Pub Date : 2023-10-01DOI: 10.21608/erji.2023.311717
Monica Wassim Abdel Malak Zaki, Prof.Dr. Faten Ghazal, Prof.Dr. Nayera S Mostafa, Prof.Dr. Randa Reda
Objections: The purpose of this study was to investigate the impact of having a formative OSCE on clinical performance in the final main summative OSCE, as measured by grades, comparing students who attended the formative OSCE to those who did not. Methods: A retrospective observational study was carried out at New Giza University's School of Medicine in Egypt. A total of 228 Year 1 students participated in the study, and their data was collected, including formative attendance records, formative grades, and final OSCE grades. The data was subjected to both quantitative and qualitative analysis. Results: Attendance in formative OSCEs resulted in significantly higher percentage scores in both the module final OSCE and the total final OSCE than those who did not attend the formative. The number of formatives attended was connected with higher percentage scores on the OSCE grades in general. Formative OSCEs exhibited an 84.5%-91.3% positive predictive value for passing the summative OSCE. The final IM (Introductory module) OSCE grade and the total final OSCE grade had a substantial positive weak association. Conclusion: Formative OSCEs were linked to greater summative OSCE performance. Several formative OSCEs should be included throughout the year to improve medical students' performance in their first year.
{"title":"Impact of Formative Objective Structured Clinical Examination (OSCE) on Clinical Performance of Undergraduate Medical Students in Summative OSCE","authors":"Monica Wassim Abdel Malak Zaki, Prof.Dr. Faten Ghazal, Prof.Dr. Nayera S Mostafa, Prof.Dr. Randa Reda","doi":"10.21608/erji.2023.311717","DOIUrl":"https://doi.org/10.21608/erji.2023.311717","url":null,"abstract":"Objections: The purpose of this study was to investigate the impact of having a formative OSCE on clinical performance in the final main summative OSCE, as measured by grades, comparing students who attended the formative OSCE to those who did not. Methods: A retrospective observational study was carried out at New Giza University's School of Medicine in Egypt. A total of 228 Year 1 students participated in the study, and their data was collected, including formative attendance records, formative grades, and final OSCE grades. The data was subjected to both quantitative and qualitative analysis. Results: Attendance in formative OSCEs resulted in significantly higher percentage scores in both the module final OSCE and the total final OSCE than those who did not attend the formative. The number of formatives attended was connected with higher percentage scores on the OSCE grades in general. Formative OSCEs exhibited an 84.5%-91.3% positive predictive value for passing the summative OSCE. The final IM (Introductory module) OSCE grade and the total final OSCE grade had a substantial positive weak association. Conclusion: Formative OSCEs were linked to greater summative OSCE performance. Several formative OSCEs should be included throughout the year to improve medical students' performance in their first year.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"8 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87479992","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 : 2023-10-01DOI: 10.21608/erji.2023.311774
Hind Mohammed Safwat Abdel Monsef, Supervised by: Prof.Dr. Nashwa Omar, Assist.Prof.Dr. Fatma Hajjaj Shams El-Din, Dr. Lamia Mohamed Khairy
: The current research aims to reveal the effectiveness of proposed unit using the approach of Historical places to develop visual identity and tourism awareness among primary school students. To achieve this goal, a list of tourism awareness dimensions was prepared – a teacher guide – a student booklet – a test of visual identity – situations test to measure tourism awareness according to the historical places approach. The research group was selected containing of 40 students of the fifth grade primary students where a pre – and – post test was done for the experimental group , and the result group showed that there was a statistically significant differences at the level of significance (0.05 ) between the mean scores of the experimental group in favor of the post-application of the visual identity test and the tourism awareness scale , Historical places in the development of visual identity and tourism awareness among primary schools students fifth grade , from the culture of memorizing and writing to the formation of coherent and coherent knowledge structure.
{"title":"A suggested unit in social studies based on the use of historical places approach to develop visual identity and touristic awareness among primary school students","authors":"Hind Mohammed Safwat Abdel Monsef, Supervised by: Prof.Dr. Nashwa Omar, Assist.Prof.Dr. Fatma Hajjaj Shams El-Din, Dr. Lamia Mohamed Khairy","doi":"10.21608/erji.2023.311774","DOIUrl":"https://doi.org/10.21608/erji.2023.311774","url":null,"abstract":": The current research aims to reveal the effectiveness of proposed unit using the approach of Historical places to develop visual identity and tourism awareness among primary school students. To achieve this goal, a list of tourism awareness dimensions was prepared – a teacher guide – a student booklet – a test of visual identity – situations test to measure tourism awareness according to the historical places approach. The research group was selected containing of 40 students of the fifth grade primary students where a pre – and – post test was done for the experimental group , and the result group showed that there was a statistically significant differences at the level of significance (0.05 ) between the mean scores of the experimental group in favor of the post-application of the visual identity test and the tourism awareness scale , Historical places in the development of visual identity and tourism awareness among primary schools students fifth grade , from the culture of memorizing and writing to the formation of coherent and coherent knowledge structure.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83231476","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 : 2023-10-01DOI: 10.21608/erji.2023.311742
Eman Ali Hassan Al-Sayed Jabr, Supervised by: Prof.Dr. Saad Yassa Zaki, Prof.Dr. Mona Abdel Sabour Mohamed, Assist.Prof.Dr Mona Faisal Ahmed
: The aim of the research is reveal “The Effectiveness of Curriculum Developer in Science in View of Project Based Learning to Developing Problem Solving Skills for Primary Stage Pupils”,the research used the experiment desien based on one group with measurement (before – after), and the research group consisted of (46) pupils in the grade four of primary stage, the development of curriculum in science in view of project-based learning, problem solving skills test in science, and the research tool was applied before and after on the research group, then satistically processing data. The results of the research concluded that there is a stastiscally significant difference at the level of significally (0.01) between the average scores of the research group in the two application, pre and post, to test the problem solving skills in favor of the post application, the result showed the effectiveness of one unit of curriculum developer in science to developing problem solving skills of the pupils of the research group.the research recommended the need to reconsider the science curricula at the primary stage: to built it in view of project-based learning; because of the role to help realize the importance of problem solving skills in science.
{"title":"The Effectiveness of Curriculum Developer in Science in View of Project Based Learning to Developing Problem Solving Skills for Primary Stage Pupils","authors":"Eman Ali Hassan Al-Sayed Jabr, Supervised by: Prof.Dr. Saad Yassa Zaki, Prof.Dr. Mona Abdel Sabour Mohamed, Assist.Prof.Dr Mona Faisal Ahmed","doi":"10.21608/erji.2023.311742","DOIUrl":"https://doi.org/10.21608/erji.2023.311742","url":null,"abstract":": The aim of the research is reveal “The Effectiveness of Curriculum Developer in Science in View of Project Based Learning to Developing Problem Solving Skills for Primary Stage Pupils”,the research used the experiment desien based on one group with measurement (before – after), and the research group consisted of (46) pupils in the grade four of primary stage, the development of curriculum in science in view of project-based learning, problem solving skills test in science, and the research tool was applied before and after on the research group, then satistically processing data. The results of the research concluded that there is a stastiscally significant difference at the level of significally (0.01) between the average scores of the research group in the two application, pre and post, to test the problem solving skills in favor of the post application, the result showed the effectiveness of one unit of curriculum developer in science to developing problem solving skills of the pupils of the research group.the research recommended the need to reconsider the science curricula at the primary stage: to built it in view of project-based learning; because of the role to help realize the importance of problem solving skills in science.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"78 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78217770","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 : 2023-07-31DOI: 10.31949/ijeir.v2i2.5305
Meryl Fe Gumera, Elmar B. Ancog
This study investigated how mathematics teachers at Ozamiz City School of Arts and Trades perceived the implementation of limited face-to-face classes. The researcher purposively identified ten (10) secondary mathematics teachers, parents, and students who have participated in the implementation of limited face-to-face classes. A semi-structured interview was utilized to interview the Mathematics teachers, parents, and students at OCSAT. All online and offline interviews were recorded and verified because the researcher sought to capture the data precisely and comprehensively. Using Merriam Case Study Model, particularly a three-component triangulation, the outcome is supported by the feedback from parents and students to have an authenticity of results from the main respondents. This model helps identify the perceptions, challenges encountered, coping strategies, and suggestions and recommendations by the mathematics teachers in implementing limited face-to-face classes. Results showed that mathematics teachers acquire a sense of positivity because, with almost two (2) years of modular distance learning, teachers become excited to teach again. However, disadvantages occur using this modality that make teachers drained physically and mentally. With inconsistent findings using dissonance theory, the need to resume full in-person instruction was concluded.
{"title":"Perceptions, Challenges and Coping Strategies of Mathematics Teachers in the Implementation of Limited Face-To-Face Classes","authors":"Meryl Fe Gumera, Elmar B. Ancog","doi":"10.31949/ijeir.v2i2.5305","DOIUrl":"https://doi.org/10.31949/ijeir.v2i2.5305","url":null,"abstract":"This study investigated how mathematics teachers at Ozamiz City School of Arts and Trades perceived the implementation of limited face-to-face classes. The researcher purposively identified ten (10) secondary mathematics teachers, parents, and students who have participated in the implementation of limited face-to-face classes. A semi-structured interview was utilized to interview the Mathematics teachers, parents, and students at OCSAT. All online and offline interviews were recorded and verified because the researcher sought to capture the data precisely and comprehensively. Using Merriam Case Study Model, particularly a three-component triangulation, the outcome is supported by the feedback from parents and students to have an authenticity of results from the main respondents. This model helps identify the perceptions, challenges encountered, coping strategies, and suggestions and recommendations by the mathematics teachers in implementing limited face-to-face classes. Results showed that mathematics teachers acquire a sense of positivity because, with almost two (2) years of modular distance learning, teachers become excited to teach again. However, disadvantages occur using this modality that make teachers drained physically and mentally. With inconsistent findings using dissonance theory, the need to resume full in-person instruction was concluded.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81324125","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 : 2023-07-31DOI: 10.31949/ijeir.v2i2.4680
Shofiu Adewuyi Rasheed
This descriptive survey investigated students' views on lecturers' engagement in corrupt practices within Kwara State's tertiary educational institutions in Nigeria. The study targeted NCE. Three-level students, with 150 respondents randomly sampled using stratified and purposive techniques from public Colleges of Education. A researcher-designed questionnaire was used, addressing four research questions. Mean and standard deviation analyzed the data, revealing a high level of lecturer involvement in Corruption. Causes cited included greed, students' disinterest in learning, weak enforcement of anti-corruption laws, and lecturer intimidation. Corrupt practices identified encompassed money extortion from students, sexual harassment, score manipulation, forcing `handout purchases, and certificate forgery. Proposed solutions included timely salary payments, robust anti-corruption groups, funding lecturers' international conferences, strict sanctions against wrongdoers, and merit-based recruitment and promotion. These findings emphasize the need to combat Corruption, preserve institutional integrity, and create a conducive learning atmosphere. Implementation of effective anti-corruption measures can promote ethical academic conduct, ensuring transparent and accountable educational systems. Further research and practical interventions are vital to curb Corruption's impact on Nigeria's educational sector.
{"title":"Students' View of Causes, Forms and Solutions of Lecturers' Involvement in Corrupt Practices in Tertiary Educational Institutions, Kwara State Nigeria","authors":"Shofiu Adewuyi Rasheed","doi":"10.31949/ijeir.v2i2.4680","DOIUrl":"https://doi.org/10.31949/ijeir.v2i2.4680","url":null,"abstract":"This descriptive survey investigated students' views on lecturers' engagement in corrupt practices within Kwara State's tertiary educational institutions in Nigeria. The study targeted NCE. Three-level students, with 150 respondents randomly sampled using stratified and purposive techniques from public Colleges of Education. A researcher-designed questionnaire was used, addressing four research questions. Mean and standard deviation analyzed the data, revealing a high level of lecturer involvement in Corruption. Causes cited included greed, students' disinterest in learning, weak enforcement of anti-corruption laws, and lecturer intimidation. Corrupt practices identified encompassed money extortion from students, sexual harassment, score manipulation, forcing `handout purchases, and certificate forgery. Proposed solutions included timely salary payments, robust anti-corruption groups, funding lecturers' international conferences, strict sanctions against wrongdoers, and merit-based recruitment and promotion. These findings emphasize the need to combat Corruption, preserve institutional integrity, and create a conducive learning atmosphere. Implementation of effective anti-corruption measures can promote ethical academic conduct, ensuring transparent and accountable educational systems. Further research and practical interventions are vital to curb Corruption's impact on Nigeria's educational sector.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"25 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77997113","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}
{"title":"Who Really Cares about Using Education Research in Policy and Practice?","authors":"","doi":"10.1787/bc641427-en","DOIUrl":"https://doi.org/10.1787/bc641427-en","url":null,"abstract":"","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90382660","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 : 2023-07-27DOI: 10.31949/ijeir.v2i2.5085
Amr M. Mohamed
This research investigates how English as a Foreign Language (EFL) educators in Saudi Arabian higher education institutions modify their approach to implement project-based learning (PJBL) in their classrooms. Eleven EFL teachers with experience in PJBL implementation were selected for email interviews, and the data were analyzed using thematic analysis. The data was procured by means of email interviews conducted with the participants, wherein the interview questions were formulated based on the research inquiries and encompassed various dimensions of PjBL implementation in EFL instruction. The participants were instructed to furnish their responses to the questions via email, and subsequently, their replies were meticulously transcribed verbatim. The results showed that the teachers employed various adaptation strategies, including modifying the project tasks to suit the language level of the students, using scaffolding techniques to support learning, and incorporating multimodal elements into the projects. The study highlights the importance of teacher autonomy and flexibility in adapting PJBL to the needs of EFL learners. The findings also suggest that PJBL has the potential to enhance language learning and promote critical thinking skills. However, some limitations to PJBL implementation were identified, such as the need for additional training and resources. The study provides recommendations for EFL teachers and institutions to improve PJBL implementation and support effective language learning.
{"title":"Investigating the Benefits of Multimodal Project-Based Learning in Teaching English to International Students","authors":"Amr M. Mohamed","doi":"10.31949/ijeir.v2i2.5085","DOIUrl":"https://doi.org/10.31949/ijeir.v2i2.5085","url":null,"abstract":"This research investigates how English as a Foreign Language (EFL) educators in Saudi Arabian higher education institutions modify their approach to implement project-based learning (PJBL) in their classrooms. Eleven EFL teachers with experience in PJBL implementation were selected for email interviews, and the data were analyzed using thematic analysis. The data was procured by means of email interviews conducted with the participants, wherein the interview questions were formulated based on the research inquiries and encompassed various dimensions of PjBL implementation in EFL instruction. The participants were instructed to furnish their responses to the questions via email, and subsequently, their replies were meticulously transcribed verbatim. The results showed that the teachers employed various adaptation strategies, including modifying the project tasks to suit the language level of the students, using scaffolding techniques to support learning, and incorporating multimodal elements into the projects. The study highlights the importance of teacher autonomy and flexibility in adapting PJBL to the needs of EFL learners. The findings also suggest that PJBL has the potential to enhance language learning and promote critical thinking skills. However, some limitations to PJBL implementation were identified, such as the need for additional training and resources. The study provides recommendations for EFL teachers and institutions to improve PJBL implementation and support effective language learning.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81153781","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 : 2023-07-27DOI: 10.31949/ijeir.v2i2.4600
Sharon Louth, K. Wheeler, Romina Jamieson-Proctor, T. Sanderson
Great emphasis has been placed on embedding Indigenous knowledges and perspectives in western-based education systems and pedagogical practices. This study discusses the results of a four-month program for pre-service teachers that targeted best-practice Aboriginal and Torres Strait Islander pedagogy. The program challenged existing notions of western-based teaching and learning through innovative approaches to the design of learning. Specifically, the program has been underpinned by the 8 Ways Aboriginal Pedagogical Framework which focuses on interconnected learning experiences which have been developed through Aboriginal systems, protocols, values and processes. The program embedded authentic practices aimed at empowering pre-service teachers. The research design explored four dimensions of empowerment relating to embedding Aboriginal and Torres Strait Islander perspectives: knowledge, understanding, perceptions and attitudes. Quantitative survey data was gathered pre and post program and paired samples t-tests were conducted and found all four dimensions of empowerment improved significantly following the program (p < 0.05). The results of this study demonstrate the effectiveness of teaching, learning and assessing through the lens of the 8 Ways Aboriginal Pedagogical framework to increase teacher agency to become more culturally responsive educators.
{"title":"Stoking the Fires of Pre-service Educators through Aboriginal and Torres Strait Islander Ways of Learning","authors":"Sharon Louth, K. Wheeler, Romina Jamieson-Proctor, T. Sanderson","doi":"10.31949/ijeir.v2i2.4600","DOIUrl":"https://doi.org/10.31949/ijeir.v2i2.4600","url":null,"abstract":"Great emphasis has been placed on embedding Indigenous knowledges and perspectives in western-based education systems and pedagogical practices. This study discusses the results of a four-month program for pre-service teachers that targeted best-practice Aboriginal and Torres Strait Islander pedagogy. The program challenged existing notions of western-based teaching and learning through innovative approaches to the design of learning. Specifically, the program has been underpinned by the 8 Ways Aboriginal Pedagogical Framework which focuses on interconnected learning experiences which have been developed through Aboriginal systems, protocols, values and processes. The program embedded authentic practices aimed at empowering pre-service teachers. The research design explored four dimensions of empowerment relating to embedding Aboriginal and Torres Strait Islander perspectives: knowledge, understanding, perceptions and attitudes. Quantitative survey data was gathered pre and post program and paired samples t-tests were conducted and found all four dimensions of empowerment improved significantly following the program (p < 0.05). The results of this study demonstrate the effectiveness of teaching, learning and assessing through the lens of the 8 Ways Aboriginal Pedagogical framework to increase teacher agency to become more culturally responsive educators.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"185 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76424082","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 : 2023-07-27DOI: 10.31949/ijeir.v2i2.4203
Gemma Abio, M. Alcañiz, Marta Gómez-Puig, L. Ortiz-Gracia, Vicente Royuela, Glòria Rubert, M. Serrano, A. Stoyanova
Today’s new teaching and learning methodologies in higher education have moved the center from teacher to student and from teaching to learning. Since Team-Based Learning (TBL) is one of the most frequently used active learning methodologies that have emerged, the objective of this paper is to analyze and evaluate students’ perception of this methodology. To that end, first we study the positive and negative aspects of TBL considered by students. Then, we define a synthetic indicator to evaluate the degree of satisfaction of students with this methodology and analyze it according to sociodemographic variables. Finally, we analyze whether there is any correlation between the degree of satisfaction of each student and their individual final grade in global terms. The analysis is performed using a database (which includes information of 657 students) created by merging two datasets: an online questionnaire answered by students, and academic and sociodemographic information of the students who participated in the questionnaire. The main results show that TBL is perceived as a positive methodology, with respect to improving teamwork abilities. Significant differences in several competences were found by age groups, between students with or without a paid job, and depending on the educational attainment of their parents. The students’ perception of TBL regarding motivation and performance during the learning process gives information about the sociodemographic characteristics of the students who will show greater acceptance and appreciation of the introduction of TBL.
{"title":"Students’ perception of team-based learning: evidence in Economics","authors":"Gemma Abio, M. Alcañiz, Marta Gómez-Puig, L. Ortiz-Gracia, Vicente Royuela, Glòria Rubert, M. Serrano, A. Stoyanova","doi":"10.31949/ijeir.v2i2.4203","DOIUrl":"https://doi.org/10.31949/ijeir.v2i2.4203","url":null,"abstract":"Today’s new teaching and learning methodologies in higher education have moved the center from teacher to student and from teaching to learning. Since Team-Based Learning (TBL) is one of the most frequently used active learning methodologies that have emerged, the objective of this paper is to analyze and evaluate students’ perception of this methodology. To that end, first we study the positive and negative aspects of TBL considered by students. Then, we define a synthetic indicator to evaluate the degree of satisfaction of students with this methodology and analyze it according to sociodemographic variables. Finally, we analyze whether there is any correlation between the degree of satisfaction of each student and their individual final grade in global terms. The analysis is performed using a database (which includes information of 657 students) created by merging two datasets: an online questionnaire answered by students, and academic and sociodemographic information of the students who participated in the questionnaire. The main results show that TBL is perceived as a positive methodology, with respect to improving teamwork abilities. Significant differences in several competences were found by age groups, between students with or without a paid job, and depending on the educational attainment of their parents. The students’ perception of TBL regarding motivation and performance during the learning process gives information about the sociodemographic characteristics of the students who will show greater acceptance and appreciation of the introduction of TBL.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"58 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80951400","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 : 2023-07-27DOI: 10.31949/ijeir.v2i2.4700
R. Mohammed, K. S. Ameen, Ayuba Bala
The increasing popularity of Multimedia courseware in education aims to address the challenges posed by abstract concepts and the consequent underachievement of students. It is also relevant to consider the limitations of working memory resources during multimedia courseware based instruction of abstract concepts in order to evaluate irrelevant factors that create unwanted cognitive drain and make retention difficult. The study investigated the effects of multimedia courseware based instruction on senior school students’ achievement and retention in linear equation word problems in Mathematics. The study adopted a quasi-experimental research design. In Gombe State Nigeria, 120 students (69 males and 51 females) were selected from three co-educational senior schools allocated either into experimental group or a control group. The results of the study indicated that students exposed to multimedia courseware based instruction achieved and retained linear equation word problems than their counterparts who were exposed to conventional teaching method. There was significant difference between the mean retention scores of male and female students exposed to multimedia courseware based instructions which the result is in favor of female students. High, medium and low achievers’ students exposed to multimedia courseware based instructions retained the concept of linear equations involving word problems and high scorer retained better. Based on the above findings it was recommended that multimedia courseware based instruction should be used in teaching and learning of Mathematics as it was found capable of improving students’ retention in linear equation word problems in Mathematics.
{"title":"Effectiveness of Multimedia Courseware Based Instruction on Senior School Students’ Retention in Linear Equation Word Problems","authors":"R. Mohammed, K. S. Ameen, Ayuba Bala","doi":"10.31949/ijeir.v2i2.4700","DOIUrl":"https://doi.org/10.31949/ijeir.v2i2.4700","url":null,"abstract":"The increasing popularity of Multimedia courseware in education aims to address the challenges posed by abstract concepts and the consequent underachievement of students. It is also relevant to consider the limitations of working memory resources during multimedia courseware based instruction of abstract concepts in order to evaluate irrelevant factors that create unwanted cognitive drain and make retention difficult. The study investigated the effects of multimedia courseware based instruction on senior school students’ achievement and retention in linear equation word problems in Mathematics. The study adopted a quasi-experimental research design. In Gombe State Nigeria, 120 students (69 males and 51 females) were selected from three co-educational senior schools allocated either into experimental group or a control group. The results of the study indicated that students exposed to multimedia courseware based instruction achieved and retained linear equation word problems than their counterparts who were exposed to conventional teaching method. There was significant difference between the mean retention scores of male and female students exposed to multimedia courseware based instructions which the result is in favor of female students. High, medium and low achievers’ students exposed to multimedia courseware based instructions retained the concept of linear equations involving word problems and high scorer retained better. Based on the above findings it was recommended that multimedia courseware based instruction should be used in teaching and learning of Mathematics as it was found capable of improving students’ retention in linear equation word problems in Mathematics.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90422954","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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