E. Ratnengsih, Juntika Nurihsan, Endang Rochyadi, Sunardi Sunardi, E. Ediyanto
Books are a significant source of mathematics learning for children with intellectual disabilities. A book's design and content must describe the learning requirements. This study seeks to discover how thematic books, specifically, are used in the learning of mathematics for students with intellectual disabilities. This study uses quantitative and qualitative methodologies with an explanatory sequential design. The content study of ten textbooks for high school students with intellectual impairments provides an overview of the applicability of the competencies contained in the curriculum. The number of pages in the textbooks ranges from four to 23, with practice questions dominating the majority of learning material about natural numbers with mixed computational kinds, and the majority of problems are short entries. The findings of this study show that teachers only use books occasionally, which is valuable data that opens up opportunities to design specific textbooks for mathematics learning. Their use is through adaptation and modification processes, but teachers use other sources for learning (e.g., designing their own and searching the internet), and computing material and the use of money are mostly taught to students through short answer questions. The conclusions of this study provide significant information for designers of future mathematics learning books.
{"title":"Mathematics education for students with intellectual disabilities: A study on thematic books utilization in special schools","authors":"E. Ratnengsih, Juntika Nurihsan, Endang Rochyadi, Sunardi Sunardi, E. Ediyanto","doi":"10.18488/61.v12i3.3816","DOIUrl":"https://doi.org/10.18488/61.v12i3.3816","url":null,"abstract":"Books are a significant source of mathematics learning for children with intellectual disabilities. A book's design and content must describe the learning requirements. This study seeks to discover how thematic books, specifically, are used in the learning of mathematics for students with intellectual disabilities. This study uses quantitative and qualitative methodologies with an explanatory sequential design. The content study of ten textbooks for high school students with intellectual impairments provides an overview of the applicability of the competencies contained in the curriculum. The number of pages in the textbooks ranges from four to 23, with practice questions dominating the majority of learning material about natural numbers with mixed computational kinds, and the majority of problems are short entries. The findings of this study show that teachers only use books occasionally, which is valuable data that opens up opportunities to design specific textbooks for mathematics learning. Their use is through adaptation and modification processes, but teachers use other sources for learning (e.g., designing their own and searching the internet), and computing material and the use of money are mostly taught to students through short answer questions. The conclusions of this study provide significant information for designers of future mathematics learning books.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"49 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141814806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool.
{"title":"Reimagining mathematics education: Identifying training needs and challenges among public elementary school teacher’s post-pandemic","authors":"Lislee Valle","doi":"10.18488/61.v12i3.3723","DOIUrl":"https://doi.org/10.18488/61.v12i3.3723","url":null,"abstract":"The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"101 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140693479","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}
Melania Wiannastiti, J. Mujiyanto, Rahayu Puji Haryanti
This study examines the impact of synchronous real and virtual teaching modes on students' abilities in English for Specific Purposes (ESP) for presentation. It uses an experimental research design, with the first semester at Bina Nusantara University, Indonesia, as the participants. There were 30 students in the experimental group and 30 in the control group attending the ESP business presentation course. The students’ presentation skills of structure, delivery, and gesture were the skills tested by integrating specific topics of local Indonesian knowledge: Pancasila, local tourist destinations, and free topic. The Wilcoxon signed-rank test was used for data analysis taken from the pre-and post-test scores from both groups. The results demonstrated that both modes of teaching had a positive effect on the overall presentation skills of both groups. However, there were variations in the improvement of specific presentation skills across different topics. Comparing both modes of teaching, the synchronous virtual mode of teaching has shown promise in developing students' presentation abilities, but attention should be given to addressing limitations and optimizing teaching strategies for comprehensive skill development. This study contributes to the understanding of the impact of synchronous real and virtual modes of teaching on students' presentation skills in the context of ESP and has practical implications for educators and course designers involved in ESP instruction. Incorporating a synchronous mode of teaching can be a valuable approach to developing students' presentation skills when combined with the integration of local Indonesian knowledge and diverse topics.
本研究探讨了真实与虚拟同步教学模式对学生专门用途英语（ESP）表达能力的影响。研究采用实验研究设计，以印度尼西亚 Bina Nusantara 大学第一学期的学生为研究对象。实验组和对照组各 30 名学生参加了 ESP 商务演讲课程。通过整合印尼当地知识的特定主题，对学生的结构、表达和手势等演讲技能进行了测试：潘查希拉（Pancasila）、当地旅游景点和自由话题。数据分析采用 Wilcoxon 符号秩检验法，取自两组学生的前后测验分数。结果表明，两种教学模式都对两组学生的整体表达能力产生了积极影响。但是，在不同主题的具体表达能力的提高上存在差异。比较两种教学模式，同步虚拟教学模式在培养学生的演讲能力方面显示出良好的前景，但应注意解决其局限性，优化教学策略，以实现全面的技能培养。本研究有助于了解同步真实教学模式和虚拟教学模式对ESP背景下学生表达能力的影响，对从事ESP教学的教育工作者和课程设计者具有实际意义。在结合印尼本地知识和不同主题的情况下，采用同步教学模式是培养学生表达能力的一种有价值的方法。
{"title":"Elevating students' presentation skills with Indonesian local wisdom in virtual teaching mode","authors":"Melania Wiannastiti, J. Mujiyanto, Rahayu Puji Haryanti","doi":"10.18488/61.v12i3.3724","DOIUrl":"https://doi.org/10.18488/61.v12i3.3724","url":null,"abstract":"This study examines the impact of synchronous real and virtual teaching modes on students' abilities in English for Specific Purposes (ESP) for presentation. It uses an experimental research design, with the first semester at Bina Nusantara University, Indonesia, as the participants. There were 30 students in the experimental group and 30 in the control group attending the ESP business presentation course. The students’ presentation skills of structure, delivery, and gesture were the skills tested by integrating specific topics of local Indonesian knowledge: Pancasila, local tourist destinations, and free topic. The Wilcoxon signed-rank test was used for data analysis taken from the pre-and post-test scores from both groups. The results demonstrated that both modes of teaching had a positive effect on the overall presentation skills of both groups. However, there were variations in the improvement of specific presentation skills across different topics. Comparing both modes of teaching, the synchronous virtual mode of teaching has shown promise in developing students' presentation abilities, but attention should be given to addressing limitations and optimizing teaching strategies for comprehensive skill development. This study contributes to the understanding of the impact of synchronous real and virtual modes of teaching on students' presentation skills in the context of ESP and has practical implications for educators and course designers involved in ESP instruction. Incorporating a synchronous mode of teaching can be a valuable approach to developing students' presentation skills when combined with the integration of local Indonesian knowledge and diverse topics.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140692602","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}
Noor Insyiraah Abu Bakar, Abdul Talib Mohamed Hashim, A. A. Bakar, Mohd Muslim Md Zalli, Izazol Idris
The purpose of this study is to explore the teaching approaches that are appropriate for juveniles so that they can gain knowledge and skills in line with current demands and develop their potential. A qualitative approach was employed, specifically a constructivist grounded theory research design, involving 15 teachers and three administrators from the three rehabilitation schools. To ensure an in-depth exploration of these issues, data was collected using semi-structured interviews. Observations were also carried out in order to support the interview data and to give a full picture from various perspectives. The findings showed that the teachers practiced various teaching approaches that were appropriate for the conditions and problems of the juveniles at the schools, as detailed in this article. Additionally, the results also revealed that teachers need to choose appropriate teaching approaches to ensure that effective learning can be provided to juveniles, who on average do not have a good educational background and tend to drop out of school. Given that the results of this study are based on the experiences of teachers with extensive backgrounds in teaching juveniles, it is hoped that it will offer valuable insights and fundamental direction to future teachers who will be tasked with instructing juveniles.
{"title":"Teaching at rehabilitation schools: An exploration of approaches","authors":"Noor Insyiraah Abu Bakar, Abdul Talib Mohamed Hashim, A. A. Bakar, Mohd Muslim Md Zalli, Izazol Idris","doi":"10.18488/61.v12i2.3720","DOIUrl":"https://doi.org/10.18488/61.v12i2.3720","url":null,"abstract":"The purpose of this study is to explore the teaching approaches that are appropriate for juveniles so that they can gain knowledge and skills in line with current demands and develop their potential. A qualitative approach was employed, specifically a constructivist grounded theory research design, involving 15 teachers and three administrators from the three rehabilitation schools. To ensure an in-depth exploration of these issues, data was collected using semi-structured interviews. Observations were also carried out in order to support the interview data and to give a full picture from various perspectives. The findings showed that the teachers practiced various teaching approaches that were appropriate for the conditions and problems of the juveniles at the schools, as detailed in this article. Additionally, the results also revealed that teachers need to choose appropriate teaching approaches to ensure that effective learning can be provided to juveniles, who on average do not have a good educational background and tend to drop out of school. Given that the results of this study are based on the experiences of teachers with extensive backgrounds in teaching juveniles, it is hoped that it will offer valuable insights and fundamental direction to future teachers who will be tasked with instructing juveniles.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"361 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The principal aim of the present investigation is to delve into the perspectives of university students majoring in English as a Foreign Language (EFL), with a specific focus on the delivery of first year composition courses in a virtual instructional environment. This research assesses the effectiveness of online instruction in essay writing courses and delineates the obstacles encountered by students during the teaching and learning processes. To fulfill this objective, a total of 90 undergraduate students specializing in English Language and Literature within the academic program in Jordan actively participated in the study by completing an online survey. Data collection from these students was executed through a purposefully designed questionnaire comprising 20 items. The questionnaire leveraged a 5-point Likert scale, from "strongly disagree" to "strongly agree." Additionally, in-depth interviews were conducted with a selected group of 20 students enrolled in an essay writing course. Established methodologies were employed to analyze the responses to the questionnaire items. The results highlighted the positive impact of the online first year composition course on students' academic achievements. The study also revealed specific impediments and constraints inherent in the virtual learning environment. The study concludes by offering a set of implications aimed at enhancing the efficiency of online course delivery, with a primary emphasis on augmenting the overall learning experience for students.
{"title":"Teaching writing courses in a virtual environment: Exploring the perspectives of EFL university students","authors":"A. Alrishan","doi":"10.18488/61.v12i2.3721","DOIUrl":"https://doi.org/10.18488/61.v12i2.3721","url":null,"abstract":"The principal aim of the present investigation is to delve into the perspectives of university students majoring in English as a Foreign Language (EFL), with a specific focus on the delivery of first year composition courses in a virtual instructional environment. This research assesses the effectiveness of online instruction in essay writing courses and delineates the obstacles encountered by students during the teaching and learning processes. To fulfill this objective, a total of 90 undergraduate students specializing in English Language and Literature within the academic program in Jordan actively participated in the study by completing an online survey. Data collection from these students was executed through a purposefully designed questionnaire comprising 20 items. The questionnaire leveraged a 5-point Likert scale, from \"strongly disagree\" to \"strongly agree.\" Additionally, in-depth interviews were conducted with a selected group of 20 students enrolled in an essay writing course. Established methodologies were employed to analyze the responses to the questionnaire items. The results highlighted the positive impact of the online first year composition course on students' academic achievements. The study also revealed specific impediments and constraints inherent in the virtual learning environment. The study concludes by offering a set of implications aimed at enhancing the efficiency of online course delivery, with a primary emphasis on augmenting the overall learning experience for students.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"39 S173","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694768","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}
Jean Pierre Alpha Munyaruhengeri, Odette Umugiraneza, Jean-Baptiste Ndagijimana, Theoneste Hakizimana
This study investigates students’ difficulties and misconceptions with learning limits and explores the factors contributing to these misconceptions. The study used a mixed method approach, and the participants comprised 252 students and 21 teachers. Data collection methods included the Limits and Continuity of Functions Achievement Test, classroom observations, and focus group interviews. The study's findings revealed significant differences in the mean scores of the Limits and Continuity of Functions Achievement Test among different representations. It also identified that students' misconceptions stemmed from their limited exposure to active learning approaches and their tendency to rely on rote memorization. The study pointed out that teaching strategies, along with students' haste in providing responses, contributed to these misconceptions and learning difficulties. The fast-paced nature of teaching aimed at covering the syllabus requirements also played a role in creating knowledge gaps and reinforcing misconceptions. Through continuous professional development, this study recommends improving mathematics teachers’ content, pedagogical knowledge of teaching and learning limits, and continuity of functions.
{"title":"Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools","authors":"Jean Pierre Alpha Munyaruhengeri, Odette Umugiraneza, Jean-Baptiste Ndagijimana, Theoneste Hakizimana","doi":"10.18488/61.v12i2.3719","DOIUrl":"https://doi.org/10.18488/61.v12i2.3719","url":null,"abstract":"This study investigates students’ difficulties and misconceptions with learning limits and explores the factors contributing to these misconceptions. The study used a mixed method approach, and the participants comprised 252 students and 21 teachers. Data collection methods included the Limits and Continuity of Functions Achievement Test, classroom observations, and focus group interviews. The study's findings revealed significant differences in the mean scores of the Limits and Continuity of Functions Achievement Test among different representations. It also identified that students' misconceptions stemmed from their limited exposure to active learning approaches and their tendency to rely on rote memorization. The study pointed out that teaching strategies, along with students' haste in providing responses, contributed to these misconceptions and learning difficulties. The fast-paced nature of teaching aimed at covering the syllabus requirements also played a role in creating knowledge gaps and reinforcing misconceptions. Through continuous professional development, this study recommends improving mathematics teachers’ content, pedagogical knowledge of teaching and learning limits, and continuity of functions.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main objective of this research is to understand the development of the critical thinking skills and self-efficacy of eleventh grade students at a girls’ school in Bangkok by using classrooms implemented with active learning pedagogy through gamification on the topic of elementary counting principles. The study uses a mixed method pre-experiment research design, which also acquires in-depth data from interviews. The study involved 29 out of 182 students retrieved from cluster sampling. The data was analyzed using descriptive statistics, including mean, percentage, and standard deviation. A t-test was chosen as the inferential statistic for data analysis. The results indicated that students’ critical thinking skills were improved (Sig. (1-tailed) 0.011 < 0.025), while self-efficacy remained unchanged (Sig. (2-tailed) 0.148 > 0.050). The in-depth data from the interviews suggests that the students’ self-efficacy did not develop because of the stress from their school life. As the findings revealed the effectiveness of active learning pedagogy with gamification toward critical thinking and self-efficacy, the use of this combined approach in schools and universities is recommended to promote the competencies needed in the 21st century. We also suggest further management of stressful academic environments, which will benefit both students and teachers. Furthermore, to obtain more practical data, a more specific context of self-efficacy and critical thinking skills could be used.
{"title":"A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification","authors":"Atchanaphong Supnoon, Ratchanikorn Chonchaiya","doi":"10.18488/61.v12i2.3718","DOIUrl":"https://doi.org/10.18488/61.v12i2.3718","url":null,"abstract":"The main objective of this research is to understand the development of the critical thinking skills and self-efficacy of eleventh grade students at a girls’ school in Bangkok by using classrooms implemented with active learning pedagogy through gamification on the topic of elementary counting principles. The study uses a mixed method pre-experiment research design, which also acquires in-depth data from interviews. The study involved 29 out of 182 students retrieved from cluster sampling. The data was analyzed using descriptive statistics, including mean, percentage, and standard deviation. A t-test was chosen as the inferential statistic for data analysis. The results indicated that students’ critical thinking skills were improved (Sig. (1-tailed) 0.011 < 0.025), while self-efficacy remained unchanged (Sig. (2-tailed) 0.148 > 0.050). The in-depth data from the interviews suggests that the students’ self-efficacy did not develop because of the stress from their school life. As the findings revealed the effectiveness of active learning pedagogy with gamification toward critical thinking and self-efficacy, the use of this combined approach in schools and universities is recommended to promote the competencies needed in the 21st century. We also suggest further management of stressful academic environments, which will benefit both students and teachers. Furthermore, to obtain more practical data, a more specific context of self-efficacy and critical thinking skills could be used.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"26 S68","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The application of interactive electronic picture books can strengthen young children’s reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interaction integrated into the story, should be developed to enhance children’s reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. Data was collected through semi-structured interviews with teachers, who gave their opinions regarding the curriculum of their preschool. The results indicate that the intuitiveness of the system helped improve the children’s reading experience, strengthened their motivation to read, and improved their cognitive abilities. In addition, interactive electronic picture books were found to improve the children’s oral expression skills.
{"title":"The effects of interactive electronic picture books on young children’s oral expression skills","authors":"Yun-Long Shao, Yi-Huang Shih","doi":"10.18488/61.v12i2.3680","DOIUrl":"https://doi.org/10.18488/61.v12i2.3680","url":null,"abstract":"The application of interactive electronic picture books can strengthen young children’s reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interaction integrated into the story, should be developed to enhance children’s reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. Data was collected through semi-structured interviews with teachers, who gave their opinions regarding the curriculum of their preschool. The results indicate that the intuitiveness of the system helped improve the children’s reading experience, strengthened their motivation to read, and improved their cognitive abilities. In addition, interactive electronic picture books were found to improve the children’s oral expression skills.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"119 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237715","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}
Blended learning combines traditional education with digital technologies. The current study investigates the levels of academic procrastination and psychological well-being and examines the correlation between these two variables among students in blended learning in a public university in Jordan. The sample encompassed 709 students, consisting of individuals from both genders. The data-gathering procedure involved the utilization of measurement instruments to assess both academic procrastination and psychological well-being. The students exhibited a low level of academic procrastination, pointing toward a positive impact of the blended learning model in their academic environment. This is apparent through the significant rise in their levels of psychological well-being. Intriguingly, an inverse correlation between academic procrastination and psychological well-being was noted. Furthermore, the findings indicated that academic procrastination exerts a detrimental influence on psychological well-being, aligning with the outcomes documented in the literature review, which emphasized how academic procrastination diminishes subjective well-being and reduces overall happiness. This study is confined to a specific university context and the sphere of blended learning, thereby limiting its generalizability to other educational models.
{"title":"Exploring the association between academic procrastination and psychological well-being among university students: A case study of the blended learning model at a public university in Jordan","authors":"Ziad M Alkhazaleh","doi":"10.18488/61.v12i2.3677","DOIUrl":"https://doi.org/10.18488/61.v12i2.3677","url":null,"abstract":"Blended learning combines traditional education with digital technologies. The current study investigates the levels of academic procrastination and psychological well-being and examines the correlation between these two variables among students in blended learning in a public university in Jordan. The sample encompassed 709 students, consisting of individuals from both genders. The data-gathering procedure involved the utilization of measurement instruments to assess both academic procrastination and psychological well-being. The students exhibited a low level of academic procrastination, pointing toward a positive impact of the blended learning model in their academic environment. This is apparent through the significant rise in their levels of psychological well-being. Intriguingly, an inverse correlation between academic procrastination and psychological well-being was noted. Furthermore, the findings indicated that academic procrastination exerts a detrimental influence on psychological well-being, aligning with the outcomes documented in the literature review, which emphasized how academic procrastination diminishes subjective well-being and reduces overall happiness. This study is confined to a specific university context and the sphere of blended learning, thereby limiting its generalizability to other educational models.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244152","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 was motivated by the need to strategically implement changes propelled by the advent of the fourth industrial revolution (4IR) to meet the increasing demand for theoretical skills required by industries for regional and global competitiveness through a university–industry partnership among South African universities. A total of 22 out of 26 South African Universities were purposefully selected for the study. A survey design was adopted in which a structured online interview was conducted with 70 out of 188 Deans/Executive Deans of faculties through the Microsoft Teams and Zoom platforms. The results show that most of the academic faculties had implemented the specific guidance provided by industry partners and relevant associations into the curriculum for teaching and learning at the faculty level. However, only 18% of the Deans/Executive Deans had the 4IR as a separate strategy formulated in their institutions, while about 30% of faculty Deans/Executive Deans had 4IR strategies integrated into the existing institutional strategy. Further findings revealed the unwillingness of the faculties of Engineering and the Built Environment and the faculty of science to embrace any form of institutional guidelines for responding to evolutionary change and for implementing the 4IR in their activities. They preferred to remain open to innovation and respond in the best way possible rather than being stiffened by organizational policy.
{"title":"The role of university–industry partnership in innovative curriculum development: A case study of South African universities in the fourth industrial revolution","authors":"M. Salawu, Tankiso Moloi","doi":"10.18488/61.v12i2.3679","DOIUrl":"https://doi.org/10.18488/61.v12i2.3679","url":null,"abstract":"This study was motivated by the need to strategically implement changes propelled by the advent of the fourth industrial revolution (4IR) to meet the increasing demand for theoretical skills required by industries for regional and global competitiveness through a university–industry partnership among South African universities. A total of 22 out of 26 South African Universities were purposefully selected for the study. A survey design was adopted in which a structured online interview was conducted with 70 out of 188 Deans/Executive Deans of faculties through the Microsoft Teams and Zoom platforms. The results show that most of the academic faculties had implemented the specific guidance provided by industry partners and relevant associations into the curriculum for teaching and learning at the faculty level. However, only 18% of the Deans/Executive Deans had the 4IR as a separate strategy formulated in their institutions, while about 30% of faculty Deans/Executive Deans had 4IR strategies integrated into the existing institutional strategy. Further findings revealed the unwillingness of the faculties of Engineering and the Built Environment and the faculty of science to embrace any form of institutional guidelines for responding to evolutionary change and for implementing the 4IR in their activities. They preferred to remain open to innovation and respond in the best way possible rather than being stiffened by organizational policy.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"39 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244999","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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