Pub Date : 2024-01-20DOI: 10.31901/24566322.2024/44.1-3.1319
Saida Quftan Abdelaziz Aladwan
This study evaluated a behavioural theory-based training program aimed at improving self-care skills in early childhood Down Syndrome (DS) patients in Jordan. A quasi-experimental research approach involving 36 children aged 3-6 years from special education centres, the study randomly assigned participants to the training program or traditional care. Utilising the Self-Care Assessment Tool for Children with Down Syndrome (SCATC-DS), the research measured skills before and after intervention. Results showed significant improvements in the training group, particularly in Basic Hygiene, Dressing, Food Preparation and Eating, Indoor Navigation, and Emotional Expression. While Communication skills improved, they did not reach statistical significance. These findings suggest the program’s potential for enhancing self-care skills in young children with DS in Jordan, indicating a need for its integration in educational and therapeutic settings. Future research might focus on program duration, larger sample sizes, and enhanced communication training.
{"title":"Behavioural Training and Self-Care Skill Development in Early Childhood Down Syndrome in Jordan","authors":"Saida Quftan Abdelaziz Aladwan","doi":"10.31901/24566322.2024/44.1-3.1319","DOIUrl":"https://doi.org/10.31901/24566322.2024/44.1-3.1319","url":null,"abstract":"This study evaluated a behavioural theory-based training program aimed at improving self-care skills in early childhood Down Syndrome (DS) patients in Jordan. A quasi-experimental research approach involving 36 children aged 3-6 years from special education centres, the study randomly assigned participants to the training program or traditional care. Utilising the Self-Care Assessment Tool for Children with Down Syndrome (SCATC-DS), the research measured skills before and after intervention. Results showed significant improvements in the training group, particularly in Basic Hygiene, Dressing, Food Preparation and Eating, Indoor Navigation, and Emotional Expression. While Communication skills improved, they did not reach statistical significance. These findings suggest the program’s potential for enhancing self-care skills in young children with DS in Jordan, indicating a need for its integration in educational and therapeutic settings. Future research might focus on program duration, larger sample sizes, and enhanced communication training.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610545","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 : 2024-01-07DOI: 10.31901/24566322.2024/44.1-3.1320
Adel Ayed Alshammari
This paper aims to uncover trends in Arab educational research published in 11 Saudi peer-reviewed journals in 2021 and analyse them using a set of indicators. In the end, 354 research papers were counted and subjected to content analysis using the ‘Systematic Literature Review (SLR) Form’. The results show that Arab education research is scarce at the global scale and disconnected from the global research landscape. There is a large traditional approach that refers to a unified modularity that focuses on quantitative research, does not serve educational research, does not contribute to its development, and does not benefit from its results. These results will be useful for the international community in general and Arab graduate students in particular who study in international universities and for their supervisors. This benefit comes from knowing the negative aspects of Arab scientific research that the study reveals.
{"title":"Trends in Arabic Educational Research: A Content Analysis of Eleven Saudi Refereed Journals in 2021","authors":"Adel Ayed Alshammari","doi":"10.31901/24566322.2024/44.1-3.1320","DOIUrl":"https://doi.org/10.31901/24566322.2024/44.1-3.1320","url":null,"abstract":"This paper aims to uncover trends in Arab educational research published in 11 Saudi peer-reviewed journals in 2021 and analyse them using a set of indicators. In the end, 354 research papers were counted and subjected to content analysis using the ‘Systematic Literature Review (SLR) Form’. The results show that Arab education research is scarce at the global scale and disconnected from the global research landscape. There is a large traditional approach that refers to a unified modularity that focuses on quantitative research, does not serve educational research, does not contribute to its development, and does not benefit from its results. These results will be useful for the international community in general and Arab graduate students in particular who study in international universities and for their supervisors. This benefit comes from knowing the negative aspects of Arab scientific research that the study reveals.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139629511","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 : 2024-01-07DOI: 10.31901/24566322.2023/44.1-3.1317
Pratik Kumar Mahant
The paper explores the viability and practicality of conducting drama in education (DIE) in online mode for second language (L2) learning. Using WhatsApp and Zoom, authors implemented a fifteen-day intervention program with participants studying in grades 6 and 7. This study using qualitative research methods aims to comprehend learners’ and parents’ perceptions regarding the online DIE workshop through semi-structured interviews. Additionally, through facilitator’s observation and field notes, authors examine the adaptability and efficacy of conducting DIE sessions in virtual mode. The study confirms that the DIE can be successfully conducted online as a viable pedagogical approach for L2 instruction and has a significant impact on the learners. However, the research also highlights the challenges faced by the drama facilitator and students during the virtual session. The study holds implications for pedagogical researchers, language instructors, policymakers, and software developers, contributing to a comprehensive understanding of implementing DIE in online L2 instruction.
本文探讨了在第二语言（L2）学习中以在线模式开展教育戏剧（DIE）的可行性和实用性。作者使用 WhatsApp 和 Zoom，对六年级和七年级的参与者实施了为期 15 天的干预计划。本研究采用定性研究方法，旨在通过半结构化访谈了解学习者和家长对在线 DIE 工作坊的看法。此外，通过主持人的观察和现场记录，作者还考察了在虚拟模式下开展 DIE 课程的适应性和有效性。研究证实，DIE 可以作为一种可行的教学方法在网上成功开展，并对学习者产生重大影响。不过，研究也强调了戏剧主持人和学生在虚拟课程中面临的挑战。这项研究对教学研究人员、语言教师、政策制定者和软件开发人员都有启示意义，有助于全面了解在在线 L2 教学中实施 DIE 的情况。
{"title":"Beyond the Classroom: A Comprehensive Study on Online Drama in Education for Second Language Pedagogy","authors":"Pratik Kumar Mahant","doi":"10.31901/24566322.2023/44.1-3.1317","DOIUrl":"https://doi.org/10.31901/24566322.2023/44.1-3.1317","url":null,"abstract":"The paper explores the viability and practicality of conducting drama in education (DIE) in online mode for second language (L2) learning. Using WhatsApp and Zoom, authors implemented a fifteen-day intervention program with participants studying in grades 6 and 7. This study using qualitative research methods aims to comprehend learners’ and parents’ perceptions regarding the online DIE workshop through semi-structured interviews. Additionally, through facilitator’s observation and field notes, authors examine the adaptability and efficacy of conducting DIE sessions in virtual mode. The study confirms that the DIE can be successfully conducted online as a viable pedagogical approach for L2 instruction and has a significant impact on the learners. However, the research also highlights the challenges faced by the drama facilitator and students during the virtual session. The study holds implications for pedagogical researchers, language instructors, policymakers, and software developers, contributing to a comprehensive understanding of implementing DIE in online L2 instruction.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139449146","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 : 2023-12-16DOI: 10.31901/24566322.2023/43-1-3.1312
Tebogo Mogashoa
The paper investigated the primary school deputy headteachers’ experiences of their functions in the implementation of the National Curriculum. The researcher used a qualitative research approach. A case study research design was employed. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. The population consisted of only deputy headteachers. Ten participants were purposively sampled from ten (10) schools. All participants were selected on the basis of being deputy headteachers. By guaranteeing anonymity, voluntary involvement, informed consent, and confidentiality, ethical principles were upheld. The acquired data were analysed using a thematic approach. The study found that the assumed roles of Deputy Headteachers were far less demanding than when they were junior teachers. The research also revealed that Deputy Headteachers had comprehensive and divert functions, which included supporting and empowering stakeholders, working with different groups at different levels and supervising daily functions within the school.
{"title":"Deputy Headteachers’ Experiences of their Functions for National Curriculum Implementation: A Case Study of Eswatini","authors":"Tebogo Mogashoa","doi":"10.31901/24566322.2023/43-1-3.1312","DOIUrl":"https://doi.org/10.31901/24566322.2023/43-1-3.1312","url":null,"abstract":"The paper investigated the primary school deputy headteachers’ experiences of their functions in the implementation of the National Curriculum. The researcher used a qualitative research approach. A case study research design was employed. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. The population consisted of only deputy headteachers. Ten participants were purposively sampled from ten (10) schools. All participants were selected on the basis of being deputy headteachers. By guaranteeing anonymity, voluntary involvement, informed consent, and confidentiality, ethical principles were upheld. The acquired data were analysed using a thematic approach. The study found that the assumed roles of Deputy Headteachers were far less demanding than when they were junior teachers. The research also revealed that Deputy Headteachers had comprehensive and divert functions, which included supporting and empowering stakeholders, working with different groups at different levels and supervising daily functions within the school.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176988","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 : 2023-12-16DOI: 10.31901/24566322.2023/43.1-3.1311
Aditya Prakash
The United Nations Development Program (UNDP) created the Human Development Index (HDI), a composite metric for health, education and income, which measures a nation’s degree of human development. The prime aim of this study is to correlate the human development index values of the parents with the learning quality of the graduate students in Uttar Pradesh and Madhya Pradesh in India. For this research, the descriptive survey method is used to collect data from 117 graduate students in Uttar Pradesh and 115 from Madhya Pradesh using random sampling. The human development tool is used to collect the data and results showed the non-significant difference between HDI value of Uttar Pradesh and Madhya Pradesh but there is a positive correlation (0.947) between the HDI values and learning quality of the graduate students of the two states.
{"title":"Correlation of Human Development Index (HDI) of the Parents with Learning Quality of Graduate Students","authors":"Aditya Prakash","doi":"10.31901/24566322.2023/43.1-3.1311","DOIUrl":"https://doi.org/10.31901/24566322.2023/43.1-3.1311","url":null,"abstract":"The United Nations Development Program (UNDP) created the Human Development Index (HDI), a composite metric for health, education and income, which measures a nation’s degree of human development. The prime aim of this study is to correlate the human development index values of the parents with the learning quality of the graduate students in Uttar Pradesh and Madhya Pradesh in India. For this research, the descriptive survey method is used to collect data from 117 graduate students in Uttar Pradesh and 115 from Madhya Pradesh using random sampling. The human development tool is used to collect the data and results showed the non-significant difference between HDI value of Uttar Pradesh and Madhya Pradesh but there is a positive correlation (0.947) between the HDI values and learning quality of the graduate students of the two states.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967301","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 : 2023-12-07DOI: 10.31901/24566322.2023/43.1-3.1315
Gebisa Ayana Derseh
Competency-Based Language Teaching (CBLT) improves quality of learning and students’ result when implemented properly. Consequently, it is implemented at primary schools’ language instruction. This study aimed to investigate the implementation of Competency-Based Language Teaching in English speaking skills instruction. The study adopted a mixed methods approach and descriptive survey design. A simple random sampling technique was used to select 97 Grade Four English teacher respondents. Data were collected using a questionnaire, observation, and interviews. While the qualitative data were analyzed verbatim, the quantitative data were analyzed with descriptive and inferential statistics. The result showed that fewer activities useful for competency development in speaking skills were used; learners were provided insufficient activities leading to mastery of competency, teachers’ use of multiple ways of teaching speaking in the CBLT context was limited and implementation of the CBLT varies among districts. The study recommends that teachers give students chances to practice speaking skills using sufficient activities leading to competency, and are required to use multiple ways of teaching speaking to meet mastery of competency.
{"title":"Implementation of Competency-based Language Teaching in Speaking Skills Instruction","authors":"Gebisa Ayana Derseh","doi":"10.31901/24566322.2023/43.1-3.1315","DOIUrl":"https://doi.org/10.31901/24566322.2023/43.1-3.1315","url":null,"abstract":"Competency-Based Language Teaching (CBLT) improves quality of learning and students’ result when implemented properly. Consequently, it is implemented at primary schools’ language instruction. This study aimed to investigate the implementation of Competency-Based Language Teaching in English speaking skills instruction. The study adopted a mixed methods approach and descriptive survey design. A simple random sampling technique was used to select 97 Grade Four English teacher respondents. Data were collected using a questionnaire, observation, and interviews. While the qualitative data were analyzed verbatim, the quantitative data were analyzed with descriptive and inferential statistics. The result showed that fewer activities useful for competency development in speaking skills were used; learners were provided insufficient activities leading to mastery of competency, teachers’ use of multiple ways of teaching speaking in the CBLT context was limited and implementation of the CBLT varies among districts. The study recommends that teachers give students chances to practice speaking skills using sufficient activities leading to competency, and are required to use multiple ways of teaching speaking to meet mastery of competency.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138983761","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 : 2023-09-25DOI: 10.31901/24566322.2023/42.1-3.1299
Fadi Soud Samawi
Recognizing the surge in technology-driven learning, this study delves into the nuances of Artificial Intelligence (AI) integration within early childhood education, notably kindergartens. The primary objective was to discern AI’s capability to offer individualized learning experiences and to identify its inherent challenges. This study’s review-based descriptive study critically assessed diverse AI tools, uncovering both their promise in enhancing personalized learning and socio-emotional skills and the potential risks of widening digital disparities. The findings underscore the paramount importance of a culturally responsive curriculum in curbing these disparities. In conclusion, a harmonized approach to AI in early education is advocated, emphasizing both technological progress and the imperatives of equity and inclusivity
{"title":"Empowering Early Learners: The Prospective Impact of Artificial Intelligence on Kindergarten Education","authors":"Fadi Soud Samawi","doi":"10.31901/24566322.2023/42.1-3.1299","DOIUrl":"https://doi.org/10.31901/24566322.2023/42.1-3.1299","url":null,"abstract":"Recognizing the surge in technology-driven learning, this study delves into the nuances of Artificial Intelligence (AI) integration within early childhood education, notably kindergartens. The primary objective was to discern AI’s capability to offer individualized learning experiences and to identify its inherent challenges. This study’s review-based descriptive study critically assessed diverse AI tools, uncovering both their promise in enhancing personalized learning and socio-emotional skills and the potential risks of widening digital disparities. The findings underscore the paramount importance of a culturally responsive curriculum in curbing these disparities. In conclusion, a harmonized approach to AI in early education is advocated, emphasizing both technological progress and the imperatives of equity and inclusivity","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135865137","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 : 2023-09-05DOI: 10.31901/24566322.2023/42.1-3.1286
Arly B. Balingbing
This tracer study among Bachelor of Technical Teacher Education graduates of Camarines Sur Polytechnic Colleges is one of the measures to ensure that the quality of training matches the needs of the industry and increases the employability of graduates. Descriptive research method was employed with the total population of the academic batch of 2018 and 2019 graduates as respondents. The chi-square test was used to test the significant relationship between educational profile and their employment status along their graduation year. There were 348 total graduates, however, only 300 participated. It was revealed that 78.05 percent are employed as employees in relevant industries and teachers in the first batch while for the second batch it is 37.78 percent only. This result is attributed to the effects of the pandemic as graduates have their first jobs within a year only. The technical skills in their specialisation are the main competency that is very useful for their job placement.
{"title":"Employability Status of Technical Teacher Education Graduates in a State College in the Philippines","authors":"Arly B. Balingbing","doi":"10.31901/24566322.2023/42.1-3.1286","DOIUrl":"https://doi.org/10.31901/24566322.2023/42.1-3.1286","url":null,"abstract":"This tracer study among Bachelor of Technical Teacher Education graduates of Camarines Sur Polytechnic Colleges is one of the measures to ensure that the quality of training matches the needs of the industry and increases the employability of graduates. Descriptive research method was employed with the total population of the academic batch of 2018 and 2019 graduates as respondents. The chi-square test was used to test the significant relationship between educational profile and their employment status along their graduation year. There were 348 total graduates, however, only 300 participated. It was revealed that 78.05 percent are employed as employees in relevant industries and teachers in the first batch while for the second batch it is 37.78 percent only. This result is attributed to the effects of the pandemic as graduates have their first jobs within a year only. The technical skills in their specialisation are the main competency that is very useful for their job placement.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74799303","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 : 2023-03-05DOI: 10.31901/24566322.2023/40.1-3.1263
J. Garay
This paper focuses on exploring how the learning process is perceived by the students. The researchers have chosen Kolb and VARK learning models, in order to identify the participant cohorts’ preferred learning pathways, so the researchers can clearly understand their expectations, strengths and preferences utilising the evidence-based inquiry method. The results indicate that none of the two learning models applied can in actuality include all the broad range of learning expectations of the students, regardless of their age. Youngsters seem to be more aligned with the active learning mode, while older students can perform better with more abstract concepts. The geographic origin seems not to have any noticeable impact on the learning styles preferences of the students participating in these trials.
{"title":"Learning Styles Theory: Could Students’ Learning Preferences Make STEM Subjects Easier to Learn?","authors":"J. Garay","doi":"10.31901/24566322.2023/40.1-3.1263","DOIUrl":"https://doi.org/10.31901/24566322.2023/40.1-3.1263","url":null,"abstract":"This paper focuses on exploring how the learning process is perceived by the students. The researchers have chosen Kolb and VARK learning models, in order to identify the participant cohorts’ preferred learning pathways, so the researchers can clearly understand their expectations, strengths and preferences utilising the evidence-based inquiry method. The results indicate that none of the two learning models applied can in actuality include all the broad range of learning expectations of the students, regardless of their age. Youngsters seem to be more aligned with the active learning mode, while older students can perform better with more abstract concepts. The geographic origin seems not to have any noticeable impact on the learning styles preferences of the students participating in these trials.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83290330","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 : 2023-03-05DOI: 10.31901/24566322.2022/40.1-3.1263
Julio Garay
This paper focuses on exploring how the learning process is perceived by the students. The researchers have chosen Kolb and VARK learning models, in order to identify the participant cohorts’ preferred learning pathways, so the researchers can clearly understand their expectations, strengths and preferences utilising the evidence-based inquiry method. The results indicate that none of the two learning models applied can in actuality include all the broad range of learning expectations of the students, regardless of their age. Youngsters seem to be more aligned with the active learning mode, while older students can perform better with more abstract concepts. The geographic origin seems not to have any noticeable impact on the learning styles preferences of the students participating in these trials.
{"title":"Learning Styles Theory: Could Students’ Learning Preferences Make STEM Subjects Easier to Learn?","authors":"Julio Garay","doi":"10.31901/24566322.2022/40.1-3.1263","DOIUrl":"https://doi.org/10.31901/24566322.2022/40.1-3.1263","url":null,"abstract":"This paper focuses on exploring how the learning process is perceived by the students. The researchers have chosen Kolb and VARK learning models, in order to identify the participant cohorts’ preferred learning pathways, so the researchers can clearly understand their expectations, strengths and preferences utilising the evidence-based inquiry method. The results indicate that none of the two learning models applied can in actuality include all the broad range of learning expectations of the students, regardless of their age. Youngsters seem to be more aligned with the active learning mode, while older students can perform better with more abstract concepts. The geographic origin seems not to have any noticeable impact on the learning styles preferences of the students participating in these trials.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135130776","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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