The study's objective was to determine the relationships between the proposed variables that impact to the Job Satisfaction, Organizational Commitment and Burnout through the Psychological Empowerment mediator variable. The variables proposed as impact factors were Structural Empowerment and Remunerations for the case of teachers from public middle-higher education institutions in Mexico. The study had a non-experimental design, being a correlational and causal research. The measurement instrument was applied to a sample of 167 teachers, whose data were analyzed using the structural equations method. The findings show which of these direct and indirect effects are generating significant effects. Subsequently, the analysis of the contrast and impact differences between the segmentation groups was proposed: by gender, marital status, schooling and employment status. One limitation was to carry out the cross-sectional study, with the data collected in a single moment. It is recommended to continue with the analysis of Burnout in other contexts and organizational areas.
{"title":"Job satisfaction, organizational commitment and burnout in teachers in Mexico","authors":"Rosalba Treviño Reyes, J. López-Pérez","doi":"10.3926/jotse.1435","DOIUrl":"https://doi.org/10.3926/jotse.1435","url":null,"abstract":"The study's objective was to determine the relationships between the proposed variables that impact to the Job Satisfaction, Organizational Commitment and Burnout through the Psychological Empowerment mediator variable. The variables proposed as impact factors were Structural Empowerment and Remunerations for the case of teachers from public middle-higher education institutions in Mexico. The study had a non-experimental design, being a correlational and causal research. The measurement instrument was applied to a sample of 167 teachers, whose data were analyzed using the structural equations method. The findings show which of these direct and indirect effects are generating significant effects. Subsequently, the analysis of the contrast and impact differences between the segmentation groups was proposed: by gender, marital status, schooling and employment status. One limitation was to carry out the cross-sectional study, with the data collected in a single moment. It is recommended to continue with the analysis of Burnout in other contexts and organizational areas. ","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81579063","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}
Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect.
{"title":"The effect of assessment procedures in the development of competences during initial teacher education: A systematic review","authors":"J. Aparicio, Enrique Navarro-Asencio","doi":"10.3926/jotse.2085","DOIUrl":"https://doi.org/10.3926/jotse.2085","url":null,"abstract":"Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87143172","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}
J. Domínguez-Alonso, I. Portela-Pino, D. Álvarez-García
Cyber-victimization, understood as the suffering of aggressions through electronic media, is undoubtedly the greatest concern of socio-educational communities. The aim of this study was to assess the incidence of cyber-victimization in adolescents and to analyze the relationship between cyber-victimization and several demographic variables. We administered the Cyber-Victimization Questionnaire and an ad hoc demographic questionnaire to a sample of 866 Compulsive Secondary Education (CSE) students aged 12 to 16 years (M = 13.81, SD = 1.25). The data revealed a percentage of cyber-victimization of 22.18% with a greater presence of verbal-written cyber-victimization. Among the most common actions of cyber-victimization are receiving calls with the intention of annoying or making fun of the victim and sending unpleasant photos or videos through mobile phone or the Internet. Likewise, the variance and post hoc analysis show that personal (gender), family (type of family) and school variables (type of center, course, and academic record) are statistically significant risk factors in cyber-victimization. In conclusion, this study identifies relevant personal, family and school variables to help structure prevention and intervention strategies in cyber-victimization from educational communities.
{"title":"Incidence and demographic correlates of self-reported cyber-victimization among adolescent respondents","authors":"J. Domínguez-Alonso, I. Portela-Pino, D. Álvarez-García","doi":"10.3926/jotse.2000","DOIUrl":"https://doi.org/10.3926/jotse.2000","url":null,"abstract":"Cyber-victimization, understood as the suffering of aggressions through electronic media, is undoubtedly the greatest concern of socio-educational communities. The aim of this study was to assess the incidence of cyber-victimization in adolescents and to analyze the relationship between cyber-victimization and several demographic variables. We administered the Cyber-Victimization Questionnaire and an ad hoc demographic questionnaire to a sample of 866 Compulsive Secondary Education (CSE) students aged 12 to 16 years (M = 13.81, SD = 1.25). The data revealed a percentage of cyber-victimization of 22.18% with a greater presence of verbal-written cyber-victimization. Among the most common actions of cyber-victimization are receiving calls with the intention of annoying or making fun of the victim and sending unpleasant photos or videos through mobile phone or the Internet. Likewise, the variance and post hoc analysis show that personal (gender), family (type of family) and school variables (type of center, course, and academic record) are statistically significant risk factors in cyber-victimization. In conclusion, this study identifies relevant personal, family and school variables to help structure prevention and intervention strategies in cyber-victimization from educational communities.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81926246","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}
To recognize and assess the job stressors that teachers face in daily practice is essential. One of the most used objective measures of stress is the heart rate (HR). This pilot study explored the use of a wearable device (smartwatch) to monitor the HR of two teachers over two weeks in the classroom. Educational context variables (subject, class size, timetable, activity learning performed) and environment variables (temperature, humidity, sun irradiance) were related with HR. The results showed significant differences on HR among the teachers according to the educational activity, time of the day, or day of the week. The environmental variables were related differently in each of the participants. The study showed the practical implications of using a smartwatch, or smart bracelet, in the field of education. It provides systematic data that be analyzed and linked to other variables, opening the possibility of measuring real-time stress in the classroom, as an alternative or complement to stress self-reports.
{"title":"Influence of teaching activities, environmental conditions and class schedules on teacher stress measured with a smartwatch: a pilot study","authors":"G. Fretes, Cèlia Llurba, Ramon Palau","doi":"10.3926/jotse.2043","DOIUrl":"https://doi.org/10.3926/jotse.2043","url":null,"abstract":"To recognize and assess the job stressors that teachers face in daily practice is essential. One of the most used objective measures of stress is the heart rate (HR). This pilot study explored the use of a wearable device (smartwatch) to monitor the HR of two teachers over two weeks in the classroom. Educational context variables (subject, class size, timetable, activity learning performed) and environment variables (temperature, humidity, sun irradiance) were related with HR. The results showed significant differences on HR among the teachers according to the educational activity, time of the day, or day of the week. The environmental variables were related differently in each of the participants. The study showed the practical implications of using a smartwatch, or smart bracelet, in the field of education. It provides systematic data that be analyzed and linked to other variables, opening the possibility of measuring real-time stress in the classroom, as an alternative or complement to stress self-reports.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82828482","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}
I. Jaramillo, Geovanny Brito, Anthony Pachay, Duval Carvajal
Data repositories currently constitute essential programs within institutions. In fact, universities are the primary institutions that promote the creation, management and storage for the safekeeping of a variety of documents, data and/or projects. This work is carried out within the framework of institutional need and the application of knowledge by the students and professors in the software degree program at a university in Ecuador. This project centers on a web application that makes it possible to manage, upload and download resources. This initial version focuses on the resources related to academic projects, data sets and algorithms. The scalability characteristics have been carefully introduced to ensure a progressive evolution of other types of resources and functionalities, in accordance with educational needs. Several aspects of the web interfaces are based on the characteristics of other existing repositories, and a series of tests related to functionality have been conducted in order to move beyond the introductory stage of use, to begin with, by the university community. This project is carried out according to a conception based on contributions, in which the agents, in principle, are members of the institution. The intensive and collaborative use of this utility will contribute to the growth of a data culture within the institution. Furthermore, the collection and organization of data for the purposes of study and research by the different university degree programs makes it possible to analyze and contrast them from different perspectives.
{"title":"Repository for academic documents, algorithms and data: A utility in an educational context","authors":"I. Jaramillo, Geovanny Brito, Anthony Pachay, Duval Carvajal","doi":"10.3926/jotse.1885","DOIUrl":"https://doi.org/10.3926/jotse.1885","url":null,"abstract":"Data repositories currently constitute essential programs within institutions. In fact, universities are the primary institutions that promote the creation, management and storage for the safekeeping of a variety of documents, data and/or projects. This work is carried out within the framework of institutional need and the application of knowledge by the students and professors in the software degree program at a university in Ecuador. This project centers on a web application that makes it possible to manage, upload and download resources. This initial version focuses on the resources related to academic projects, data sets and algorithms. The scalability characteristics have been carefully introduced to ensure a progressive evolution of other types of resources and functionalities, in accordance with educational needs. Several aspects of the web interfaces are based on the characteristics of other existing repositories, and a series of tests related to functionality have been conducted in order to move beyond the introductory stage of use, to begin with, by the university community. This project is carried out according to a conception based on contributions, in which the agents, in principle, are members of the institution. The intensive and collaborative use of this utility will contribute to the growth of a data culture within the institution. Furthermore, the collection and organization of data for the purposes of study and research by the different university degree programs makes it possible to analyze and contrast them from different perspectives.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78849893","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}
Scientific literacy development significantly impacts real-world outcomes, leading to scrutiny of instructional approaches for global reform in science education. This study aimed to determine the efficacy of the Science-Technology-Society (STS) approach in improving students' scientific learning outcomes. A quantitative research design, using meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, was used to determine the effect sizes of previous studies on the STS approach's effectiveness in science learning and teaching. The study analyzed 16 effect sizes from 14 empirical studies from January 2017 to September 2022 using Harzing's Publish or Perish application and Comprehensive Meta-Analysis (CMA) software. Results showed that the STS approach significantly and positively impacts students' learning outcomes (g = 1.882), particularly psychomotor skills, affective domain, and cognitive skills. Moderator analysis showed that STS is an effective teaching strategy that yields similar positive results regardless of the assessed learning outcomes. The findings demonstrated that the STS approach facilitates students' development of scientific knowledge, skills, and mindset to innovate for real-world problems. These findings provided empirical information that are essential for learning analytics applications in predicting learners' performance and diagnosing instructional practices. Implications for future research and practice, as well as addressing publication bias, are highlighted in order to maximize the benefits of the STS approach in science education.
{"title":"Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis","authors":"Dharel P. Acut, R. Antonio","doi":"10.3926/jotse.2151","DOIUrl":"https://doi.org/10.3926/jotse.2151","url":null,"abstract":"Scientific literacy development significantly impacts real-world outcomes, leading to scrutiny of instructional approaches for global reform in science education. This study aimed to determine the efficacy of the Science-Technology-Society (STS) approach in improving students' scientific learning outcomes. A quantitative research design, using meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, was used to determine the effect sizes of previous studies on the STS approach's effectiveness in science learning and teaching. The study analyzed 16 effect sizes from 14 empirical studies from January 2017 to September 2022 using Harzing's Publish or Perish application and Comprehensive Meta-Analysis (CMA) software. Results showed that the STS approach significantly and positively impacts students' learning outcomes (g = 1.882), particularly psychomotor skills, affective domain, and cognitive skills. Moderator analysis showed that STS is an effective teaching strategy that yields similar positive results regardless of the assessed learning outcomes. The findings demonstrated that the STS approach facilitates students' development of scientific knowledge, skills, and mindset to innovate for real-world problems. These findings provided empirical information that are essential for learning analytics applications in predicting learners' performance and diagnosing instructional practices. Implications for future research and practice, as well as addressing publication bias, are highlighted in order to maximize the benefits of the STS approach in science education.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80008806","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 goal of this meta-analysis is to ascertain how online learning has affected Indonesian students' ability to learn mathematics. Descriptive analysis was used to compile info from 41 pieces of information about the research, such as sample size, standard deviation, mean values for the experimental and control groups, and other data. Data analysis methods include testing for heterogeneity, effect size calculations, summary outcome calculations the random effect models, and publication bias identification. Forest plots are used as the data source for the meta-analysis. The outcomes revealed that the impact of online learning in Indonesia was 1,268 which had a high influence on the education process of student mathematics. The online learning model also has a higher impact at the primary school level than at the middle school, high school, and university levels. The research area in Indonesia that has the biggest impact is the province of North Sumatra. A sample size of more than 30 gives a greater effect than a sample size of 1-30.
{"title":"The impact of online learning on the mathematics learning process in Indonesia: A meta-analysis","authors":"M. Turmuzi, U. Lu'luilmaknun","doi":"10.3926/jotse.2138","DOIUrl":"https://doi.org/10.3926/jotse.2138","url":null,"abstract":"The goal of this meta-analysis is to ascertain how online learning has affected Indonesian students' ability to learn mathematics. Descriptive analysis was used to compile info from 41 pieces of information about the research, such as sample size, standard deviation, mean values for the experimental and control groups, and other data. Data analysis methods include testing for heterogeneity, effect size calculations, summary outcome calculations the random effect models, and publication bias identification. Forest plots are used as the data source for the meta-analysis. The outcomes revealed that the impact of online learning in Indonesia was 1,268 which had a high influence on the education process of student mathematics. The online learning model also has a higher impact at the primary school level than at the middle school, high school, and university levels. The research area in Indonesia that has the biggest impact is the province of North Sumatra. A sample size of more than 30 gives a greater effect than a sample size of 1-30.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88676455","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}
Teaching is a complex activity that requires a combination of different knowledges, attitudes, skills and values. Teachers are continuously making decisions in the classroom to promote the teaching-learning process. This paper presents the development of a prototype that aims to facilitate teachers’ decision making in the classroom in real time, considering variables related to the students, the teacher, and the environment or environmental factors in the classroom.We used the DBR (Design Based Research) methodology for this project. We reached the first iteration when the second version of the prototype was presented. An analysis of the literature was carried out as a starting point and to establish the foundations for the first version of the prototype. A later expert judgment allowed the prototype to evolve to the second version. This is the starting point for the technological development of the designed solution.This research is a first step towards using technology to improve teacher decision making in the classroom, and has great potential benefits for both the teacher, for improving their skills, and the student, so they can have a better and more customized learning experience.
{"title":"Teacher decision making tool: Development of a prototype to facilitate teacher decision making in the classroom","authors":"Oihane Unciti, Ramon Palau","doi":"10.3926/jotse.1801","DOIUrl":"https://doi.org/10.3926/jotse.1801","url":null,"abstract":"Teaching is a complex activity that requires a combination of different knowledges, attitudes, skills and values. Teachers are continuously making decisions in the classroom to promote the teaching-learning process. This paper presents the development of a prototype that aims to facilitate teachers’ decision making in the classroom in real time, considering variables related to the students, the teacher, and the environment or environmental factors in the classroom.We used the DBR (Design Based Research) methodology for this project. We reached the first iteration when the second version of the prototype was presented. An analysis of the literature was carried out as a starting point and to establish the foundations for the first version of the prototype. A later expert judgment allowed the prototype to evolve to the second version. This is the starting point for the technological development of the designed solution.This research is a first step towards using technology to improve teacher decision making in the classroom, and has great potential benefits for both the teacher, for improving their skills, and the student, so they can have a better and more customized learning experience.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73451177","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}
J. Fuentes-del-Burgo, Juan Manuel Sánchez-Tomás, José Antonio Ballesteros Garrido, Francisco Javier Castilla-Pascual, J. González-Geraldo
Lectures on science and technology constitute one of the most noteworthy activities used to promote STEM-related degrees (Science, Technology, Engineering and Mathematics). This research seeks to identify the factors that pose an obstacle to promoting science and engineering via scientific and technical lectures to secondary school students, as well as their positive aspects, based on the experiences of teaching staff who conduct such lectures. An exploratory study consisting of 16 interviews was conducted with lecturers of different ages, qualifications and academic profiles at the University of Castilla-La Mancha (UCLM). The software ATLAS.ti was used to perform the qualitative analysis. The results of the interviews reveal obstacles related to secondary schools, the speakers, and the university environment, mainly focusing on organisational aspects. Similarly, positive aspects have been found with regard to students, speakers, the University and society in general, all of which are geared towards promoting these studies and communicating scientific knowledge. The main conclusion drawn from this study is that science and technology lectures may be a good outreach tool, but they require greater organisational and institutional support.
{"title":"Perceived barriers and benefits to promoting science and engineering by university lecturers through outreach lectures to secondary school students","authors":"J. Fuentes-del-Burgo, Juan Manuel Sánchez-Tomás, José Antonio Ballesteros Garrido, Francisco Javier Castilla-Pascual, J. González-Geraldo","doi":"10.3926/jotse.2159","DOIUrl":"https://doi.org/10.3926/jotse.2159","url":null,"abstract":"Lectures on science and technology constitute one of the most noteworthy activities used to promote STEM-related degrees (Science, Technology, Engineering and Mathematics). This research seeks to identify the factors that pose an obstacle to promoting science and engineering via scientific and technical lectures to secondary school students, as well as their positive aspects, based on the experiences of teaching staff who conduct such lectures. An exploratory study consisting of 16 interviews was conducted with lecturers of different ages, qualifications and academic profiles at the University of Castilla-La Mancha (UCLM). The software ATLAS.ti was used to perform the qualitative analysis. The results of the interviews reveal obstacles related to secondary schools, the speakers, and the university environment, mainly focusing on organisational aspects. Similarly, positive aspects have been found with regard to students, speakers, the University and society in general, all of which are geared towards promoting these studies and communicating scientific knowledge. The main conclusion drawn from this study is that science and technology lectures may be a good outreach tool, but they require greater organisational and institutional support.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75256612","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}
Choyrul Anwar, N. Kholifah, M. Nurtanto, Hamid Ramadhan Nur
Industrial work practice is an essential program in vocational education. This study aims to analyze the level of capability of students who carry out work practices in large and small industries in Vocational Schools. In addition, it also measures the difference in the capability level of students who carry out work practices in large and small industries. This study uses a quantitative approach according to the design developed by Hoy and Adam. A total of 230 respondents came from public and private vocational schools in Karanganyar, Central Java, Indonesia. The data was collected using a Likert scale questionnaire with the lowest score of 1 and the highest score of 4. The data were analyzed with descriptive statistics and inferential statistics with a one-way analysis of variance (ANOVA). Results The capability level of students who carry out industrial work practices in large industries obtained a score of 31.29 – 58.69 in the "High" category, and small industries obtained a score of 31.23 – 59.47 in the "High" category. Although the statistics are in the high category, there are still significant differences between methodology and social and personal capabilities. Meanwhile, learning capabilities and technical capabilities have no significant difference. Students who practice work in large and small industries must be aware of maximizing the program because it is instrumental in supporting careers after graduating.
{"title":"The capability of vocational education students in industrial practice learning programs","authors":"Choyrul Anwar, N. Kholifah, M. Nurtanto, Hamid Ramadhan Nur","doi":"10.3926/jotse.1960","DOIUrl":"https://doi.org/10.3926/jotse.1960","url":null,"abstract":"Industrial work practice is an essential program in vocational education. This study aims to analyze the level of capability of students who carry out work practices in large and small industries in Vocational Schools. In addition, it also measures the difference in the capability level of students who carry out work practices in large and small industries. This study uses a quantitative approach according to the design developed by Hoy and Adam. A total of 230 respondents came from public and private vocational schools in Karanganyar, Central Java, Indonesia. The data was collected using a Likert scale questionnaire with the lowest score of 1 and the highest score of 4. The data were analyzed with descriptive statistics and inferential statistics with a one-way analysis of variance (ANOVA). Results The capability level of students who carry out industrial work practices in large industries obtained a score of 31.29 – 58.69 in the \"High\" category, and small industries obtained a score of 31.23 – 59.47 in the \"High\" category. Although the statistics are in the high category, there are still significant differences between methodology and social and personal capabilities. Meanwhile, learning capabilities and technical capabilities have no significant difference. Students who practice work in large and small industries must be aware of maximizing the program because it is instrumental in supporting careers after graduating.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"166 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72737294","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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