The current paper focusses on the teachers’ attitude towards and experiences with e-learning tools at two universities in different phases of e-learning implementation. The study population comprises teachers at university level and a simple random sampling method was used. A total of 45 teachers in bachelor programmes from the Faculty of Agriculture of Kabul University (KU) in Afghanistan filled out the survey. For this study, secondary data on Wageningen University and Research (WUR) in the Netherlands was also used from a survey which was recently conducted by Banihashem et al., (2023) in which 307 teachers participated. Data were analysed through descriptive statistics and the two settings were compared in general terms. The results showed that the majority of the respondents at KU and WUR had a favourable attitude towards e-learning tools and that this attitude is an important enabling or disabling factor in the adoption of technology. The findings also indicated respondents’ access and facilities, e.g., at KU for interaction with students mainly among teachers HELMS during COVID-19 and for assessment, individual assignments and quizzes were used. Meanwhile, at WUR and mainly among teachers, for interactive purposes Brightspace assignments (and, for assessment, group assignments), Brightspace grades, individual assignments and rubrics were used. Consequently, this research paper will add to the existing knowledge in this area, potentially having a positive influence on the educational sector, because doing so could help the educational system to improve and to better consider the aspects which influence the attitude of teachers that leads to applying a technology. In addition, we recommend more e-learning research studies in Afghanistan in order to find a solution for educating women in Afghanistan.
{"title":"Teachers’ Attitude Towards and Experiences with e-learning Tools at Two Universities in Different Phases of e-learning Implementation","authors":"Parisa Aqdas Karimi, Seyyed Kazem Banihashem, Harm Biemans","doi":"10.46328/ijtes.487","DOIUrl":"https://doi.org/10.46328/ijtes.487","url":null,"abstract":"The current paper focusses on the teachers’ attitude towards and experiences with e-learning tools at two universities in different phases of e-learning implementation. The study population comprises teachers at university level and a simple random sampling method was used. A total of 45 teachers in bachelor programmes from the Faculty of Agriculture of Kabul University (KU) in Afghanistan filled out the survey. For this study, secondary data on Wageningen University and Research (WUR) in the Netherlands was also used from a survey which was recently conducted by Banihashem et al., (2023) in which 307 teachers participated. Data were analysed through descriptive statistics and the two settings were compared in general terms. The results showed that the majority of the respondents at KU and WUR had a favourable attitude towards e-learning tools and that this attitude is an important enabling or disabling factor in the adoption of technology. The findings also indicated respondents’ access and facilities, e.g., at KU for interaction with students mainly among teachers HELMS during COVID-19 and for assessment, individual assignments and quizzes were used. Meanwhile, at WUR and mainly among teachers, for interactive purposes Brightspace assignments (and, for assessment, group assignments), Brightspace grades, individual assignments and rubrics were used. Consequently, this research paper will add to the existing knowledge in this area, potentially having a positive influence on the educational sector, because doing so could help the educational system to improve and to better consider the aspects which influence the attitude of teachers that leads to applying a technology. In addition, we recommend more e-learning research studies in Afghanistan in order to find a solution for educating women in Afghanistan.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135760039","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}
This study investigates the impact of utilizing a chatbot named 'YakınDost' on the perceptions of transactional distance among distance education students. Transactional distance, which involves communication and interaction between students and instructional personnel, is a critical aspect of distance education. To address this, chatbots are increasingly being employed as tools to facilitate engagement. Developed using IBM Watson Assistant, 'YakınDost' serves as a conversational agent to address common inquiries related to courses, assignments, instructors, exams, and technical matters. The primary objective of this research is to assess how the integration of the 'YakınDost' chatbot influences students' perceptions of transactional distance. To achieve this, the 'Transactional Distance Perception Scale' was administered at the outset and conclusion of the fall semester to first-year students at a state university. Additionally, during the mid-semester, students were introduced to the YakınDost chatbot and were invited to participate in the 'Chatbot Usability Scale.' Out of 2000 students, the data analysis focused on 583 students who completed both pre-test and post-test surveys, among which 398 students interacted with the chatbot. The findings highlight a significant reduction in students' perceptions of transactional distance due to the implementation of the YakınDost chatbot.
{"title":"Reducing Perceived Transactional Distance in Distance Education: The Impact of the Chatbot","authors":"Oguz Onat, Sevinc Gulsecen","doi":"10.46328/ijtes.511","DOIUrl":"https://doi.org/10.46328/ijtes.511","url":null,"abstract":"This study investigates the impact of utilizing a chatbot named 'YakınDost' on the perceptions of transactional distance among distance education students. Transactional distance, which involves communication and interaction between students and instructional personnel, is a critical aspect of distance education. To address this, chatbots are increasingly being employed as tools to facilitate engagement. Developed using IBM Watson Assistant, 'YakınDost' serves as a conversational agent to address common inquiries related to courses, assignments, instructors, exams, and technical matters. The primary objective of this research is to assess how the integration of the 'YakınDost' chatbot influences students' perceptions of transactional distance. To achieve this, the 'Transactional Distance Perception Scale' was administered at the outset and conclusion of the fall semester to first-year students at a state university. Additionally, during the mid-semester, students were introduced to the YakınDost chatbot and were invited to participate in the 'Chatbot Usability Scale.' Out of 2000 students, the data analysis focused on 583 students who completed both pre-test and post-test surveys, among which 398 students interacted with the chatbot. The findings highlight a significant reduction in students' perceptions of transactional distance due to the implementation of the YakınDost chatbot.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758724","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}
This study aims to examine Turkish language and literature and Turkish teacher candidates' tendencies towards digital speech. In this context, participants' digital speech tendencies were analyzed in terms of various variables. These variables include gender, the department they study at the university, whether they have previously participated in an online meeting or program as a speaker, social media use, whether they have taken a course on "communication, effective communication, human relations and communication, oral expression, speech training", and digital speech skills. Variables include having prior knowledge, preferring face-to-face communication, preferring speaking, and preferring online/distance communication. The research was conducted on a total of 296 teacher candidates (231 female, 65 males) studying at a university in eastern Turkey. The study was conducted in the survey model. According to the results of the research, teacher candidates' digital speech tendencies were determined in terms of variables such as department, having previously participated in an online meeting as a speaker, using social media applications, having taken undergraduate-level communication, effective communication, human relations and communication, oral expression, speaking training" courses. However, significant differences were found in terms of some variables such as gender, level of knowledge about digital speech, preference for face-to-face communication and speaking, and preference for online and distance communication. In addition, it was determined that 80% of the teacher candidates had a medium level of digital speech tendencies. These results provide an important perspective for better understanding and developing the digital speech tendencies of teacher candidates.
{"title":"Investigation of Teacher Candidates' Tendencies towards Digital Speech","authors":"Abdulkadir Kirbas, Mesut Bulut","doi":"10.46328/ijtes.525","DOIUrl":"https://doi.org/10.46328/ijtes.525","url":null,"abstract":"This study aims to examine Turkish language and literature and Turkish teacher candidates' tendencies towards digital speech. In this context, participants' digital speech tendencies were analyzed in terms of various variables. These variables include gender, the department they study at the university, whether they have previously participated in an online meeting or program as a speaker, social media use, whether they have taken a course on \"communication, effective communication, human relations and communication, oral expression, speech training\", and digital speech skills. Variables include having prior knowledge, preferring face-to-face communication, preferring speaking, and preferring online/distance communication. The research was conducted on a total of 296 teacher candidates (231 female, 65 males) studying at a university in eastern Turkey. The study was conducted in the survey model. According to the results of the research, teacher candidates' digital speech tendencies were determined in terms of variables such as department, having previously participated in an online meeting as a speaker, using social media applications, having taken undergraduate-level communication, effective communication, human relations and communication, oral expression, speaking training\" courses. However, significant differences were found in terms of some variables such as gender, level of knowledge about digital speech, preference for face-to-face communication and speaking, and preference for online and distance communication. In addition, it was determined that 80% of the teacher candidates had a medium level of digital speech tendencies. These results provide an important perspective for better understanding and developing the digital speech tendencies of teacher candidates.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135760037","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}
This study aims to determine the influence of leadership on commitment in implementing quality assurance policies, the influence of quality culture on commitment in implementing quality assurance policies, the effect of job satisfaction on commitment in implementing quality assurance policies, the influence of leadership and quality culture on job satisfaction and commitment in implementing quality assurance policies at Universitas Negeri Medan, Indonesia. The research sample is 202 lecturers. The research instrument used was a questionnaire, and the data was analyzed using Path Analysis. From the result of the study, it was found that there was a significant influence of leadership variables on job satisfaction. Quality culture has a positive effect on job satisfaction. Leadership has a positive effect on commitment to implementing quality assurance policies. Quality culture has a positive effect on commitment to implementing quality assurance policies, and job satisfaction also has a positive effect on commitment to implementing quality assurance policies. Taken together, leadership, quality culture, and job satisfaction positively affect commitment to implementing quality assurance policies.
{"title":"The Influence of Leadership, Quality Culture, and Job Satisfaction on Commitment in Implementing Quality Assurance Policies","authors":"Suryadi Damanik, Suprayitno Suprayitno, Mesnan Mesnan, Usman Nasution","doi":"10.46328/ijemst.3760","DOIUrl":"https://doi.org/10.46328/ijemst.3760","url":null,"abstract":"This study aims to determine the influence of leadership on commitment in implementing quality assurance policies, the influence of quality culture on commitment in implementing quality assurance policies, the effect of job satisfaction on commitment in implementing quality assurance policies, the influence of leadership and quality culture on job satisfaction and commitment in implementing quality assurance policies at Universitas Negeri Medan, Indonesia. The research sample is 202 lecturers. The research instrument used was a questionnaire, and the data was analyzed using Path Analysis. From the result of the study, it was found that there was a significant influence of leadership variables on job satisfaction. Quality culture has a positive effect on job satisfaction. Leadership has a positive effect on commitment to implementing quality assurance policies. Quality culture has a positive effect on commitment to implementing quality assurance policies, and job satisfaction also has a positive effect on commitment to implementing quality assurance policies. Taken together, leadership, quality culture, and job satisfaction positively affect commitment to implementing quality assurance policies.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"708 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to determine the relationships between digital learning readiness, attitudes, academic motivation and attitudes of students studying in the department of educational sciences of a university in Kazakhstan in terms of some variables. The data of the study were obtained from 1st-4th grade students studying in the department of educational sciences of a university in Karaganda, Almaty, Aktau, Kazakhstan in the academic year 2021-2022 (N=261). Percentage, frequency, mean, Independent Samples t test, F test and Regression Analysis techniques were used to analyze the data. In the study, it was found that students' digital learning attitudes were positive and their digital learning readiness was at a moderate level. Digital learning readiness and attitudes of university students showed a significant difference according to gender variable. However, no difference was found in digital readiness and attitudes according to the class variable. Finally, according to the regression analyses, it was found that the participant university students' digital learning readiness and attitudes predicted their academic motivation and attitudes at a significant level.
{"title":"The Effect of Variables Associated with the Digital Learning Environment on Students' Motivation and Attitudes","authors":"Saltanat Abildina, Zhannat Sardarova, Raikhan Ozgambayeva, Sholpan Janzakova, Almagul Kalykbayeva, Almagul Bitikova, Eleonora Abdol","doi":"10.46328/ijemst.3781","DOIUrl":"https://doi.org/10.46328/ijemst.3781","url":null,"abstract":"The aim of this study is to determine the relationships between digital learning readiness, attitudes, academic motivation and attitudes of students studying in the department of educational sciences of a university in Kazakhstan in terms of some variables. The data of the study were obtained from 1st-4th grade students studying in the department of educational sciences of a university in Karaganda, Almaty, Aktau, Kazakhstan in the academic year 2021-2022 (N=261). Percentage, frequency, mean, Independent Samples t test, F test and Regression Analysis techniques were used to analyze the data. In the study, it was found that students' digital learning attitudes were positive and their digital learning readiness was at a moderate level. Digital learning readiness and attitudes of university students showed a significant difference according to gender variable. However, no difference was found in digital readiness and attitudes according to the class variable. Finally, according to the regression analyses, it was found that the participant university students' digital learning readiness and attitudes predicted their academic motivation and attitudes at a significant level.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788884","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}
Negative emotions such as mathematics anxiety (MA) may lead to the avoidance of mathematics, which can have dire consequences for future career-related decisions. This paper compared Grade 10 learners’ levels of trait-MA with perceived MA according to the type of school and gender. Both quantitative and qualitative data through a survey conducted with 427 Grade 10 mathematics learners from seven schools were collected. Quantitative data were descriptively analysed, while qualitative data were inductively coded and categorised. Participants from an independent school reported higher levels of trait-MA than those from the other types of schools. Female participants experienced higher levels of trait-MA than their male counterparts. More participants reported perceived MA as opposed to those who measured high levels of trait-MA. MA was viewed as a negative emotional response to activities and situations related to mathematics with a wide range of causes and consequences. This study provides valuable insight for the development of an instrument to measure perceived MA.
{"title":"Trait- and State-Components of Mathematics Anxiety versus Perceived Mathematics Anxiety","authors":"Annamarie Fortune, Erica Dorethea Spangenberg","doi":"10.46328/ijemst.2958","DOIUrl":"https://doi.org/10.46328/ijemst.2958","url":null,"abstract":"Negative emotions such as mathematics anxiety (MA) may lead to the avoidance of mathematics, which can have dire consequences for future career-related decisions. This paper compared Grade 10 learners’ levels of trait-MA with perceived MA according to the type of school and gender. Both quantitative and qualitative data through a survey conducted with 427 Grade 10 mathematics learners from seven schools were collected. Quantitative data were descriptively analysed, while qualitative data were inductively coded and categorised. Participants from an independent school reported higher levels of trait-MA than those from the other types of schools. Female participants experienced higher levels of trait-MA than their male counterparts. More participants reported perceived MA as opposed to those who measured high levels of trait-MA. MA was viewed as a negative emotional response to activities and situations related to mathematics with a wide range of causes and consequences. This study provides valuable insight for the development of an instrument to measure perceived MA.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to determine the effect of digital tools and artificial intelligence applications on the achievement, motivation and retention of university students on the basis of project-based teaching approach in foreign language course. Pre-test post-test experimental design with control group was used as the method in the study. A total of 64 (32 experimental, 32 control) second-year students studying at the universities in Almaty, Kazakhstan participated in the study. The participants were divided into two groups as control and experimental groups. Foreign language Achievement Test and Motivation Scale for foreign language were used as data collection tools. In the research, in the experimental group, applications were carried out with digital tools and artificial intelligence on the basis of project-based learning approach. In the control group, the foreign language course was carried out with the traditional teaching approach. The application lasted eight weeks in total. The results of the analysis showed that the applications carried out in the experimental group had positive effects on the students' foreign language course achievement and motivation. On the basis of the project-based learning approach, digital tools and artificial intelligence applications not only contributed positively to students' achievement and motivation, but also ensured the retention of what was learned. Finally, suggestions for future research were developed in the study.
{"title":"The Effect of Using Artificial Intelligence and Digital Learning Tools based on Project-Based Learning Approach in Foreign Language Teaching on Students' Success and Motivation","authors":"Ariya Azamatova, Nuraisha Bekeyeva, Kulyay Zhaxylikova, Arailym Sarbassova, Nagima Ilyassova","doi":"10.46328/ijemst.3712","DOIUrl":"https://doi.org/10.46328/ijemst.3712","url":null,"abstract":"The aim of this study is to determine the effect of digital tools and artificial intelligence applications on the achievement, motivation and retention of university students on the basis of project-based teaching approach in foreign language course. Pre-test post-test experimental design with control group was used as the method in the study. A total of 64 (32 experimental, 32 control) second-year students studying at the universities in Almaty, Kazakhstan participated in the study. The participants were divided into two groups as control and experimental groups. Foreign language Achievement Test and Motivation Scale for foreign language were used as data collection tools. In the research, in the experimental group, applications were carried out with digital tools and artificial intelligence on the basis of project-based learning approach. In the control group, the foreign language course was carried out with the traditional teaching approach. The application lasted eight weeks in total. The results of the analysis showed that the applications carried out in the experimental group had positive effects on the students' foreign language course achievement and motivation. On the basis of the project-based learning approach, digital tools and artificial intelligence applications not only contributed positively to students' achievement and motivation, but also ensured the retention of what was learned. Finally, suggestions for future research were developed in the study.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788876","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}
Yernar Ospankulov, Aziya Zhumabayeva, Sabira Nishanbayeva, Bagzhan Ussen, Ali Zhalel
Among the main objectives of the 'Primary School Physical Education Curriculum' is to raise individuals with knowledge, skills and behaviors integrated with values and competencies. In addition, one of the important goals of the Kazakh education system is to provide students with 21st century and related digital skills in all lessons. For this purpose, the current study examined the effect of digital technology and face-to-face teaching practices on students' lesson achievement, skills, attitudes, cultural awareness and value perceptions in primary school physical education lessons compared to traditional teaching. The study was conducted with a control group pre-test post-test design. A total of 60 students attending the 4th grade of primary school took part in the study. In the experimental group of the study, digital technologies supported face-to-face education and in the control group, traditional teaching practices were carried out. The research data were collected with 'Physical Education Lesson Acquisition Test', 'Physical Education Psychomotor Skills Test', 'Attitude Towards Physical Education Scale' and 'Cultural Awareness and Value Perception Scale in Physical Education' measurement tools. The experimental applications of the research lasted 8 weeks simultaneously in the control and experimental groups. According to the findings of the study, significant differences were found in favor of the experimental group in physical education lesson outcomes and attitudes. However, no significant difference was found between the groups in psychomotor skills and value perception.
{"title":"The Effect of the Use of Digital Technologies in Physical Education Lessons on Students' Physical Education Cultures and Attitudes towards the Lesson","authors":"Yernar Ospankulov, Aziya Zhumabayeva, Sabira Nishanbayeva, Bagzhan Ussen, Ali Zhalel","doi":"10.46328/ijemst.3700","DOIUrl":"https://doi.org/10.46328/ijemst.3700","url":null,"abstract":"Among the main objectives of the 'Primary School Physical Education Curriculum' is to raise individuals with knowledge, skills and behaviors integrated with values and competencies. In addition, one of the important goals of the Kazakh education system is to provide students with 21st century and related digital skills in all lessons. For this purpose, the current study examined the effect of digital technology and face-to-face teaching practices on students' lesson achievement, skills, attitudes, cultural awareness and value perceptions in primary school physical education lessons compared to traditional teaching. The study was conducted with a control group pre-test post-test design. A total of 60 students attending the 4th grade of primary school took part in the study. In the experimental group of the study, digital technologies supported face-to-face education and in the control group, traditional teaching practices were carried out. The research data were collected with 'Physical Education Lesson Acquisition Test', 'Physical Education Psychomotor Skills Test', 'Attitude Towards Physical Education Scale' and 'Cultural Awareness and Value Perception Scale in Physical Education' measurement tools. The experimental applications of the research lasted 8 weeks simultaneously in the control and experimental groups. According to the findings of the study, significant differences were found in favor of the experimental group in physical education lesson outcomes and attitudes. However, no significant difference was found between the groups in psychomotor skills and value perception.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788633","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}
This research aims to see the influence of scientific and conventional learning on the creativity and learning outcomes of physical education students in high school. This experimental research uses test instrument techniques for learning outcomes and questionnaires for creativity, with a 2x2 factorial ANOVA research design. The number of samples was 50 people for the scientific learning group and 40 for the conventional learning group, and the sampling technique used cluster random sampling. Before carrying out an analysis of variance (ANOVA), first carry out the analysis requirements, namely the normality test and homogeneity test. Next, the two-way ANOVA test was used at a significance level of α of 0.05 and continued with the Scheffe test at a significance level of α = 0.05. The research results show that 1). There are differences in the influence of conventional and scientific learning on creativity; 2). There are differences in the effect of conventional learning and scientific learning on physical education learning outcomes; 3). There are differences in the influence of conventional and scientific learning on creativity and physical education learning outcomes; 4). There is an interaction between the influence of conventional learning and scientific learning on creativity and physical education learning outcomes.
{"title":"The Impact of Applying Scientific Learning with Conventional Learning on Creativity and Physical Education Learning Outcomes of High School Students","authors":"Mesnan Mesnan, Nimrot Manalu, Amir Supriadi","doi":"10.46328/ijemst.3832","DOIUrl":"https://doi.org/10.46328/ijemst.3832","url":null,"abstract":"This research aims to see the influence of scientific and conventional learning on the creativity and learning outcomes of physical education students in high school. This experimental research uses test instrument techniques for learning outcomes and questionnaires for creativity, with a 2x2 factorial ANOVA research design. The number of samples was 50 people for the scientific learning group and 40 for the conventional learning group, and the sampling technique used cluster random sampling. Before carrying out an analysis of variance (ANOVA), first carry out the analysis requirements, namely the normality test and homogeneity test. Next, the two-way ANOVA test was used at a significance level of α of 0.05 and continued with the Scheffe test at a significance level of α = 0.05. The research results show that 1). There are differences in the influence of conventional and scientific learning on creativity; 2). There are differences in the effect of conventional learning and scientific learning on physical education learning outcomes; 3). There are differences in the influence of conventional and scientific learning on creativity and physical education learning outcomes; 4). There is an interaction between the influence of conventional learning and scientific learning on creativity and physical education learning outcomes.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788634","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}
This study aimed at examining the effect of using digital educational content designed by learning style (audio, visual, or kinesthetic) on the academic achievement and motivation towards learning among students of the Life Skills subject at Al al-Bayt University during COVID-19. The study sample consisted of two groups chosen randomly; one was the experimental group and comprised 55 students, while the other was the control group and comprised 50 students. An academic achievement test, consisting of 25 questions and a motivation scale of 25 items was prepared to measure the use of digital educational content based on learning style (audio, visual, or kinesthetic) in the academic achievement and motivation towards learning among Life Skills students. The validity and reliability of the study tools were determined. To answer the study questions, the means and standard deviations of the study sample were calculated, and a one-way analysis of variance (ANCOVA) was computed. The results showed a statistically significant difference between the mean scores of academic achievement and the scores on the motivation scale due to the variable of teaching method, in favor of the experimental group, which studied using digital educational content based on learning style (audio, visual, or kinesthetic). The researchers recommended generalizing the experience of using digital educational content based on learning styles (audio, visual, or kinesthetic) due to its impact on the academic achievement and motivation toward learning among students of the Life Skills subject at Al al-Bayt University during COVID-19 on various subjects in the university.
本研究旨在研究在2019冠状病毒病期间，使用由学习方式(音频、视觉或动觉)设计的数字教育内容对Al Al - bayt大学生活技能学科学生的学业成绩和学习动机的影响。研究样本由随机选择的两组组成;一组为实验组，共55名学生，另一组为对照组，共50名学生。准备了一份由25个问题和25个项目的动机量表组成的学业成就测试，以衡量基于学习风格(音频，视觉或动觉)的数字教育内容在学业成就和学习动机中的使用。确定了研究工具的效度和信度。为了回答研究问题，计算研究样本的均值和标准差，并计算单向方差分析(ANCOVA)。结果显示，由于教学方法的变量，学业成绩的平均分数与动机量表的分数之间存在统计学上的差异，有利于实验组，实验组根据学习方式(音频，视觉或动觉)使用数字教育内容进行研究。研究人员建议，在新冠疫情期间，根据学习方式(音频、视觉或动觉)使用数字教育内容的经验，对Al - bayt大学生活技能学科学生的学业成绩和学习动机产生影响。
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