B. Lim, Myae Han, Shinhi Han, Jiyeon Lee, Vickie E. Lake
This qualitative study explored Myanmar refugee mothers' perceptions and experiences of social and cultural capital use for their children’s education and cultural adaptation while resettling in the host country, the United States. The multiple sources of data were collected and triangulated, including a parent survey, individual interviews with three mothers, a focused group interview with a group of mothers, and meticulous field notes. The findings revealed three prominent themes of social and cultural capital use among Myanmar refugee mothers: education as hopes vs. concerns, language as an opportunity vs. disappearance, and community as social capital vs. social distance. The Myanmar refugee families engaged in complex negotiations for each capital as they supported their children’s education and cultural adaptation. Refugee mothers strived to utilize their past experiences as well as cultural and social resources, such as their home language, nurturing relationships, and networking with fellow ethnic mothers, to provide diverse social and cultural capital for their children. This study offers valuable insights for teachers and policymakers when considering the successful integration of refugee children and families into current school systems.
{"title":"Refugees’ Perspectives on Cultural Adaptation and Education of Their Children: Myanmar Refugee Mothers’ Story","authors":"B. Lim, Myae Han, Shinhi Han, Jiyeon Lee, Vickie E. Lake","doi":"10.5430/ijhe.v12n4p76","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p76","url":null,"abstract":"This qualitative study explored Myanmar refugee mothers' perceptions and experiences of social and cultural capital use for their children’s education and cultural adaptation while resettling in the host country, the United States. The multiple sources of data were collected and triangulated, including a parent survey, individual interviews with three mothers, a focused group interview with a group of mothers, and meticulous field notes. The findings revealed three prominent themes of social and cultural capital use among Myanmar refugee mothers: education as hopes vs. concerns, language as an opportunity vs. disappearance, and community as social capital vs. social distance. The Myanmar refugee families engaged in complex negotiations for each capital as they supported their children’s education and cultural adaptation. Refugee mothers strived to utilize their past experiences as well as cultural and social resources, such as their home language, nurturing relationships, and networking with fellow ethnic mothers, to provide diverse social and cultural capital for their children. This study offers valuable insights for teachers and policymakers when considering the successful integration of refugee children and families into current school systems.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"28 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83722929","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}
Action research calls for the solution of practical problems in the classroom as well as the expansion of theoretical knowledge. In this study, feedback in cumulative work is explored as a strategy for guiding and improving the teaching-learning process. By following a feedback loop: initial draft, feedback on first draft, final draft, and marking, 28 students in at the University Universidad Nacional Autónoma de México (UNAM) had the opportunity to receive guidance and demonstrate improvement in a blended learning, or b-learning course. The study lasted five weeks and engaged university learners as well as the educator in videoconferences focused on feed up, feedback, and feed forward.This pedagogical action research involved observation, research and planning, implementation, and reflection. Data was gathered on students’ access to technology and their perception upon effectiveness of remote learning based on their experience. Additionally, scores before and after treatment were registered and analyzed.The findings showed a general improvement after feedback sessions and learners were able to present enhanced final versions of tasks. The study’s main contributions are the confirmation of positive results on effective feedback as well as an opening to discussion, adaptation, and improvement of the practices presented.
{"title":"Feedback in Cumulative Coursework: Action Research in a Blended Course","authors":"Xóchitl Adriana Hernández Martínez","doi":"10.5430/ijhe.v12n4p65","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p65","url":null,"abstract":"Action research calls for the solution of practical problems in the classroom as well as the expansion of theoretical knowledge. In this study, feedback in cumulative work is explored as a strategy for guiding and improving the teaching-learning process. By following a feedback loop: initial draft, feedback on first draft, final draft, and marking, 28 students in at the University Universidad Nacional Autónoma de México (UNAM) had the opportunity to receive guidance and demonstrate improvement in a blended learning, or b-learning course. The study lasted five weeks and engaged university learners as well as the educator in videoconferences focused on feed up, feedback, and feed forward.This pedagogical action research involved observation, research and planning, implementation, and reflection. Data was gathered on students’ access to technology and their perception upon effectiveness of remote learning based on their experience. Additionally, scores before and after treatment were registered and analyzed.The findings showed a general improvement after feedback sessions and learners were able to present enhanced final versions of tasks. The study’s main contributions are the confirmation of positive results on effective feedback as well as an opening to discussion, adaptation, and improvement of the practices presented.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"24 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79050999","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}
Archaeological authorities consider Shangshan culture, a unique name for China’s outstanding local culture, to be the origin of the world’s painted pottery civilization, Chinese farming villages, and the world’s rice civilization. Shangshan culture is more than 3,000 years old compared to the local civilization discovered by historians. We hypothesized that introducing art and design majors into China’s vocational colleges is an effective method for promoting local culture. Integrating local culture into art and design teaching in China’s vocational colleges provides diversified teaching resources, heightens students’ sense of cultural identity, improves their creative performance, and extends local culture’s influence. Therefore, by analyzing the current status of art and design teaching in China’s vocational colleges, we highlighted local culture’s role in the teaching process. We adopted a quasi-experimental design method to conduct an experiment on 90 students from a vocational college majoring in an art and design course. These students learned about the integration of Shangshan culture into art and design under their teachers’ guidance and applied their learning to their artistic creations. This study’s results will help better integrate local culture into art and design teaching, and consequently, achieve a win-win outcome.
{"title":"Exploration and Practice of Integrating the Shangshan Culture into Art and Design Teaching in China’s Higher Vocational Colleges","authors":"Chen Qian","doi":"10.5430/ijhe.v12n5p21","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p21","url":null,"abstract":"Archaeological authorities consider Shangshan culture, a unique name for China’s outstanding local culture, to be the origin of the world’s painted pottery civilization, Chinese farming villages, and the world’s rice civilization. Shangshan culture is more than 3,000 years old compared to the local civilization discovered by historians. We hypothesized that introducing art and design majors into China’s vocational colleges is an effective method for promoting local culture. Integrating local culture into art and design teaching in China’s vocational colleges provides diversified teaching resources, heightens students’ sense of cultural identity, improves their creative performance, and extends local culture’s influence. Therefore, by analyzing the current status of art and design teaching in China’s vocational colleges, we highlighted local culture’s role in the teaching process. We adopted a quasi-experimental design method to conduct an experiment on 90 students from a vocational college majoring in an art and design course. These students learned about the integration of Shangshan culture into art and design under their teachers’ guidance and applied their learning to their artistic creations. This study’s results will help better integrate local culture into art and design teaching, and consequently, achieve a win-win outcome.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"72 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83958381","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 aim of this mixed-methods research is to create a model for developing effective private schools in the northeast of Thailand. Seven experts examine and affirm the key components for school effectiveness as suitable with priorities of needs for development as follows: 1) school curriculum management comprising instructional leadership, teaching and learning management, academic planning system, and information and technology; 2) learning community building consisting of learning network, collaboration, and learning climate and environment; 3) management of the school administrators comprising principal leadership, expertise in academic management, expertise in school personnel management, expertise in management of general affairs, and expertise in budget management. The research team creates the model; 15 experts determine and affirm it as suitable, feasible, and useful at the highest level; and the results of the experimentation for 3 months at one purposively selected school in Bookeo District, Chaiyaphum Province are found effective at the highest level. The model can be used as a framework in both elementary and secondary schools to go to quality schools.
{"title":"The Development of an Effective Private School Management Model in the Northeastern Region of Thailand","authors":"Paweena Sriputta, Pha Agsonsua, Chaiyuth Sirisuthi","doi":"10.5430/ijhe.v12n5p12","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p12","url":null,"abstract":"The aim of this mixed-methods research is to create a model for developing effective private schools in the northeast of Thailand. Seven experts examine and affirm the key components for school effectiveness as suitable with priorities of needs for development as follows: 1) school curriculum management comprising instructional leadership, teaching and learning management, academic planning system, and information and technology; 2) learning community building consisting of learning network, collaboration, and learning climate and environment; 3) management of the school administrators comprising principal leadership, expertise in academic management, expertise in school personnel management, expertise in management of general affairs, and expertise in budget management. The research team creates the model; 15 experts determine and affirm it as suitable, feasible, and useful at the highest level; and the results of the experimentation for 3 months at one purposively selected school in Bookeo District, Chaiyaphum Province are found effective at the highest level. The model can be used as a framework in both elementary and secondary schools to go to quality schools.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"43 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84628933","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}
Chinese vocational college maritime graduates play a crucial role in the maritime field. They operate ship equipment, ensure maritime safety, and provide important support in achieving the goal of China becoming a maritime power. Therefore, paying attention to their career development is of significant importance. This study adopted a narrative research approach and aimed to delve into the inner journey of successful career transition among 12 Chinese vocational college maritime graduates. It was conducted through semi structured interviews to gain a comprehensive understanding of their experiences. The research findings indicate the interviewees identified several challenging factors associated with the maritime profession. These factors include monotonous and oppressive job tasks, high work pressure, confined spaces on ships, fixed and inflexible salaries, limited career advancement opportunities, a sense of disconnection from society, difficulties making friends, challenges achieving work–life balance, and limited prospects for career growth. These factors contributed to a subjective sense of professional dissatisfaction among them. However, once they transitioned to land-based jobs, they achieved subjective professional success. This can mainly be attributed to the fact that land-based jobs allow them to take care of their families, pursue a more independent lifestyle, maintain social connections, and lead a stable life. Based on the research findings, it is recommended ship companies and society as a whole pay attention to the career development of maritime students and improve the working environment in the maritime industry. This is necessary to meet their needs for balancing family responsibilities, pursuing a more independent lifestyle, and maintaining social connections. By addressing these aspects, it will help facilitate subjective professional success among maritime students.
{"title":"Narrative Study on Successful Career Transition Based on Experiences of Chinese Vocational College Maritime Students","authors":"Li Wang, Cong Miao, Liying Feng","doi":"10.5430/ijhe.v12n5p1","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p1","url":null,"abstract":"Chinese vocational college maritime graduates play a crucial role in the maritime field. They operate ship equipment, ensure maritime safety, and provide important support in achieving the goal of China becoming a maritime power. Therefore, paying attention to their career development is of significant importance. This study adopted a narrative research approach and aimed to delve into the inner journey of successful career transition among 12 Chinese vocational college maritime graduates. It was conducted through semi structured interviews to gain a comprehensive understanding of their experiences. The research findings indicate the interviewees identified several challenging factors associated with the maritime profession. These factors include monotonous and oppressive job tasks, high work pressure, confined spaces on ships, fixed and inflexible salaries, limited career advancement opportunities, a sense of disconnection from society, difficulties making friends, challenges achieving work–life balance, and limited prospects for career growth. These factors contributed to a subjective sense of professional dissatisfaction among them. However, once they transitioned to land-based jobs, they achieved subjective professional success. This can mainly be attributed to the fact that land-based jobs allow them to take care of their families, pursue a more independent lifestyle, maintain social connections, and lead a stable life. Based on the research findings, it is recommended ship companies and society as a whole pay attention to the career development of maritime students and improve the working environment in the maritime industry. This is necessary to meet their needs for balancing family responsibilities, pursuing a more independent lifestyle, and maintaining social connections. By addressing these aspects, it will help facilitate subjective professional success among maritime students.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"46 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74669341","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}
Under the Belt and Road initiative, the number of international students in China has grown significantly. How to help international students improve their low level of Chinese culture cognition, learning motivation, and cross-cultural adaptability in China has become a hot topic. This study developed the current Chinese pop music module to solve the main problems faced by international students in the first academic year of Chinese higher vocational colleges. The ASSURE model was used to develop the teaching process of the current Chinese pop music module to achieve the teaching objective and improve teaching effectiveness. Teaching content of the developed module included Chinese campus music, Chinese minority music and dance, Chinese rock music, Chinese rap, Chinese-style songs, and Chinese R&B. The Chinese pop music module with improved teaching content was then discussed in detail.
{"title":"Development of the Chinese Pop Music Module in Enhancing Chinese Culture Cognition, Learning Motivation, and Cross-cultural Adaptability of International Students in Chinese Higher Vocational Colleges","authors":"Qian Wang, S. Saleh","doi":"10.5430/ijhe.v12n4p55","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p55","url":null,"abstract":"Under the Belt and Road initiative, the number of international students in China has grown significantly. How to help international students improve their low level of Chinese culture cognition, learning motivation, and cross-cultural adaptability in China has become a hot topic. This study developed the current Chinese pop music module to solve the main problems faced by international students in the first academic year of Chinese higher vocational colleges. The ASSURE model was used to develop the teaching process of the current Chinese pop music module to achieve the teaching objective and improve teaching effectiveness. Teaching content of the developed module included Chinese campus music, Chinese minority music and dance, Chinese rock music, Chinese rap, Chinese-style songs, and Chinese R&B. The Chinese pop music module with improved teaching content was then discussed in detail.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"47 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81396863","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}
Maria Toro-Troconis, Yuma Inzolia, Norita B. Ahmad
This paper shares insights from the research conducted during the 2022-2023 Learning Design and Education for Sustainable Development Bootcamp. The Bootcamp was designed by the Association for Learning Design and Education for Sustainable Development (ADLESD) and delivered in collaboration with UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC). The Bootcamp is supported by the CoDesignS ESD Framework and has been executed in collaboration with several prestigious institutions. The study aimed to identify any changes in attitudes towards embedding Education for Sustainable Development (ESD) into curriculum design following the Bootcamp. Using a validated survey that measured four attitude components - affective, perceived control, usefulness, and behavioural - significant variations were observed in the latter three components post-Bootcamp. This shows an increased perception of ESD's practical value, participant confidence in implementing it, and readiness to adjust behaviours to accommodate ESD principles. However, the affective component, or emotional response to ESD, remained largely unchanged, likely due to the Bootcamp participants' self-selection. Particularly notable was the boost in the perceived control element, possibly due to the clear pedagogical framework and toolkit provided during the Bootcamp. This improvement in the Control component and the overall positive impact of the Bootcamp are consistent with feedback obtained from participants in the final evaluation survey. These findings indicate that the Bootcamp and the use of the CoDesignS ESD Framework and Toolkit Planner significantly increased participants' willingness, confidence, and ability to integrate ESD into curriculum design effectively.
{"title":"Exploring Attitudes towards Embedding Education for Sustainable Development in Curriculum Design","authors":"Maria Toro-Troconis, Yuma Inzolia, Norita B. Ahmad","doi":"10.5430/ijhe.v12n4p42","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p42","url":null,"abstract":"This paper shares insights from the research conducted during the 2022-2023 Learning Design and Education for Sustainable Development Bootcamp. The Bootcamp was designed by the Association for Learning Design and Education for Sustainable Development (ADLESD) and delivered in collaboration with UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC). The Bootcamp is supported by the CoDesignS ESD Framework and has been executed in collaboration with several prestigious institutions. The study aimed to identify any changes in attitudes towards embedding Education for Sustainable Development (ESD) into curriculum design following the Bootcamp. Using a validated survey that measured four attitude components - affective, perceived control, usefulness, and behavioural - significant variations were observed in the latter three components post-Bootcamp. This shows an increased perception of ESD's practical value, participant confidence in implementing it, and readiness to adjust behaviours to accommodate ESD principles. However, the affective component, or emotional response to ESD, remained largely unchanged, likely due to the Bootcamp participants' self-selection. Particularly notable was the boost in the perceived control element, possibly due to the clear pedagogical framework and toolkit provided during the Bootcamp. This improvement in the Control component and the overall positive impact of the Bootcamp are consistent with feedback obtained from participants in the final evaluation survey. These findings indicate that the Bootcamp and the use of the CoDesignS ESD Framework and Toolkit Planner significantly increased participants' willingness, confidence, and ability to integrate ESD into curriculum design effectively.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"58 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90847998","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 paper examines the perspective of academics on the impact of internal quality assurance system in the A’Sharqiyah University (ASU) on the teaching and learning process. This internal system is called the Program Annual Monitoring and Review Process (PAMRP). This study covers the academic staff’s awareness of the quality system utilized within the university and their perceptions towards its effectiveness on teaching and students’ learning process. The study highlights the key aspects covered by participants to improve the internal quality assurance process.The study concludes that faculty are almost aware of the quality process and agreed on its positive impact on teaching and learning. They only emphasized the need to provide the part time faculty with enough input like the awareness sessions conducted for the full times.
{"title":"Faculty Perceptions on the Effectiveness of the Internal Quality Process and its Role on the Teaching and Learning","authors":"Khalid Salim Saif Al Jardani","doi":"10.5430/ijhe.v12n4p15","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p15","url":null,"abstract":"The paper examines the perspective of academics on the impact of internal quality assurance system in the A’Sharqiyah University (ASU) on the teaching and learning process. This internal system is called the Program Annual Monitoring and Review Process (PAMRP). This study covers the academic staff’s awareness of the quality system utilized within the university and their perceptions towards its effectiveness on teaching and students’ learning process. The study highlights the key aspects covered by participants to improve the internal quality assurance process.The study concludes that faculty are almost aware of the quality process and agreed on its positive impact on teaching and learning. They only emphasized the need to provide the part time faculty with enough input like the awareness sessions conducted for the full times.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"11 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76637507","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}
At present, the overall scientific research ability of kindergarten teachers in China is relatively weak. The research method course is usually the most feared course by normal school students. The aim of this study based on objective, preparation, instructional video, review, test, activity, transfer, discussion/summary (O-PIRTATD/S) flipped classroom teaching is to explore the effectiveness of blended learning and improve the teaching of preschool education research method courses and the learning retention of preschool education students to cultivate their scientific research ability in the postpandemic era. This study used a quasi-experimental design, and 240 junior students from a private undergraduate preschool education major in Guangxi, China, were selected. For the research method course of preschool education, the experimental class adopts blended learning in consideration of O-PIRTATD/S flipped classroom teaching, whereas the control class adopts blended learning based on a traditional teaching method. Through the unequal group using pretest and post-test design, the 8-week quasi-experiment was carried out. The test questions were used to collect data. The learning performance was tested on the last week of the teaching experiment (Week 8), and the learning retention of the two groups was tested 8 weeks after the end of the teaching experiment (Week 16). In this way, the difference between the retention rate of the experimental group and control group was explored. The study found the experimental class had blended learning in consideration of O-PIRTATD/S flipped classroom teaching, and the knowledge retention was significantly higher than the control class with blended learning based on traditional teaching. 8 weeks after the course learning, the knowledge retention of the experimental class was still better than the control class. Blended learning contributes to improved learning retention based on the O-PIRTATD/S flipped classroom.
{"title":"The Effect of Blended Learning and Flipped Classroom Approaches for a Research Method Course on Undergraduate Students in Preschool Education in China","authors":"Weiguaju Nong, Huan Cao","doi":"10.5430/ijhe.v12n4p1","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p1","url":null,"abstract":"At present, the overall scientific research ability of kindergarten teachers in China is relatively weak. The research method course is usually the most feared course by normal school students. The aim of this study based on objective, preparation, instructional video, review, test, activity, transfer, discussion/summary (O-PIRTATD/S) flipped classroom teaching is to explore the effectiveness of blended learning and improve the teaching of preschool education research method courses and the learning retention of preschool education students to cultivate their scientific research ability in the postpandemic era. This study used a quasi-experimental design, and 240 junior students from a private undergraduate preschool education major in Guangxi, China, were selected. For the research method course of preschool education, the experimental class adopts blended learning in consideration of O-PIRTATD/S flipped classroom teaching, whereas the control class adopts blended learning based on a traditional teaching method. Through the unequal group using pretest and post-test design, the 8-week quasi-experiment was carried out. The test questions were used to collect data. The learning performance was tested on the last week of the teaching experiment (Week 8), and the learning retention of the two groups was tested 8 weeks after the end of the teaching experiment (Week 16). In this way, the difference between the retention rate of the experimental group and control group was explored. The study found the experimental class had blended learning in consideration of O-PIRTATD/S flipped classroom teaching, and the knowledge retention was significantly higher than the control class with blended learning based on traditional teaching. 8 weeks after the course learning, the knowledge retention of the experimental class was still better than the control class. Blended learning contributes to improved learning retention based on the O-PIRTATD/S flipped classroom.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80728494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.47747/ijets.v3i3.1142
Ndidi Angelina Ononuju, C. Okwara-Kalu, A. Obinna-Akakuru, Ordua Victor Ndubuisi
The study investigated students’ self-regulation as a correlate of academic achievement in Biology in public secondary schools in Orlu Education Zone, Imo State, Nigeria. The study which adopted a correlation research design was guided by two research questions and hypotheses. The population for the study was 24,600 female students and male students. The sample size for the study was 200 female students and male students, from 5 intact classes of 40 students each, selected through a simple random sampling technique. One instrument, the “Students’ Self-Regulation Questionnaire” (SSRQ) was used for data collection. The instrument was validated by three lecturers in the Department of Educational Psychology, Alvan Ikoku College of Education, Owerri. The reliability of the instrument was established using test-retest method which yielded a coefficient of 0.86. Pearson’s Product Moment Correlation Coefficient (r) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed a moderate extent to which acceptance of responsibility and controlling one's learning correlate with academic achievement in Biology in public secondary schools in Orlu Education Zone. In addition, there is no significant correlation between acceptance of responsibility and academic achievement in Biology in public secondary schools in Orlu Education Zone. It was concluded that students’ self-regulation correlates with academic achievement in Biology in public secondary schools as students’ acceptance of responsibility and controlling their own learning for their learning are considered important correlates
{"title":"Students’ Self-Regulation as Correlate of Academic Achievement in Biology in Public Secondary Schools in Orlu Education Zone, Imo State, Nigeria","authors":"Ndidi Angelina Ononuju, C. Okwara-Kalu, A. Obinna-Akakuru, Ordua Victor Ndubuisi","doi":"10.47747/ijets.v3i3.1142","DOIUrl":"https://doi.org/10.47747/ijets.v3i3.1142","url":null,"abstract":"The study investigated students’ self-regulation as a correlate of academic achievement in Biology in public secondary schools in Orlu Education Zone, Imo State, Nigeria. The study which adopted a correlation research design was guided by two research questions and hypotheses. The population for the study was 24,600 female students and male students. The sample size for the study was 200 female students and male students, from 5 intact classes of 40 students each, selected through a simple random sampling technique. One instrument, the “Students’ Self-Regulation Questionnaire” (SSRQ) was used for data collection. The instrument was validated by three lecturers in the Department of Educational Psychology, Alvan Ikoku College of Education, Owerri. The reliability of the instrument was established using test-retest method which yielded a coefficient of 0.86. Pearson’s Product Moment Correlation Coefficient (r) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed a moderate extent to which acceptance of responsibility and controlling one's learning correlate with academic achievement in Biology in public secondary schools in Orlu Education Zone. In addition, there is no significant correlation between acceptance of responsibility and academic achievement in Biology in public secondary schools in Orlu Education Zone. It was concluded that students’ self-regulation correlates with academic achievement in Biology in public secondary schools as students’ acceptance of responsibility and controlling their own learning for their learning are considered important correlates","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"25 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84685851","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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