Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1215
Sujarwanto Sujarwanto, W. P. Saroinsong, C. Boonroungrut, Budi Purwoko
During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.
{"title":"Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand","authors":"Sujarwanto Sujarwanto, W. P. Saroinsong, C. Boonroungrut, Budi Purwoko","doi":"10.12973/eu-jer.13.3.1215","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1215","url":null,"abstract":"During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"15 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.4.1647
D. Manuhuwa, Mirjam Snel-de-Boer, Jan Willem de-Graaf, Jake Fleer
Research in higher education has revealed a significant connection between executive functions (EF) and study success. Previous investigations have typically assessed EF using either neuropsychological tasks, which provide direct and objective measures of core EF such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EF. This study aims to evaluate the predictive capabilities of performance-based and self-reported EF measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EF. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EF measures. Additionally, the model incorporating self-reported EF accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EF raising this proportion to 16%. Self-reported EF assessments modestly predict study success. However, monitoring levels of self-reported EF could offer valuable insights for students and educational institutions, given that EF play a crucial role in learning. Additionally, one in five students reports experiencing significant EF difficulties, highlighting the importance of addressing EF concerns for learning and study success.
高等教育研究表明，执行功能（EF）与学习成功之间存在重要联系。以往的研究通常使用神经心理学任务或自我报告问卷来评估 EF，前者提供了对核心 EF（如抑制、工作记忆和认知灵活性）的直接和客观测量，后者提供了间接和主观的评估。然而，尽管这两种评估方法具有互补性，但很少有研究同时使用这两种评估方法。本研究旨在评估基于成绩和自我报告的 EF 测量方法对研究成功的预测能力。采用回顾性队列设计，748 名应用心理学一年级学生填写了基于成绩和自我报告的问卷，以评估 EF。计算了 474 名学生的最大似然相关性，随后对 562-586 名一年级学生的数据进行了分层回归分析，并考虑了成对缺失值。我们的结果表明，基于成绩的 EF 测量与自我报告的 EF 测量之间的重叠极少。此外，纳入自我报告的 EF 模型占一年后学习成功率变异的 13%，而纳入基于成绩的 EF 则将这一比例提高到 16%。自我报告的EF评估可适度预测学习成功率。然而，鉴于情绪对学习的重要作用，监测自我报告的情绪水平可为学生和教育机构提供有价值的见解。此外，每五名学生中就有一名报告说在情商方面遇到了重大困难，这凸显了解决情商问题对学习和学习成功的重要性。
{"title":"Combining Performance-Based and Self-Reported Measures of Executive Functions: Are Both Meaningful in Predicting Study Success in Higher Education Students?","authors":"D. Manuhuwa, Mirjam Snel-de-Boer, Jan Willem de-Graaf, Jake Fleer","doi":"10.12973/eu-jer.13.4.1647","DOIUrl":"https://doi.org/10.12973/eu-jer.13.4.1647","url":null,"abstract":"Research in higher education has revealed a significant connection between executive functions (EF) and study success. Previous investigations have typically assessed EF using either neuropsychological tasks, which provide direct and objective measures of core EF such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EF. This study aims to evaluate the predictive capabilities of performance-based and self-reported EF measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EF. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EF measures. Additionally, the model incorporating self-reported EF accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EF raising this proportion to 16%. Self-reported EF assessments modestly predict study success. However, monitoring levels of self-reported EF could offer valuable insights for students and educational institutions, given that EF play a crucial role in learning. Additionally, one in five students reports experiencing significant EF difficulties, highlighting the importance of addressing EF concerns for learning and study success.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1263
Selma Korkmaz, Ahmet Güneyli
Listening is a language skill that is acquired in childhood but can be improved throughout the educational process. It is of great importance in both educational and everyday life. The objective of this study is to identify the importance given to listening training by students, assess their listening skills, and determine what can be done to improve their listening skills to top levels. The study group consists of 50 Turkish language teachers from various primary and secondary schools in Turkey and Northern Cyprus. A 9-question interview form was used to collect data. The data obtained were analyzed using content analysis, frequencies, and percentages. Based on the results, most Turkish language teachers revealed that their students do not listen sufficiently to their teachers, and the reasons for this could be related to the school, teachers, curriculum, or the students themselves. Additionally, the teachers stated that it is essential to emphasize the importance of listening to students in the first place, and it could be beneficial to increase the number of listening activities in the course books and assess and evaluate listening skills more frequently.
{"title":"Turkish Language Teachers' Perspectives on Listening Skills Education in Turkey and Northern Cyprus","authors":"Selma Korkmaz, Ahmet Güneyli","doi":"10.12973/eu-jer.13.3.1263","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1263","url":null,"abstract":"Listening is a language skill that is acquired in childhood but can be improved throughout the educational process. It is of great importance in both educational and everyday life. The objective of this study is to identify the importance given to listening training by students, assess their listening skills, and determine what can be done to improve their listening skills to top levels. The study group consists of 50 Turkish language teachers from various primary and secondary schools in Turkey and Northern Cyprus. A 9-question interview form was used to collect data. The data obtained were analyzed using content analysis, frequencies, and percentages. Based on the results, most Turkish language teachers revealed that their students do not listen sufficiently to their teachers, and the reasons for this could be related to the school, teachers, curriculum, or the students themselves. Additionally, the teachers stated that it is essential to emphasize the importance of listening to students in the first place, and it could be beneficial to increase the number of listening activities in the course books and assess and evaluate listening skills more frequently.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"48 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1321
Nor Liza Abdullah, M. Ramdan, Noryati Ngah, Khoo Yin Yin, Suzyanty Mohd Shokory, Dayang Rafidah Syariff M. Fuad, Azita Yonus
In the early stages of adopting online learning, both learners and teachers displayed resistance, but the COVID-19 pandemic has forced a widespread shift to digital learning. To facilitate this transition, there is a growing focus on highlighting the effectiveness of online learning, which directly impacts learning outcomes. This study investigates online learning effectiveness through an integrated framework that considers online assessment practices and online course design as independent variables, with online learning support as a moderating variable. Understanding the effectiveness of online learning is crucial as hybrid learning becomes the "new norm" in education, combining online and offline methods for teaching the digital generation. Using a quantitative research design involving 232 students at Universiti Kebangsaan Malaysia, the study found that online assessment practices and course design significantly influence students perceived learning outcomes in an online learning environment. Additionally, online learning support positively moderates this relationship. These findings offer a comprehensive perspective on how online assessment practices, course design, and support systems contribute to the quality of higher education in Malaysia amidst evolving educational practices.
{"title":"An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning","authors":"Nor Liza Abdullah, M. Ramdan, Noryati Ngah, Khoo Yin Yin, Suzyanty Mohd Shokory, Dayang Rafidah Syariff M. Fuad, Azita Yonus","doi":"10.12973/eu-jer.13.3.1321","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1321","url":null,"abstract":"In the early stages of adopting online learning, both learners and teachers displayed resistance, but the COVID-19 pandemic has forced a widespread shift to digital learning. To facilitate this transition, there is a growing focus on highlighting the effectiveness of online learning, which directly impacts learning outcomes. This study investigates online learning effectiveness through an integrated framework that considers online assessment practices and online course design as independent variables, with online learning support as a moderating variable. Understanding the effectiveness of online learning is crucial as hybrid learning becomes the \"new norm\" in education, combining online and offline methods for teaching the digital generation. Using a quantitative research design involving 232 students at Universiti Kebangsaan Malaysia, the study found that online assessment practices and course design significantly influence students perceived learning outcomes in an online learning environment. Additionally, online learning support positively moderates this relationship. These findings offer a comprehensive perspective on how online assessment practices, course design, and support systems contribute to the quality of higher education in Malaysia amidst evolving educational practices.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"39 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1185
Mariya Neycheva
Given the insufficient involvement of business investments in adult education, this study focused on the factors that motivate managers and entrepreneurs to invest in continuing education. For this purpose, we conducted a systematic literature review of studies referenced in Scopus and Web of Science since 2015. The factors for training were classified into four levels: personal, organizational, industry-related, and national. The results indicated that the inside firm-related determinants are the most studied and essential. A consensus emerged in the relevant literature on the positive impact of a supportive workplace culture, a learning orientation, formalized human resource development practices, and employee voice. The long-term orientation of managers and the perception of employees’ flexibility and adaptability to change also play a role. The study highlights the increasing pressure from regulations and market competition, as well as the (in)capability of universities to provide training tailored to the specific needs of companies. Although institutional factors appeared to predominate, economic considerations also influence training decisions; the latter means that the two underlying theories – institutional theory and human capital theory – complement each other when explaining employers' incentives to invest in training.
鉴于企业对成人教育投资的参与度不够，本研究重点关注促使管理者和企业家投资继续教育的因素。为此，我们对 2015 年以来 Scopus 和 Web of Science 引用的研究进行了系统的文献综述。培训因素分为四个层次：个人、组织、行业相关和国家。结果表明，与公司内部相关的决定因素被研究得最多，也最重要。相关文献就支持性工作场所文化、学习导向、正规化人力资源开发实践和员工声音的积极影响达成了共识。管理者的长期导向以及对员工灵活性和适应变化能力的看法也发挥了作用。研究强调了来自规章制度和市场竞争的日益增长的压力，以及大学在提供针对企业具体需求的培训方面的能力（不足）。虽然制度因素似乎占主导地位，但经济因素也会影响培训决策；后者意味着制度理论和人力资本理论这两种基本理论在解释雇主投资培训的动机时是相辅相成的。
{"title":"Exploring the Factors of Firm-Provided Continuing Education and Training: A Systematic Literature Review","authors":"Mariya Neycheva","doi":"10.12973/eu-jer.13.3.1185","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1185","url":null,"abstract":"Given the insufficient involvement of business investments in adult education, this study focused on the factors that motivate managers and entrepreneurs to invest in continuing education. For this purpose, we conducted a systematic literature review of studies referenced in Scopus and Web of Science since 2015. The factors for training were classified into four levels: personal, organizational, industry-related, and national. The results indicated that the inside firm-related determinants are the most studied and essential. A consensus emerged in the relevant literature on the positive impact of a supportive workplace culture, a learning orientation, formalized human resource development practices, and employee voice. The long-term orientation of managers and the perception of employees’ flexibility and adaptability to change also play a role. The study highlights the increasing pressure from regulations and market competition, as well as the (in)capability of universities to provide training tailored to the specific needs of companies. Although institutional factors appeared to predominate, economic considerations also influence training decisions; the latter means that the two underlying theories – institutional theory and human capital theory – complement each other when explaining employers' incentives to invest in training.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"40 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645185","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}
Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability.
{"title":"The Practicability of Quality Assurance Mechanisms in Promoting Tanzanian Universities’ Compliance","authors":"Daudi Mrema, Irénée Ndayambaje, Philothère Ntawiha, Eugene Ndabaga","doi":"10.12973/eu-jer.13.3.1139","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1139","url":null,"abstract":"Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"24 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1275
Paula Batista, A. Mouraz, Isabel Viana, A. Graça
This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development.
本综合文献综述旨在为教师的代际学习（IL）提供一个更广阔、更新的视角。检索是在 2011 年至 2022 年期间在 Web of Science 和 EBSCO ultimate 数据库中进行的。选取了 32 项实证研究并进行了专题分析，确定了五个主题：(a) 代际的定义和概念化，(b) IL 从理解到实践，(c) 不同代际和机构促进 IL 的背景、因素和作用，(d) 促进 IL 取得成功的因素，(e) 使 IL 难以实现的因素。数据显示，在过去的几十年里，教育背景下的学习方式研究不断增加，但仍然普遍缺乏前瞻性维度的研究。对代际知识的研究主要是从学术研究的微观和中观层面的个人专业角度进行的。要想取得实效，就必须有意识地培养代际知识交流，让不同代际的人积极参与，提高他们的认识，并与组织目标保持一致。促进 IL 的方式和形式各不相同，对不同之处进行反思似乎是主要特征。此外，审查还得出结论，代际间的合作机会将改善师范教育和持续的专业发展。
{"title":"Intergenerational Learning Among Teachers’ Professional Development and Lifelong Learning: An Integrative Review of Primary Research","authors":"Paula Batista, A. Mouraz, Isabel Viana, A. Graça","doi":"10.12973/eu-jer.13.3.1275","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1275","url":null,"abstract":"This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. ","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"24 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1411
S. Konrad, Jurka Lepičnik Vodopivec, T. Stemberger
The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the "Classroom Climate Questionnaire", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.
{"title":"Classroom Climate and Student–Teacher Relationship: A Study Among Students and Teachers in Slovenia","authors":"S. Konrad, Jurka Lepičnik Vodopivec, T. Stemberger","doi":"10.12973/eu-jer.13.3.1411","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1411","url":null,"abstract":"The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the \"Classroom Climate Questionnaire\", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"25 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1199
Nelly Padilla, Y. Padilla, José Luis Andrade, Lorena Yumi
The present study aimed to improve the speaking skills of university students at the B1 level who presented limitations in their oral competence. An educational methodology based on designing and implementing an application adapted to the Common European Framework of Reference was developed and applied to boost language performance. A case study was used to conduct the two stages of this research; the former had to do with a control group where intervention was carried out using non-probabilistic sampling with students of the Computing Faculty; a pretest was applied to test the knowledge acquired in their classroom sessions during the first quarter in 2020. The second process was tracking an experimental group, which was assessed after implementing the developed methodology using the app "4skillsweb". A posttest was used to evidence learners' progress during the COVID-19 lockdown, and the results showed improved oral competence in aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication, with about 95% confidence in its validation. A qualitative-quantitative methodology was used to determine the influence of the English app. A t-students test was implemented to corroborate the data analysis taken by both groups through SOFTWARE JMP v 11.0.0G.
本研究旨在提高口语能力有限的 B1 级大学生的口语技能。为了提高语言成绩，我们开发并应用了一种教育方法，其基础是设计和实施一种根据《欧洲共同参考框架》改编的应用程序。本研究的两个阶段采用了案例研究的方法；前一个阶段与对照组有关，采用非概率抽样的方法对计算机系的学生进行干预；在 2020 年的第一季度，采用预测试的方法对学生在课堂上获得的知识进行测试。第二个过程是跟踪实验组，在使用 "4skillsweb "应用程序实施开发的方法后，对实验组进行评估。后测用于证明学习者在 COVID-19 禁闭期间的进步，结果显示，学习者在语法和词汇、话语管理、发音和互动交流等方面的口语能力都有所提高，其验证可信度约为 95%。为确定英语应用程序的影响，采用了定性-定量方法。通过 SOFTWARE JMP v 11.0.0G，对两组的数据分析进行了 t 检验。
{"title":"Design and Implementation of an Educational App as a Methodology to Improve Speaking Skills in EFL Students at B1 Level: A Case Study","authors":"Nelly Padilla, Y. Padilla, José Luis Andrade, Lorena Yumi","doi":"10.12973/eu-jer.13.3.1199","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1199","url":null,"abstract":"The present study aimed to improve the speaking skills of university students at the B1 level who presented limitations in their oral competence. An educational methodology based on designing and implementing an application adapted to the Common European Framework of Reference was developed and applied to boost language performance. A case study was used to conduct the two stages of this research; the former had to do with a control group where intervention was carried out using non-probabilistic sampling with students of the Computing Faculty; a pretest was applied to test the knowledge acquired in their classroom sessions during the first quarter in 2020. The second process was tracking an experimental group, which was assessed after implementing the developed methodology using the app \"4skillsweb\". A posttest was used to evidence learners' progress during the COVID-19 lockdown, and the results showed improved oral competence in aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication, with about 95% confidence in its validation. A qualitative-quantitative methodology was used to determine the influence of the English app. A t-students test was implemented to corroborate the data analysis taken by both groups through SOFTWARE JMP v 11.0.0G.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.12973/eu-jer.13.3.1227
Amalija Žakelj, Andreja Klančar
In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.
{"title":"Examining the Conceptual and Procedural Knowledge of Decimal Numbers in Sixth-Grade Elementary School Students","authors":"Amalija Žakelj, Andreja Klančar","doi":"10.12973/eu-jer.13.3.1227","DOIUrl":"https://doi.org/10.12973/eu-jer.13.3.1227","url":null,"abstract":"In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"54 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644634","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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