This study investigates teacher satisfaction with available assistive technology (AT) for students with sensory impairments in their classrooms. The study group included teachers of deaf and hard of hearing (Dhh) and blind and visually impaired students in Najran region, a southern city in the Kingdom of Saudi Arabia. The findings suggest that teachers of students with sensory impairments feel that their schools should provide them with updated AT to better serve their students. Additionally, the results indicate that satisfaction with the available AT was not impacted by the teacher’s gender. This study reinforces that more AT must be provided for students with sensory impairments. In addition to increasing the availability of AT, schools should educate teachers on techniques associated with implementing AT in their classrooms. This study confirms the importance of the technology in the educational process and the success of achieving its objectives.
{"title":"Teacher Satisfaction with the Availability of Assistive Technologies for Students with Sensory Impairments in Inclusive Schools","authors":"Ali Albalhareth, Suhib Saleem Saleem","doi":"10.46328/ijemst.3541","DOIUrl":"https://doi.org/10.46328/ijemst.3541","url":null,"abstract":"This study investigates teacher satisfaction with available assistive technology (AT) for students with sensory impairments in their classrooms. The study group included teachers of deaf and hard of hearing (Dhh) and blind and visually impaired students in Najran region, a southern city in the Kingdom of Saudi Arabia. The findings suggest that teachers of students with sensory impairments feel that their schools should provide them with updated AT to better serve their students. Additionally, the results indicate that satisfaction with the available AT was not impacted by the teacher’s gender. This study reinforces that more AT must be provided for students with sensory impairments. In addition to increasing the availability of AT, schools should educate teachers on techniques associated with implementing AT in their classrooms. This study confirms the importance of the technology in the educational process and the success of achieving its objectives.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"112 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87646173","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}
Zhomart Karatas, G. Mailybaeva, Aigul Tokzhanova, Klara Turebayeva, A. Duisenbayev, Aliya Kazetova
In this study, current issues related to Kazakh children's games were examined and the importance of games on Kazakhstan's culture was discussed. While determining the experimental and control groups in the study, 105 pupils from the 4th grade of two primary schools in Kazakhstan, who were determined by unbiased assignment, were assigned to 2 experimental and a control groups consisting of 35 pupils. In the study, online-based educational games in Experiment A group, online-based and face-to-face game activities in Experiment B group, and traditional teaching practice in control group were carried out. At the beginning of the study, "Traditional Kazakh Games Achievement Test", "Attitude Towards Traditional Games Scale" and "Cultural Value Perception Scale" were applied to all three groups for pre-test purposes. The data collected in line with the purpose of the study were analyzed using statistical analysis techniques appropriate to the characteristics of the data and a quantitative statistical program was used in a computer environment. The findings obtained were presented in tables. For this purpose, one-way analysis of variance (ANOVA) and Sheffe test were used. As a result of the research, pupils in experimental group A, in which online-supported educational games were applied, and in experimental group B, in which online and face-to-face educational games were applied together, achieved higher achievement levels and positive attitudes compared to the control group, which was applied traditional education.
{"title":"Formation of the Academic Performance and Cultural Values of Primary School Pupils Based on Online Supported Educational Games","authors":"Zhomart Karatas, G. Mailybaeva, Aigul Tokzhanova, Klara Turebayeva, A. Duisenbayev, Aliya Kazetova","doi":"10.46328/ijemst.3643","DOIUrl":"https://doi.org/10.46328/ijemst.3643","url":null,"abstract":"In this study, current issues related to Kazakh children's games were examined and the importance of games on Kazakhstan's culture was discussed. While determining the experimental and control groups in the study, 105 pupils from the 4th grade of two primary schools in Kazakhstan, who were determined by unbiased assignment, were assigned to 2 experimental and a control groups consisting of 35 pupils. In the study, online-based educational games in Experiment A group, online-based and face-to-face game activities in Experiment B group, and traditional teaching practice in control group were carried out. At the beginning of the study, \"Traditional Kazakh Games Achievement Test\", \"Attitude Towards Traditional Games Scale\" and \"Cultural Value Perception Scale\" were applied to all three groups for pre-test purposes. The data collected in line with the purpose of the study were analyzed using statistical analysis techniques appropriate to the characteristics of the data and a quantitative statistical program was used in a computer environment. The findings obtained were presented in tables. For this purpose, one-way analysis of variance (ANOVA) and Sheffe test were used. As a result of the research, pupils in experimental group A, in which online-supported educational games were applied, and in experimental group B, in which online and face-to-face educational games were applied together, achieved higher achievement levels and positive attitudes compared to the control group, which was applied traditional education.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81715052","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}
Zhanna Zhakiyanova, A. Zhaitapova, A. Orakova, Shynargul Baizhekina, Vladimir Shnaider, F. Nametkulova
This study aims to examine primary school teachers' Technological Pedagogical Content Knowledge (TPACK) levels and teaching self-efficacy according to their general demographic characteristics. Descriptive and correlational research methods were used in the study. The quantitative sample of the study consists of 217 teachers working in primary schools in Astana province in the 2022-2023 academic year. Personal information form, TPACK and Teaching Self-Efficacy scales were used as data collection tools. Information about the demographic variables of the participants was given with descriptive statistics including frequency and percentage. Independent sample T-Test, one-way ANOVA test, Tukey test, and Pearson correlation test were used for data analysis. As a result of the quantitative analyses, TPACK competencies of the teachers were found to be at a medium level, whereas their self-efficacy beliefs were found to be at a high level. Significant differences were observed in gender and professional seniority variables in terms of TPACK competencies. Especially the technology knowledge competencies of female teachers were found to be at low level. Again, the technology knowledge of teachers with high professional seniority was found to be significantly low. Finally, significant and positive relationships were found between self-efficacy beliefs and TPACK competencies of primary school teachers.
{"title":"Investigation of Primary School Teachers' Professional Competencies and Technological Pedagogical Content Knowledge (TPACK) Competencies","authors":"Zhanna Zhakiyanova, A. Zhaitapova, A. Orakova, Shynargul Baizhekina, Vladimir Shnaider, F. Nametkulova","doi":"10.46328/ijemst.3604","DOIUrl":"https://doi.org/10.46328/ijemst.3604","url":null,"abstract":"This study aims to examine primary school teachers' Technological Pedagogical Content Knowledge (TPACK) levels and teaching self-efficacy according to their general demographic characteristics. Descriptive and correlational research methods were used in the study. The quantitative sample of the study consists of 217 teachers working in primary schools in Astana province in the 2022-2023 academic year. Personal information form, TPACK and Teaching Self-Efficacy scales were used as data collection tools. Information about the demographic variables of the participants was given with descriptive statistics including frequency and percentage. Independent sample T-Test, one-way ANOVA test, Tukey test, and Pearson correlation test were used for data analysis. As a result of the quantitative analyses, TPACK competencies of the teachers were found to be at a medium level, whereas their self-efficacy beliefs were found to be at a high level. Significant differences were observed in gender and professional seniority variables in terms of TPACK competencies. Especially the technology knowledge competencies of female teachers were found to be at low level. Again, the technology knowledge of teachers with high professional seniority was found to be significantly low. Finally, significant and positive relationships were found between self-efficacy beliefs and TPACK competencies of primary school teachers.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"226 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78448604","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}
Traditionally, students experience difficulties solving problems involving geometric shapes and their properties. In line with the current curricular guidelines, it’s important to reflect about the use of active learning strategies, which directly engage students in meaningful mathematical activity, that contribute to reverse this situation. This paper refers to a study that aims to understand the influence of peer written feedback on students' performance in a Gallery Walk context, in the scope of problem solving involving areas of plane figures. We followed a qualitative, interpretative approach and collected data in a 5th grade class, with 19 students, through participant observation, a questionnaire, interviews, written productions and photographic records. Results show that, when the sender of feedback is a student, different types of feedback are used, however not all of them promote the improvement of the receiver’s performance. It was noticed that the most effective feedback is focused mainly on the emerging mathematical content, commenting on the student's performance in terms of task solution, process and results. It was also found that the feedback must be clear and simple so that the receiver clearly understands what the sender wants to convey.
{"title":"The Impact of Written Feedback in Geometry Problem Solving through a Gallery Walk","authors":"Catarina Santos, Ana Barbosa","doi":"10.46328/ijemst.2891","DOIUrl":"https://doi.org/10.46328/ijemst.2891","url":null,"abstract":"Traditionally, students experience difficulties solving problems involving geometric shapes and their properties. In line with the current curricular guidelines, it’s important to reflect about the use of active learning strategies, which directly engage students in meaningful mathematical activity, that contribute to reverse this situation. This paper refers to a study that aims to understand the influence of peer written feedback on students' performance in a Gallery Walk context, in the scope of problem solving involving areas of plane figures. We followed a qualitative, interpretative approach and collected data in a 5th grade class, with 19 students, through participant observation, a questionnaire, interviews, written productions and photographic records. Results show that, when the sender of feedback is a student, different types of feedback are used, however not all of them promote the improvement of the receiver’s performance. It was noticed that the most effective feedback is focused mainly on the emerging mathematical content, commenting on the student's performance in terms of task solution, process and results. It was also found that the feedback must be clear and simple so that the receiver clearly understands what the sender wants to convey.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"121 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78176533","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 main aim of the current study is to measure the effectiveness of a training program on enhancing the teaching process and critical thinking skills among teachers of the deaf and hearing-impaired in secondary schools through multimedia and according to academic qualification and years of experience variables. To accomplish the study objective, the researchers used the quasi-experimental approach. They designed a four-hour short training program that was applied to 60 teachers of the deaf and hearing-impaired in secondary schools. The study findings revealed that 53.4% of teachers of the deaf and hearing-impaired possess multimedia skills experience in teaching critical thinking skills in the pre-test, whereas 61.3% of teachers of the deaf and hearing-impaired possess multimedia skills experience in teaching critical thinking skills in the post-test. In addition, the results showed no statistically significant differences in the years of experience variable in teaching critical thinking skills. Furthermore, the results indicated that the teachers who have Master's degrees or higher had higher average scores in critical thinking skills compared to those with bachelor's degrees.
{"title":"The Effectiveness of a Training Program Based on Multimedia on Enhancing the Teaching Process and Critical Thinking Skills of Teachers of the Deaf and Hearing-impaired in Secondary Schools","authors":"Ghuzail Ali Alqahtani, Majed A. Alsalem","doi":"10.46328/ijemst.3540","DOIUrl":"https://doi.org/10.46328/ijemst.3540","url":null,"abstract":"The main aim of the current study is to measure the effectiveness of a training program on enhancing the teaching process and critical thinking skills among teachers of the deaf and hearing-impaired in secondary schools through multimedia and according to academic qualification and years of experience variables. To accomplish the study objective, the researchers used the quasi-experimental approach. They designed a four-hour short training program that was applied to 60 teachers of the deaf and hearing-impaired in secondary schools. The study findings revealed that 53.4% of teachers of the deaf and hearing-impaired possess multimedia skills experience in teaching critical thinking skills in the pre-test, whereas 61.3% of teachers of the deaf and hearing-impaired possess multimedia skills experience in teaching critical thinking skills in the post-test. In addition, the results showed no statistically significant differences in the years of experience variable in teaching critical thinking skills. Furthermore, the results indicated that the teachers who have Master's degrees or higher had higher average scores in critical thinking skills compared to those with bachelor's degrees.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87734817","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 effect of self-efficacy, job satisfaction, and perceptions of position on the performance of principals of public vocational high schools in DKI Jakarta Province. The research was conducted using a survey method. The data were analyzed using path analysis. The population of this study was 61 school principals in six cities/districts. This research questionnaire tested 21 school principals. Therefore, using proportional random sampling, the sample for this study was 40 school principals who were selected proportionally and randomly. The results of the study are as follows: (1) there is a positive direct effect of self-efficacy on the performance of school principals, (2) there is a positive direct effect of job satisfaction on the performance of school principals, (3) ) there is a positive direct effect of position perceptions on the performance of school principals, (4) there is a positive direct effect of self-efficacy on job satisfaction, and (5) there is a positive direct effect of self-efficacy on perception of position.
{"title":"Dominant Factors Influencing the Performance of Principals of Vocational High Schools","authors":"D. Darwin, Yuniarto Mudjisusatyo","doi":"10.46328/ijemst.3516","DOIUrl":"https://doi.org/10.46328/ijemst.3516","url":null,"abstract":"This study aims to determine the effect of self-efficacy, job satisfaction, and perceptions of position on the performance of principals of public vocational high schools in DKI Jakarta Province. The research was conducted using a survey method. The data were analyzed using path analysis. The population of this study was 61 school principals in six cities/districts. This research questionnaire tested 21 school principals. Therefore, using proportional random sampling, the sample for this study was 40 school principals who were selected proportionally and randomly. The results of the study are as follows: (1) there is a positive direct effect of self-efficacy on the performance of school principals, (2) there is a positive direct effect of job satisfaction on the performance of school principals, (3) ) there is a positive direct effect of position perceptions on the performance of school principals, (4) there is a positive direct effect of self-efficacy on job satisfaction, and (5) there is a positive direct effect of self-efficacy on perception of position.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"40 4 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83133055","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 was to develop an application-based assessment tool for evaluating motor perception learning in children with intellectual disabilities who attend elementary classes in State Special Schools in Yogyakarta City. The tool was designed to align with the characteristics of these children and determine their mastery of motor perception activities in the educational context. The measurement instruments were designed based on the underlying concept of the research, and the items were structured as follows: (1) Sensory awareness, which assessed the children's ability to identify and select balls of different sizes; (2) Balance awareness, which involved the children climbing blocks over a 5-meter distance; (3) Space awareness, which examined the children's ability to form shapes (circles, triangles, and rectangles) using body movements; (4) Body awareness, which evaluated the children's knowledge of the functions of different body parts (feet, hands, eyes, and ears); (5) Time awareness, which assessed the children's throwing and catching abilities using light and heavy balls; and (6) Directional awareness, which tested the children's ability to throw the ball in different directions (up, down, front, and back). The results indicated that the motor perception activity evaluation tool consisted of six items, each of which assessed the mastery of motor perception in children with intellectual disabilities who attend elementary classes. The validity of the test was found to be 0.720, and the reliability was 0.837. In conclusion, this research successfully developed an application-based learning evaluation tool and established motor perception assessment norms for children with intellectual disabilities attending elementary grades in State Special Schools in Yogyakarta City. These tools can be utilized by physical education teachers to assess the motor perception activities of children with intellectual disabilities in an educational setting.
{"title":"Development of Tool for Evaluation of Motor Perception Activity Learning of Students with Intellectual Disabilities","authors":"B. Suhartini, S. Sujarwo, Galih Priyambada","doi":"10.46328/ijemst.3582","DOIUrl":"https://doi.org/10.46328/ijemst.3582","url":null,"abstract":"The aim of this study was to develop an application-based assessment tool for evaluating motor perception learning in children with intellectual disabilities who attend elementary classes in State Special Schools in Yogyakarta City. The tool was designed to align with the characteristics of these children and determine their mastery of motor perception activities in the educational context. The measurement instruments were designed based on the underlying concept of the research, and the items were structured as follows: (1) Sensory awareness, which assessed the children's ability to identify and select balls of different sizes; (2) Balance awareness, which involved the children climbing blocks over a 5-meter distance; (3) Space awareness, which examined the children's ability to form shapes (circles, triangles, and rectangles) using body movements; (4) Body awareness, which evaluated the children's knowledge of the functions of different body parts (feet, hands, eyes, and ears); (5) Time awareness, which assessed the children's throwing and catching abilities using light and heavy balls; and (6) Directional awareness, which tested the children's ability to throw the ball in different directions (up, down, front, and back). The results indicated that the motor perception activity evaluation tool consisted of six items, each of which assessed the mastery of motor perception in children with intellectual disabilities who attend elementary classes. The validity of the test was found to be 0.720, and the reliability was 0.837. In conclusion, this research successfully developed an application-based learning evaluation tool and established motor perception assessment norms for children with intellectual disabilities attending elementary grades in State Special Schools in Yogyakarta City. These tools can be utilized by physical education teachers to assess the motor perception activities of children with intellectual disabilities in an educational setting.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"129 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89194002","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}
G. Karimova, P. Ishanov, S. Mukanova, S. Odintsova, Aigul Aratayeva
In Kazakhstan, as in many other countries, foreign language education starts at an early age, but the desired success is not achieved. This may be due to instructional, environmental or socioeconomic factors, as well as cognitive and psychological factors such as the structure of the language, the teaching methods used, and attitudes towards language learning. In language education, digital story activities can play an effective role in the development of students' vocabulary and language skills. In this study, the effects of digital storytelling on English vocabulary and grammar knowledge and attitudes towards the course were examined. This research was conducted experimentally with 70 students from 5th grade of a primary school in Almaty. In this study, which observed the effects of digital storytelling and traditional teaching approaches on vocabulary knowledge, grammar knowledge and attitudes towards the lesson, an experimental research design with control group was used and data were obtained through tests and scales. The findings of the study showed that digital storytelling activities in the experimental group were effective on students' English vocabulary knowledge, grammar knowledge and attitudes compared to the control group in which traditional teaching was applied.
{"title":"The Effects of Using Digital Stories and Media in Foreign Language Teaching","authors":"G. Karimova, P. Ishanov, S. Mukanova, S. Odintsova, Aigul Aratayeva","doi":"10.46328/ijemst.3599","DOIUrl":"https://doi.org/10.46328/ijemst.3599","url":null,"abstract":"In Kazakhstan, as in many other countries, foreign language education starts at an early age, but the desired success is not achieved. This may be due to instructional, environmental or socioeconomic factors, as well as cognitive and psychological factors such as the structure of the language, the teaching methods used, and attitudes towards language learning. In language education, digital story activities can play an effective role in the development of students' vocabulary and language skills. In this study, the effects of digital storytelling on English vocabulary and grammar knowledge and attitudes towards the course were examined. This research was conducted experimentally with 70 students from 5th grade of a primary school in Almaty. In this study, which observed the effects of digital storytelling and traditional teaching approaches on vocabulary knowledge, grammar knowledge and attitudes towards the lesson, an experimental research design with control group was used and data were obtained through tests and scales. The findings of the study showed that digital storytelling activities in the experimental group were effective on students' English vocabulary knowledge, grammar knowledge and attitudes compared to the control group in which traditional teaching was applied.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"59 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74989278","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 to determine the impact of teacher candidates' 21st-century skills on their professional competence by controlling for gender, grade level, and income status. 380 teacher candidates from different classes and departments were selected to participate in the study. The data obtained using the Multidimensional 21st-Century Skills and Professional Competence Scales were analyzed using the structural equation modeling method. The results indicate that teacher candidates' 21st-century skills positively affect their professional competence when controlling for gender, grade level, and income status. These findings highlight the importance of teacher candidates acquiring 21st-century skills such as using information technologies to create modern learning environments, critical thinking, problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career awareness. It is concluded that teacher education programs should be redesigned to support teacher candidates in acquiring 21st-century skills and enhancing their professional competence
{"title":"21st-century Skills as Predictors of Pre-Service Teachers' Professional Qualifications: A Cross-Sectional Study","authors":"E. Yurt","doi":"10.46328/ijemst.3291","DOIUrl":"https://doi.org/10.46328/ijemst.3291","url":null,"abstract":"This study aimed to determine the impact of teacher candidates' 21st-century skills on their professional competence by controlling for gender, grade level, and income status. 380 teacher candidates from different classes and departments were selected to participate in the study. The data obtained using the Multidimensional 21st-Century Skills and Professional Competence Scales were analyzed using the structural equation modeling method. The results indicate that teacher candidates' 21st-century skills positively affect their professional competence when controlling for gender, grade level, and income status. These findings highlight the importance of teacher candidates acquiring 21st-century skills such as using information technologies to create modern learning environments, critical thinking, problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career awareness. It is concluded that teacher education programs should be redesigned to support teacher candidates in acquiring 21st-century skills and enhancing their professional competence","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"60 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76494099","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}
In Flanders, open admission into higher education has led to heterogeneity in academic preparedness of incoming STEM students. Higher education institutions offer low stakes positioning tests to these students in order to help them assess their level of starting competences. Due to the unique nature of these tests, little can be inferred about students’ perception of these tests. In this study, we used mixed methods to investigate these perceptions. Semi-structured interviews (n=20) and thematic analysis revealed that students do not always understand the stakes, objective and structure of positioning tests as intended by the organizers. A questionnaire (n=189) revealed that students considered chemistry problems better reflecting certain study programs than mathematics problems and that they wrongly think chemistry questions are more predictive than mathematics questions. Our findings provide insight in STEM students’ multifaceted perceptions of and interaction with low stakes assessment.
{"title":"Students’ Perceptions of Low Stakes Positioning Tests at the Start of Higher STEM Education: A Mixed Methods Approach","authors":"Jolan Hanssens, G. Langie, C. Van Soom","doi":"10.46328/ijemst.2889","DOIUrl":"https://doi.org/10.46328/ijemst.2889","url":null,"abstract":"In Flanders, open admission into higher education has led to heterogeneity in academic preparedness of incoming STEM students. Higher education institutions offer low stakes positioning tests to these students in order to help them assess their level of starting competences. Due to the unique nature of these tests, little can be inferred about students’ perception of these tests. In this study, we used mixed methods to investigate these perceptions. Semi-structured interviews (n=20) and thematic analysis revealed that students do not always understand the stakes, objective and structure of positioning tests as intended by the organizers. A questionnaire (n=189) revealed that students considered chemistry problems better reflecting certain study programs than mathematics problems and that they wrongly think chemistry questions are more predictive than mathematics questions. Our findings provide insight in STEM students’ multifaceted perceptions of and interaction with low stakes assessment.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"27 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79015793","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：