upper secondary students in Portuguese public schools across four subjects (Mathematics, Portuguese Language, Philosophy, and Physical Education) from the academic years 2013-2014 to 2017-2018. These grades reflect the teachers' perceptions of the students' knowledge gained throughout the academic year. We expected to see some regularity in the grade distributions over time for a particular subject. However, we found that the similarity of grades across subjects and time was so striking that differences were barely noticeable by visual inspection. Due to the very large sample sizes (in the order of tens of thousands), the quantification of similarities and dissimilarities was done through distribution’s proximity statistics and not by classic statistical methods, like Chi-Square or comparison of means tests. Additionally, we applied a methodology of multiple equivalence tests to globally compare the relative frequencies of each of the grades in pairs of independent samples. Our analysis showed that there was a high level of similarity in grades for the same subject over time, but we also found differences between subjects and between genders.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45033845","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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