Pub Date : 2022-04-15DOI: 10.31901/24566322.2022/38.1-3.1230
Nancy J. Fernandez
There is a gender gap in mathematics among high school pupils that did not exist previously. The belief that girls dislike mathematics and are not as proficient at it as boys persists. Is it true that girls do not like mathematics and are not as good at it as boys? This survey study looked at gender disparities in secondary school students’ motivation for learning mathematics. It considered the dimensions of intrinsic and extrinsic motivations, and amotivation in a sample of 158 secondary school students from the Kollam district. The findings show that among secondary school pupils, the reason for learning mathematics does not differ considerably by gender except for extrinsic motivation.
{"title":"Gender-based Study of Motivation for Learning Mathematics among Secondary School Students","authors":"Nancy J. Fernandez","doi":"10.31901/24566322.2022/38.1-3.1230","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1230","url":null,"abstract":"There is a gender gap in mathematics among high school pupils that did not exist previously. The belief that girls dislike mathematics and are not as proficient at it as boys persists. Is it true that girls do not like mathematics and are not as good at it as boys? This survey study looked at gender disparities in secondary school students’ motivation for learning mathematics. It considered the dimensions of intrinsic and extrinsic motivations, and amotivation in a sample of 158 secondary school students from the Kollam district. The findings show that among secondary school pupils, the reason for learning mathematics does not differ considerably by gender except for extrinsic motivation.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"43 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85591777","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 : 2022-04-10DOI: 10.31901/24566322.2022/38.1-3.1220
Rami Abusa’aleek
This study presents the findings of challenges that face teachers of English as a Foreign Language from using inquiry-based strategy in Jordan. The quantitative study is undertaken using a survey methodology where teachers in private education institutions in Amman are sampled. The sample consisted of a sample of 50 teachers. Findings indicated that the teachers are aware of the effectiveness of inquiry-based learning as a tool for enhancing the outcomes of the students. The strategy is cited as being effective in promoting critical thinking, pragmatics, and general acquisition of English language competence. Availability of appropriate reading texts and development of the relevant materials are significant challenges identified in this study.
{"title":"Teachers’ Challenges in Using Inquiry-based Strategy in Teaching English in Jordan","authors":"Rami Abusa’aleek","doi":"10.31901/24566322.2022/38.1-3.1220","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1220","url":null,"abstract":"This study presents the findings of challenges that face teachers of English as a Foreign Language from using inquiry-based strategy in Jordan. The quantitative study is undertaken using a survey methodology where teachers in private education institutions in Amman are sampled. The sample consisted of a sample of 50 teachers. Findings indicated that the teachers are aware of the effectiveness of inquiry-based learning as a tool for enhancing the outcomes of the students. The strategy is cited as being effective in promoting critical thinking, pragmatics, and general acquisition of English language competence. Availability of appropriate reading texts and development of the relevant materials are significant challenges identified in this study.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"73 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86348057","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 : 2022-04-10DOI: 10.31901/24566322.2022/38.1-3.1236
K. Almahrag
A student’s success depends on their ability to read. A child who cannot read well will likely lag behind their peers in academic achievement. It may negatively affect their self-concept, and since reading is the main problem for people with dyslexia, it may adversely affect their academic achievement and other educational tasks. That will impact their self-esteem. Several studies and psychological and educational research have focused on self-concept within a theoretical, philosophical, or methodological framework for different categories of the educational community, whether ordinary or special needs, but only a few have focused on people with dyslexia. The researcher analysed systematic reviews on the research of self-concept in the academic achievement of children with dyslexia. The study found an effect on the satisfaction and happiness of family relations and occasions in families, sports play and entertainment, emotional personality features, and behavioural and social features in school in children with dyslexia.
{"title":"The Effect of Self-concept on the Academic Achievement of Children with Dyslexia","authors":"K. Almahrag","doi":"10.31901/24566322.2022/38.1-3.1236","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1236","url":null,"abstract":"A student’s success depends on their ability to read. A child who cannot read well will likely lag behind their peers in academic achievement. It may negatively affect their self-concept, and since reading is the main problem for people with dyslexia, it may adversely affect their academic achievement and other educational tasks. That will impact their self-esteem. Several studies and psychological and educational research have focused on self-concept within a theoretical, philosophical, or methodological framework for different categories of the educational community, whether ordinary or special needs, but only a few have focused on people with dyslexia. The researcher analysed systematic reviews on the research of self-concept in the academic achievement of children with dyslexia. The study found an effect on the satisfaction and happiness of family relations and occasions in families, sports play and entertainment, emotional personality features, and behavioural and social features in school in children with dyslexia.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"179 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83758757","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 : 2022-04-10DOI: 10.31901/24566322.2022/38.1-3.1228
Mohammed Alhwaiti
Interactions and relationships between students inside and outside the school take many forms. Some of them leave positive effects, such as sympathy, affection, and intimate relationships, and others leave negative effects, such as aggression, beating, cursing, mockery, and insult. The aim was to assess cyberbullying among children with emotional and behavioural disorders, taking into consideration the role of both gender and age. Quantitative research is carried out with the aim to assess cyberbullying among children with emotional and behavioural disorders, taking into consideration the role of both gender and age. It uses a survey-based methodology to obtain data from the respondents. The final sample consisted of 120 behaviourally and emotionally disordered students. Data were collected through structured self-administered questionnaires. t-test, ANOVA, and Scheffe Test were used to analyse data. Findings indicated that cyberbullying level among children with emotional and behavioural disorders was ranked high. There are statistically significant differences at the significance level of 0.05 between responses means of the study sample on the cyberbullying scale according to gender in favour of males.
{"title":"Cyberbullying among Children with Emotional and Behavioural Disorders: Do Gender and Age Play a Role?","authors":"Mohammed Alhwaiti","doi":"10.31901/24566322.2022/38.1-3.1228","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1228","url":null,"abstract":"Interactions and relationships between students inside and outside the school take many forms. Some of them leave positive effects, such as sympathy, affection, and intimate relationships, and others leave negative effects, such as aggression, beating, cursing, mockery, and insult. The aim was to assess cyberbullying among children with emotional and behavioural disorders, taking into consideration the role of both gender and age. Quantitative research is carried out with the aim to assess cyberbullying among children with emotional and behavioural disorders, taking into consideration the role of both gender and age. It uses a survey-based methodology to obtain data from the respondents. The final sample consisted of 120 behaviourally and emotionally disordered students. Data were collected through structured self-administered questionnaires. t-test, ANOVA, and Scheffe Test were used to analyse data. Findings indicated that cyberbullying level among children with emotional and behavioural disorders was ranked high. There are statistically significant differences at the significance level of 0.05 between responses means of the study sample on the cyberbullying scale according to gender in favour of males.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"11 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84152820","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 : 2022-04-10DOI: 10.31901/24566322.2022/38.1-3.1233
A. Khokhar
A sudden shift to complete online teaching and learning due to the COVID-19 pandemic created many challenges for educational institutes, their administrators, teachers and students. This study investigated students’ online teaching experiences with the intention to shape higher education institutes’ (HEI) Information and Communication Technology (ICT) integration policies and practices. A mixed-method research approach was used to collect data. The quantitative data were collected using a survey questionnaire and focus group discussion method was used to gather qualitative data. The students’ views of their instructors’ online instructional and assessment strategies revealed that teachers confined themselves to the university guidelines and used the recommended learning management system (LMS) and digital tools but lacked the training to utilise many of the features available in the recommended LMS and digital tools that could be integrated with the LMS due to poor knowledge and ICT skills. This study suggests that HEIs should invest in research to understand students’ choices of digital tools and train teachers to maximise the use of the LMS.
{"title":"Teaching during COVID-19 Pandemic: Students’ Experiences, Perceptions and Lessons for Higher Education Institutes","authors":"A. Khokhar","doi":"10.31901/24566322.2022/38.1-3.1233","DOIUrl":"https://doi.org/10.31901/24566322.2022/38.1-3.1233","url":null,"abstract":"A sudden shift to complete online teaching and learning due to the COVID-19 pandemic created many challenges for educational institutes, their administrators, teachers and students. This study investigated students’ online teaching experiences with the intention to shape higher education institutes’ (HEI) Information and Communication Technology (ICT) integration policies and practices. A mixed-method research approach was used to collect data. The quantitative data were collected using a survey questionnaire and focus group discussion method was used to gather qualitative data. The students’ views of their instructors’ online instructional and assessment strategies revealed that teachers confined themselves to the university guidelines and used the recommended learning management system (LMS) and digital tools but lacked the training to utilise many of the features available in the recommended LMS and digital tools that could be integrated with the LMS due to poor knowledge and ICT skills. This study suggests that HEIs should invest in research to understand students’ choices of digital tools and train teachers to maximise the use of the LMS.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"144 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74260119","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 : 2022-02-15DOI: 10.31901/24566322.2022/36.1-3.1211
Jonas V. Palada
ABSTRACT This study was conducted at ESSU main campus during the first semester of school year 2020-2021 following the sequential explanatory mixed method research design and quantitative research descriptive method to determine the readiness of 173 purposively selected students and 102 teachers, on the use of online learning during this time of COVID-19 pandemic. The study revealed that the students are not ready with online learning and that teachers moderately agree on their preparedness for online learning. Moreover, the faculty reported that the university is conducting some activities to enhance their capacity in online learning. However, they believed that the university is not yet prepared to embrace online learning because of lack or insufficiency of required resources.
{"title":"Readiness to Online Learning of Teachers and Students in a Philippine State University during the Covid-19 Pandemic","authors":"Jonas V. Palada","doi":"10.31901/24566322.2022/36.1-3.1211","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1211","url":null,"abstract":"ABSTRACT This study was conducted at ESSU main campus during the first semester of school year 2020-2021 following the sequential explanatory mixed method research design and quantitative research descriptive method to determine the readiness of 173 purposively selected students and 102 teachers, on the use of online learning during this time of COVID-19 pandemic. The study revealed that the students are not ready with online learning and that teachers moderately agree on their preparedness for online learning. Moreover, the faculty reported that the university is conducting some activities to enhance their capacity in online learning. However, they believed that the university is not yet prepared to embrace online learning because of lack or insufficiency of required resources.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"52 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87268616","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 : 2022-02-15DOI: 10.31901/24566322.2022/36.1-3.1212
Ayushi Mathur
ABSTRACT The study aims to analyse student experience in Dewey’s traditional and progressive education. The sample consisted of 39 (n=39) first-year students of the undergraduate program of sociology. A one-group quasiexperimental design was used to measure if any difference exists in the student experience in traditional and progressive education. Data collected was examined using a t-test through SPSS19.0. The investigation revealed progressive education comprising of continuity and interaction of an experience showed an upward trend as its counterpart. Moreover, different aspects of experience such as (1) knowledge construction, (2) subjectively interpreting new knowledge, (3) relatedness with the real world, and (4) conversion of experience into an educational one; seem to differ significantly based on the classroom environment, implying classroom environment plays a major role to play in creating better learning experiences for students.
{"title":"Analysing Student Experience in Classroom Environment","authors":"Ayushi Mathur","doi":"10.31901/24566322.2022/36.1-3.1212","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1212","url":null,"abstract":"ABSTRACT The study aims to analyse student experience in Dewey’s traditional and progressive education. The sample consisted of 39 (n=39) first-year students of the undergraduate program of sociology. A one-group quasiexperimental design was used to measure if any difference exists in the student experience in traditional and progressive education. Data collected was examined using a t-test through SPSS19.0. The investigation revealed progressive education comprising of continuity and interaction of an experience showed an upward trend as its counterpart. Moreover, different aspects of experience such as (1) knowledge construction, (2) subjectively interpreting new knowledge, (3) relatedness with the real world, and (4) conversion of experience into an educational one; seem to differ significantly based on the classroom environment, implying classroom environment plays a major role to play in creating better learning experiences for students.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"18 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81865523","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 : 2022-02-15DOI: 10.31901/24566322.2022/36.1-3.1218
M. Mirunalini
ABSTRACT As part of the development of technology, the usage of social media is increasing and e-learning is a part of every individual either in formal or in distance education. In the current study, the usage of social media and so the extent of the e-learning nature of teachers at Higher Secondary School level in Kerala state was established. A survey was conducted among 124 higher secondary school teachers using Google form platform. For the survey, an inventory for Social Media Usage developed and standardised by the investigators was utilised. The investigators found that both males and female teachers, were using social media effectively. The study also found that younger teachers use social media more frequently than older teachers.
{"title":"Social Media Usage of Higher Secondary Teachers in Kerala","authors":"M. Mirunalini","doi":"10.31901/24566322.2022/36.1-3.1218","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1218","url":null,"abstract":"ABSTRACT As part of the development of technology, the usage of social media is increasing and e-learning is a part of every individual either in formal or in distance education. In the current study, the usage of social media and so the extent of the e-learning nature of teachers at Higher Secondary School level in Kerala state was established. A survey was conducted among 124 higher secondary school teachers using Google form platform. For the survey, an inventory for Social Media Usage developed and standardised by the investigators was utilised. The investigators found that both males and female teachers, were using social media effectively. The study also found that younger teachers use social media more frequently than older teachers.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"114 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77634966","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 : 2022-02-15DOI: 10.31901/24566322.2022/36.1-3.1217
Hamdan Mohammad Albaqawi and Shaimaa Mohamed Nageeb
ABSTRACT The objective of the study is to assess the relationship between psychological wellbeing, academic engagement, and self-regulated learning among nursing students. A descriptive correlational study design was employed. This study was conducted between November and December 2020 in the University of Hail, Saudi Arabia, with a convenience sample of 200 nursing students. This study demonstrates a low level of psychological wellbeing (72%), high level of academic engagement (52%) and high academic self-regulation (39%). A weak statistically significant positive correlation (pval = .392) between students’ psychological wellbeing scores and their academic self-regulated learning was noted, along with a statistically moderate significant positive correlation (pval = .519) between academic engagement and the academic self-regulated learning scores. A weak statistically significant positive correlation between students’ psychological wellbeing scores and their academic self-regulated learning, and statistically moderate significant positive correlation between academic engagement and the academic self-regulated learning scores were noted.
{"title":"The Relationship between Psychological Well-being, Academic Engagement, and Self-Regulated Learning among Student Nurses","authors":"Hamdan Mohammad Albaqawi and Shaimaa Mohamed Nageeb","doi":"10.31901/24566322.2022/36.1-3.1217","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1217","url":null,"abstract":"ABSTRACT The objective of the study is to assess the relationship between psychological wellbeing, academic engagement, and self-regulated learning among nursing students. A descriptive correlational study design was employed. This study was conducted between November and December 2020 in the University of Hail, Saudi Arabia, with a convenience sample of 200 nursing students. This study demonstrates a low level of psychological wellbeing (72%), high level of academic engagement (52%) and high academic self-regulation (39%). A weak statistically significant positive correlation (pval = .392) between students’ psychological wellbeing scores and their academic self-regulated learning was noted, along with a statistically moderate significant positive correlation (pval = .519) between academic engagement and the academic self-regulated learning scores. A weak statistically significant positive correlation between students’ psychological wellbeing scores and their academic self-regulated learning, and statistically moderate significant positive correlation between academic engagement and the academic self-regulated learning scores were noted.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"20 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85175331","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 : 2022-02-15DOI: 10.31901/24566322.2022/36.1-3.1189
Liao Mingyao
ABSTRACT While education practicum has been widely used in China as a teaching major method, how education practicum affects EFL (English as a Foreign Language) pre-service teachers’ professional identity is relatively underexplored. Therefore, the paper aims to fulfill this gap and investigate the influence of professional practicum on EFL teachers. To achieve this goal, this paper describes the consensual qualitative research in the perspective of multi-dimensions among EFL pre-service teachers who are studying in a language university. Research has found that educational practicum has positive impacts on the professional identity of pre-service teachers. (1) EFL pre-service teachers have more comprehensive understanding of teacher professionalization, and teaching processing (2) The positive feedback of students enhanced pre-service teachers’ devotion and love of teaching as career or profession. (3) The emotional experience during the internship is also an important factor that affects pre-service teachers’ professional identity and teaching self-effective.
{"title":"Education Practicum Effects on Professional Identity of EFL Pre-service Teachers in China: To Be More Confident","authors":"Liao Mingyao","doi":"10.31901/24566322.2022/36.1-3.1189","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1189","url":null,"abstract":"ABSTRACT While education practicum has been widely used in China as a teaching major method, how education practicum affects EFL (English as a Foreign Language) pre-service teachers’ professional identity is relatively underexplored. Therefore, the paper aims to fulfill this gap and investigate the influence of professional practicum on EFL teachers. To achieve this goal, this paper describes the consensual qualitative research in the perspective of multi-dimensions among EFL pre-service teachers who are studying in a language university. Research has found that educational practicum has positive impacts on the professional identity of pre-service teachers. (1) EFL pre-service teachers have more comprehensive understanding of teacher professionalization, and teaching processing (2) The positive feedback of students enhanced pre-service teachers’ devotion and love of teaching as career or profession. (3) The emotional experience during the internship is also an important factor that affects pre-service teachers’ professional identity and teaching self-effective.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"17 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78987106","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：