Pub Date : 2023-03-01DOI: 10.55057/ijares.2023.5.1.5
Engagement during learning is crucial as the instructor and even management can see how well and understood is learner about the topic or course they are up to. As Engagement happens in Massive Open Online Courses (MOOCs), a lot of research papers discuss it and it is more interesting as the pandemic happens and most students must adapt to online learning. Log data in MOOCs have recorded engagement indicators and it is called log data indicators. However, it comes to the question of what is considered engagement in MOOCs as engagement has three parts which are affective, cognitive, and behavioral. A Systematic Literature Review (SLR) was used in this study to find out what engagement indicators for MOOCs can be captured. The result showed for this study is the indicators that can be used to analyze to explore student engagement which include the description of the indicators accordingly. From an online education perspective and improvement of the MOOCs platform, The engagement indicators are really necessary as it is part of learning. Able to identify the engagement and view the level of engagement for every participant in the course. The exploration of the engagement itself makes the instructor well knowledge of what to improve in their courses materials.
{"title":"Log Data Indicators for Identifying Learner Engagement in MOOCs","authors":"","doi":"10.55057/ijares.2023.5.1.5","DOIUrl":"https://doi.org/10.55057/ijares.2023.5.1.5","url":null,"abstract":"Engagement during learning is crucial as the instructor and even management can see how well and understood is learner about the topic or course they are up to. As Engagement happens in Massive Open Online Courses (MOOCs), a lot of research papers discuss it and it is more interesting as the pandemic happens and most students must adapt to online learning. Log data in MOOCs have recorded engagement indicators and it is called log data indicators. However, it comes to the question of what is considered engagement in MOOCs as engagement has three parts which are affective, cognitive, and behavioral. A Systematic Literature Review (SLR) was used in this study to find out what engagement indicators for MOOCs can be captured. The result showed for this study is the indicators that can be used to analyze to explore student engagement which include the description of the indicators accordingly. From an online education perspective and improvement of the MOOCs platform, The engagement indicators are really necessary as it is part of learning. Able to identify the engagement and view the level of engagement for every participant in the course. The exploration of the engagement itself makes the instructor well knowledge of what to improve in their courses materials.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132283357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.55057/ijares.2023.5.1.6
It is widely accepted that practical knowledge, which facilitates the development of teaching competence, lays a solid foundation for teaching competence and professionalization. However, it is underestimated and marginalized in the current arrangement of courses in teacher education in China. The theme of the paper is to reveal the problems faced by pre-service TEFL teachers in such a context and their expectations for a change in the future. Questionnaires were employed to explore the views of 64 randomly chosen participants among sophomore student teachers in China West Normal University in China. The results from the survey suggest that most students feel that they have a low level of competence in mastery of knowledge of language teaching, the strong influence from student teachers’ former English teachers’ instruction in secondary school, the lack of video-cases in developing student teachers’ teaching competence, the lack of practice with guidance from the experts and the lack of intimate knowledge of students in primary school and secondary school. The findings illuminated the problems faced by TEFL teachers in pre-service teacher education and showed us the possibility and necessity to combine video-case observation with lesson study to form a new teacher training mode in which theory and practice are to be connected tightly.
{"title":"Problems Faced by English Teachers in Developing Practical Knowledge in Pre-service Teacher Education in China","authors":"","doi":"10.55057/ijares.2023.5.1.6","DOIUrl":"https://doi.org/10.55057/ijares.2023.5.1.6","url":null,"abstract":"It is widely accepted that practical knowledge, which facilitates the development of teaching competence, lays a solid foundation for teaching competence and professionalization. However, it is underestimated and marginalized in the current arrangement of courses in teacher education in China. The theme of the paper is to reveal the problems faced by pre-service TEFL teachers in such a context and their expectations for a change in the future. Questionnaires were employed to explore the views of 64 randomly chosen participants among sophomore student teachers in China West Normal University in China. The results from the survey suggest that most students feel that they have a low level of competence in mastery of knowledge of language teaching, the strong influence from student teachers’ former English teachers’ instruction in secondary school, the lack of video-cases in developing student teachers’ teaching competence, the lack of practice with guidance from the experts and the lack of intimate knowledge of students in primary school and secondary school. The findings illuminated the problems faced by TEFL teachers in pre-service teacher education and showed us the possibility and necessity to combine video-case observation with lesson study to form a new teacher training mode in which theory and practice are to be connected tightly.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133118626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.55057/ijares.2023.5.1.4
Kajian mengenai konsep kesopanan berbahasa telah banyak dilakukan oleh pengkaji lepas. Misalnya, kata panggilan antara keluarga, rakan-rakan, orang sekeliling dan sebagainya adalah antara kajian yang termasuk dalam konsep kesopanan berbahasa yang menjadi skop kajian pengkaji lepas. Setiap kata panggilan memainkan peranan yang penting sebagai salah satu kayu pengukur dalam menampilkan sikap dan adab sopan sesorang. Kajian yang dilakukan ini ialah mengenai kajian kata panggilan ibu dalam kalangan pelajar pintar dan berbakat. Seramai 52 pelajar telah diberikan borang soal selidik. Pelajar-pelajar ini merupakan pelajar Tahap 1 yang berumur 16 tahun dan mengikuti pengajian di Kolej GENIUS@Pintar Negara, Universiti Kebangsaan Malaysia (UKM). Data yang didapati daripada borang soal selidik dianalisis untuk melihat sama ada respoden masih menggunakan kata panggilan kekeluargaan untuk panggilan ibu atau sebaliknya. Di samping itu juga, data yang didapati digunakan untuk mengklasifikasikan bentuk kata panggilan yang paling banyak digunakan oleh pelajar pintar dan berbakat ini mengikut ketegori. Dapatan menunjukkan bahawa pelajar pintar dan berbakat masih lagi mengekalkan penggunaan kata panggilan yang sopan semasa berkomunikasi dengan ibu mereka. Hal ini menunjukkan kesopanan berbahasa masih diamalkan antara pelajar dengan keluarga mereka walaupun berada di zaman yang moden.
{"title":"Kata Panggilan Ibu dalam Kalangan Pelajar Pintar dan Berbakat","authors":"","doi":"10.55057/ijares.2023.5.1.4","DOIUrl":"https://doi.org/10.55057/ijares.2023.5.1.4","url":null,"abstract":"Kajian mengenai konsep kesopanan berbahasa telah banyak dilakukan oleh pengkaji lepas. Misalnya, kata panggilan antara keluarga, rakan-rakan, orang sekeliling dan sebagainya adalah antara kajian yang termasuk dalam konsep kesopanan berbahasa yang menjadi skop kajian pengkaji lepas. Setiap kata panggilan memainkan peranan yang penting sebagai salah satu kayu pengukur dalam menampilkan sikap dan adab sopan sesorang. Kajian yang dilakukan ini ialah mengenai kajian kata panggilan ibu dalam kalangan pelajar pintar dan berbakat. Seramai 52 pelajar telah diberikan borang soal selidik. Pelajar-pelajar ini merupakan pelajar Tahap 1 yang berumur 16 tahun dan mengikuti pengajian di Kolej GENIUS@Pintar Negara, Universiti Kebangsaan Malaysia (UKM). Data yang didapati daripada borang soal selidik dianalisis untuk melihat sama ada respoden masih menggunakan kata panggilan kekeluargaan untuk panggilan ibu atau sebaliknya. Di samping itu juga, data yang didapati digunakan untuk mengklasifikasikan bentuk kata panggilan yang paling banyak digunakan oleh pelajar pintar dan berbakat ini mengikut ketegori. Dapatan menunjukkan bahawa pelajar pintar dan berbakat masih lagi mengekalkan penggunaan kata panggilan yang sopan semasa berkomunikasi dengan ibu mereka. Hal ini menunjukkan kesopanan berbahasa masih diamalkan antara pelajar dengan keluarga mereka walaupun berada di zaman yang moden.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"18 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120817991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.55057/ijares.2023.5.1.7
Penguasaan bahasa merupakan elemen penting yang menjadi asas kepada para guru yang mengajar bahasa selain daripada bahasa Melayu. Penguasaan bahasa dalam kajian ini memfokuskan penguasaan bahasa Arab guru Sijil Tinggi Agama Malaysia (STAM). Kajian ini menggunakan metodologi secara analisis ujian kompetensi bahasa Arab menggunakan instrumen set soalan ujian bahasa Arab. Set soalan ujian ini diambil daripada ANAS (Arabic for Non Arabic Speakers). Set soalan ujian ini meliputi keseluruhan aspek kemahiran bahasa kecuali aspek pertuturan menggunakan skala B1 dalam CEFR. Objektif kajian ini adalah untuk mengukur tahap bahasa Arab guru STAM, di samping mengenalpasti penambahbaikan pengetahuan bahasa Arab guru STAM dan seterusnya mencadangkan strategi peningkatan tahap bahasa Arab guru STAM. Antara faktor permasalahan kompetensi bahasa Arab guru STAM adalah dari aspek demografi guru, aspek penulisan, aspek pertuturan dan minat serta sikap pelajar. Manakala, aspek kekuatan bahasa Arab guru STAM ialah pengetahuan dan kemahiran guru, pedagogi, persekitaran dan keperibadian guru. Strategi yang boleh dicadangkan dalam kajian ini adalah kursus peningkatan kompetensi kemahiran berbahasa dan kursus peningkatan profesionalime guru. Implikasi dan cadangan yang dikemukakan memberi gambaran yang bermanfaat kepada kementerian, sekolah dan guru.
{"title":"Tahap Kompetensi Bahasa Arab Guru STAM","authors":"","doi":"10.55057/ijares.2023.5.1.7","DOIUrl":"https://doi.org/10.55057/ijares.2023.5.1.7","url":null,"abstract":"Penguasaan bahasa merupakan elemen penting yang menjadi asas kepada para guru yang mengajar bahasa selain daripada bahasa Melayu. Penguasaan bahasa dalam kajian ini memfokuskan penguasaan bahasa Arab guru Sijil Tinggi Agama Malaysia (STAM). Kajian ini menggunakan metodologi secara analisis ujian kompetensi bahasa Arab menggunakan instrumen set soalan ujian bahasa Arab. Set soalan ujian ini diambil daripada ANAS (Arabic for Non Arabic Speakers). Set soalan ujian ini meliputi keseluruhan aspek kemahiran bahasa kecuali aspek pertuturan menggunakan skala B1 dalam CEFR. Objektif kajian ini adalah untuk mengukur tahap bahasa Arab guru STAM, di samping mengenalpasti penambahbaikan pengetahuan bahasa Arab guru STAM dan seterusnya mencadangkan strategi peningkatan tahap bahasa Arab guru STAM. Antara faktor permasalahan kompetensi bahasa Arab guru STAM adalah dari aspek demografi guru, aspek penulisan, aspek pertuturan dan minat serta sikap pelajar. Manakala, aspek kekuatan bahasa Arab guru STAM ialah pengetahuan dan kemahiran guru, pedagogi, persekitaran dan keperibadian guru. Strategi yang boleh dicadangkan dalam kajian ini adalah kursus peningkatan kompetensi kemahiran berbahasa dan kursus peningkatan profesionalime guru. Implikasi dan cadangan yang dikemukakan memberi gambaran yang bermanfaat kepada kementerian, sekolah dan guru.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123135432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.55057/ijares.2023.5.1.2
This study examines the implementation of Forum Theater as an alternative method of teaching Visual Arts with the goal of mastering the 4C skills of critical thinking, collaboration, creativity and communication in 21st Century Learning (PAK21). It is done in compliance with the government’s announcement in the PPPM 2013-2015, in which the Ministry of Education emphasised PAK21 in teachings in order to enhance of quality of our country’s education system. If the Moe’s goal in met, Forum Theater could be used as an instructional approach in PAK21 to diversify teaching techniques. The study’s goal is to illustrate the use of Forum Theater in Visual Arts Education in such a way that could demonstrate its suitability as a teaching tool for acquiring the 4C skill of PAK21. as a means of obtaining data for this study qualitative methodologies are used. The researchers utilized the techniques of document analysis, workshop theather and questionnaire
{"title":"Implementation of Forum Theater as A Teaching Medium of Visual Arts Subject for Upper Secondary to Master 4c Skills of Pak21","authors":"","doi":"10.55057/ijares.2023.5.1.2","DOIUrl":"https://doi.org/10.55057/ijares.2023.5.1.2","url":null,"abstract":"This study examines the implementation of Forum Theater as an alternative method of teaching Visual Arts with the goal of mastering the 4C skills of critical thinking, collaboration, creativity and communication in 21st Century Learning (PAK21). It is done in compliance with the government’s announcement in the PPPM 2013-2015, in which the Ministry of Education emphasised PAK21 in teachings in order to enhance of quality of our country’s education system. If the Moe’s goal in met, Forum Theater could be used as an instructional approach in PAK21 to diversify teaching techniques. The study’s goal is to illustrate the use of Forum Theater in Visual Arts Education in such a way that could demonstrate its suitability as a teaching tool for acquiring the 4C skill of PAK21. as a means of obtaining data for this study qualitative methodologies are used. The researchers utilized the techniques of document analysis, workshop theather and questionnaire","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115634666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.55057/ijares.2022.4.4.5
The purpose of this research is to review student satisfaction by examining a variety of relevant papers. This article provides a systematic literature review on student satisfaction (SS) research published between 2000 and 2022. The review uses data from the Scopus database using relevant keywords such as student satisfaction. Thirty highly cited papers were selected from 1615 articles for this systematic literature assessment. This study showed that students in the United States (US), United Arab Emirates (UAE), Vietnam, New Zealand, Kingdom of Saudi Arabia (KSA), Pakistan, Cyprus, Ireland, China, and Norway are content with the quality of e-learning services offered by their universities. On the other hand, students in Jordan, Germany, and Australia reported multiple issues with their involvement in online courses, such as internet connection disruptions also poor sound quality and were much more satisfied with traditional classroom instruction than online learning. In addition, Malaysia, Poland, Italy, and the United Kingdom performed research and identified other factors, including ranking, professional, comfortable environment; student assessments and learning experiences; classroom environment; lecture and tutorial goods; textbook and tuition fees; student support facilities; business procedures; relationship with teaching staff; knowledgeable, responsive faculty; staff helpfulness; feedback; and class sizes for evaluating student satisfaction. Based on a review and analysis of the SS literature, this paper came up with 11 questions for future research that will allow the research to be expanded.
{"title":"A Systematic Literature Review of Student Satisfaction: What is Next?","authors":"","doi":"10.55057/ijares.2022.4.4.5","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.5","url":null,"abstract":"The purpose of this research is to review student satisfaction by examining a variety of relevant papers. This article provides a systematic literature review on student satisfaction (SS) research published between 2000 and 2022. The review uses data from the Scopus database using relevant keywords such as student satisfaction. Thirty highly cited papers were selected from 1615 articles for this systematic literature assessment. This study showed that students in the United States (US), United Arab Emirates (UAE), Vietnam, New Zealand, Kingdom of Saudi Arabia (KSA), Pakistan, Cyprus, Ireland, China, and Norway are content with the quality of e-learning services offered by their universities. On the other hand, students in Jordan, Germany, and Australia reported multiple issues with their involvement in online courses, such as internet connection disruptions also poor sound quality and were much more satisfied with traditional classroom instruction than online learning. In addition, Malaysia, Poland, Italy, and the United Kingdom performed research and identified other factors, including ranking, professional, comfortable environment; student assessments and learning experiences; classroom environment; lecture and tutorial goods; textbook and tuition fees; student support facilities; business procedures; relationship with teaching staff; knowledgeable, responsive faculty; staff helpfulness; feedback; and class sizes for evaluating student satisfaction. Based on a review and analysis of the SS literature, this paper came up with 11 questions for future research that will allow the research to be expanded.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114492797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.55057/ijares.2022.4.4.6
Digital education needs to rise together with the emergence of the fourth education revolution in this era. Consequently, higher education institutions are responsible in dealing with the technological advancements to prepare future graduates for work. However, the recent crisis has given another new challenge to the digital education. The challenge is not limited to the tool, device, or technological and application revolutions, but also in using the virtual platform for the assessment of teaching and learning, or known as an e-assessment. Therefore, it is important to address the methodology to analyse the factors of e-assessment model at it is still best to be carried out in the new model while it is valid for most prior models with crisis robustness adaptation in respect with the new normal phase. Therefore, the creation of the new model’s focal criteria includes its aim, methodology, and conceptual pedagogical components.
{"title":"Crisis Effect: Methodological Proposal for the Analysis of E-assessment Model in Teaching and Learning in New Normal Phase","authors":"","doi":"10.55057/ijares.2022.4.4.6","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.6","url":null,"abstract":"Digital education needs to rise together with the emergence of the fourth education revolution in this era. Consequently, higher education institutions are responsible in dealing with the technological advancements to prepare future graduates for work. However, the recent crisis has given another new challenge to the digital education. The challenge is not limited to the tool, device, or technological and application revolutions, but also in using the virtual platform for the assessment of teaching and learning, or known as an e-assessment. Therefore, it is important to address the methodology to analyse the factors of e-assessment model at it is still best to be carried out in the new model while it is valid for most prior models with crisis robustness adaptation in respect with the new normal phase. Therefore, the creation of the new model’s focal criteria includes its aim, methodology, and conceptual pedagogical components.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129685961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.55057/ijares.2022.4.4.17
Analisis dokumen amat penting sebagai salah satu alternatif dalam pembelajaran Sejarah dalam menggalakkan murid meneroka pelbagai sumber dokumen. Pelaksanaan kajian ini amat penting bagi melihat kompetensi guru dalam melaksanakan pembelajaran Sejarah menerusi analisis dokumen dari tiga bahagian iaitu pengetahuan, kemahiran dan sikap. Instrumen soal selidik telah digunakan bagi melaksanakan kajian tinjauan ini. Seramai 300 orang guru Sejarah di Sarawak dipilih secara rawak menggunakan teknik persampelan bertujuan bagi memenuhi keperluan kajian ini. Perisian Statistical Package for Social Sciences (SPSS) versi 26.0 telah digunakan untuk menganalisis hasil dapatan kajian ini. Hasil dapatan kajian mendapati kompetensi guru dari aspek pengetahuan dalam pembelajaran Sejarah berasaskan analisis dokumen adalah pada tahap yang tinggi (min= 3.4783, s.p = 0.76345) . Bagi aspek kemahiran guru, kompetensi guru juga adalah pada tahap yang tinggi (min= 3.4783, s.p = 0.76345). Bagi kompetensi sikap dalam melaksanakan pembelajaran Sejarah berasaskan dokumen, hasil analisis juga adalah pada tahap yang tinggi (min= 3.7967, s.p = 0.79893). Penggunaan analisis dokumen dalam pembelajaran Sejarah bukan sahaja memberikan kesan yang positif tetapi turut menyumbang kepada pembelajaran Sejarah yang berpusatkan murid sebagai peneroka maklumat ke arah pembelajaran bermakna. Kajian lanjutan berkaitan analisis dokumen harus diperluaskan agar ianya memberi manfaat kepada guru dan pengkaji masa akan datang.
{"title":"Kompetensi Guru Dalam Pelaksanaan Pembelajaran Sejarah Berasaskan Analisis Dokumen","authors":"","doi":"10.55057/ijares.2022.4.4.17","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.17","url":null,"abstract":"Analisis dokumen amat penting sebagai salah satu alternatif dalam pembelajaran Sejarah dalam menggalakkan murid meneroka pelbagai sumber dokumen. Pelaksanaan kajian ini amat penting bagi melihat kompetensi guru dalam melaksanakan pembelajaran Sejarah menerusi analisis dokumen dari tiga bahagian iaitu pengetahuan, kemahiran dan sikap. Instrumen soal selidik telah digunakan bagi melaksanakan kajian tinjauan ini. Seramai 300 orang guru Sejarah di Sarawak dipilih secara rawak menggunakan teknik persampelan bertujuan bagi memenuhi keperluan kajian ini. Perisian Statistical Package for Social Sciences (SPSS) versi 26.0 telah digunakan untuk menganalisis hasil dapatan kajian ini. Hasil dapatan kajian mendapati kompetensi guru dari aspek pengetahuan dalam pembelajaran Sejarah berasaskan analisis dokumen adalah pada tahap yang tinggi (min= 3.4783, s.p = 0.76345) . Bagi aspek kemahiran guru, kompetensi guru juga adalah pada tahap yang tinggi (min= 3.4783, s.p = 0.76345). Bagi kompetensi sikap dalam melaksanakan pembelajaran Sejarah berasaskan dokumen, hasil analisis juga adalah pada tahap yang tinggi (min= 3.7967, s.p = 0.79893). Penggunaan analisis dokumen dalam pembelajaran Sejarah bukan sahaja memberikan kesan yang positif tetapi turut menyumbang kepada pembelajaran Sejarah yang berpusatkan murid sebagai peneroka maklumat ke arah pembelajaran bermakna. Kajian lanjutan berkaitan analisis dokumen harus diperluaskan agar ianya memberi manfaat kepada guru dan pengkaji masa akan datang.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117276784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.55057/ijares.2022.4.4.8
Activities related to teaching and learning (T&L) are crucial for ensuring that students achieve the necessary learning objectives. Two examples of T&L activities are lectures and group assignments. The method and styles of interaction employed by lecturers significantly affect the level of closeness and involvement. Covid-19 does indeed have a significant impact on student participation outside of classrooms and T&L practices, which is later moved to online learning. Online learning does have some disadvantages, one of which is social presence. This study's objective is to analyse the relationships between the variables that affect how students perceive their social presence and to identify the most important variables. A set of standardised questionnaires on sociability and social space, two factors affecting social presence, were distributed twice to respondents in similar groups to gather data for this study. The 79 data points are then statistically analysed and evaluated together as a whole. The study's findings demonstrate that these variables have a strong positive correlation with one another and have an impact on how students perceive social presence in an online learning environment.
{"title":"Examining Social Presence's Influences Among Undergraduates in Online Learning Environment","authors":"","doi":"10.55057/ijares.2022.4.4.8","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.8","url":null,"abstract":"Activities related to teaching and learning (T&L) are crucial for ensuring that students achieve the necessary learning objectives. Two examples of T&L activities are lectures and group assignments. The method and styles of interaction employed by lecturers significantly affect the level of closeness and involvement. Covid-19 does indeed have a significant impact on student participation outside of classrooms and T&L practices, which is later moved to online learning. Online learning does have some disadvantages, one of which is social presence. This study's objective is to analyse the relationships between the variables that affect how students perceive their social presence and to identify the most important variables. A set of standardised questionnaires on sociability and social space, two factors affecting social presence, were distributed twice to respondents in similar groups to gather data for this study. The 79 data points are then statistically analysed and evaluated together as a whole. The study's findings demonstrate that these variables have a strong positive correlation with one another and have an impact on how students perceive social presence in an online learning environment.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129867403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.55057/ijares.2022.4.4.1
This study was aimed to investigate whether the United Arab Emirates (UAE) K-12 school managers are conversant with school organizational climate (SOC) in maintaining school performance (SP), and to explore which school organizational climate (SOC) dimensions is mostly observed by the school managers in upholding the school performance. This study also investigated the significant relationship between SOC and school performance (SP) and established whether SOC as a whole or any of its dimensions is a significant predictor of school performance based on the perceptions of UAE K-12 private school managers. The questionnaire used was adapted from Jeswani and Dave, and Lasisi. Utilizing the mean scores, correlation matrix and regression analyses, the findings revealed relatively moderate positive awareness of the school managers about SOC. The findings also showed that there is a significant correlation between SOC and SP, and that SOC is also a significant predictor of SP. Nevertheless, of the SOC dimensions, only communication and supervision were discovered as significant predictors of school performance. On the other hand, orientation, decision-making, and reward management proved to be critical dimensions of SOC as they were found wanting in contributing to the prediction of the study’s model. This issue can be resolved by enhancing the approach used in implementing orientation, decision-making and reward management within the context of the UAE K-12 schools. As an implication, UAE government, education policy makers as well as school managers are encouraged to create and sustain SOC as it proved to be a significant predictor of school performance.
{"title":"The Impact of Organizational Climate Dimensions on School Performance: A Study of UAE K-12 Private School Managers","authors":"","doi":"10.55057/ijares.2022.4.4.1","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.1","url":null,"abstract":"This study was aimed to investigate whether the United Arab Emirates (UAE) K-12 school managers are conversant with school organizational climate (SOC) in maintaining school performance (SP), and to explore which school organizational climate (SOC) dimensions is mostly observed by the school managers in upholding the school performance. This study also investigated the significant relationship between SOC and school performance (SP) and established whether SOC as a whole or any of its dimensions is a significant predictor of school performance based on the perceptions of UAE K-12 private school managers. The questionnaire used was adapted from Jeswani and Dave, and Lasisi. Utilizing the mean scores, correlation matrix and regression analyses, the findings revealed relatively moderate positive awareness of the school managers about SOC. The findings also showed that there is a significant correlation between SOC and SP, and that SOC is also a significant predictor of SP. Nevertheless, of the SOC dimensions, only communication and supervision were discovered as significant predictors of school performance. On the other hand, orientation, decision-making, and reward management proved to be critical dimensions of SOC as they were found wanting in contributing to the prediction of the study’s model. This issue can be resolved by enhancing the approach used in implementing orientation, decision-making and reward management within the context of the UAE K-12 schools. As an implication, UAE government, education policy makers as well as school managers are encouraged to create and sustain SOC as it proved to be a significant predictor of school performance.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127678765","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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