Advendi Kristiyandaru, Muchamad Arif Al Ardha, Kolektus Oky Ristanto, Lutfi Nur
The physical fitness course is a mandatory subject for undergraduate students at Universitas Negeri Surabaya, Indonesia. However, there is limited physical activity possibly performed during the COVID-19 pandemic. Furthermore, conventional physical fitness tests and measurements could not be conducted in a conventional way. This study aimed to test the possibility of the Personal Physical Fitness Test (PPT) being implemented by college students who were enrolled in a physical fitness course. There were 1.639 college students aged 18 ± 0.81 years old who participated in this study. The independent physical fitness test was designed to represent several physical components i.e., standing board jump (lower body strength). Plank (core strength), push-ups (upper body strength), and one-minute skipping (cardiorespiratory). The data were in the normal distribution. Male students performed better than females in every test (p 0.05). Furthermore, the data were categorized on each test based on gender. The categories are excellent, good, fair, poor, and very poor. In a further study, the personal physical fitness test could be implemented in a larger sample size.
{"title":"Health Education during the Pandemic: Physical Fitness Course Applications and Personal Physical Fitness Test (PPFT) in University Students","authors":"Advendi Kristiyandaru, Muchamad Arif Al Ardha, Kolektus Oky Ristanto, Lutfi Nur","doi":"10.46328/ijemst.3578","DOIUrl":"https://doi.org/10.46328/ijemst.3578","url":null,"abstract":"The physical fitness course is a mandatory subject for undergraduate students at Universitas Negeri Surabaya, Indonesia. However, there is limited physical activity possibly performed during the COVID-19 pandemic. Furthermore, conventional physical fitness tests and measurements could not be conducted in a conventional way. This study aimed to test the possibility of the Personal Physical Fitness Test (PPT) being implemented by college students who were enrolled in a physical fitness course. There were 1.639 college students aged 18 ± 0.81 years old who participated in this study. The independent physical fitness test was designed to represent several physical components i.e., standing board jump (lower body strength). Plank (core strength), push-ups (upper body strength), and one-minute skipping (cardiorespiratory). The data were in the normal distribution. Male students performed better than females in every test (p 0.05). Furthermore, the data were categorized on each test based on gender. The categories are excellent, good, fair, poor, and very poor. In a further study, the personal physical fitness test could be implemented in a larger sample size.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"138 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74132088","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 describe: 1) students' perceptions of the efforts that must be made to improve literacy and numeracy competencies and 2) significant differences regarding the efforts that must be made to improve literacy and numeracy competencies when viewed from gender and numeracy differences-school status. The descriptive approach was followed in this study. The research sample consisted of 160 students from public and private schools in North Sumatra, which implemented an independent curriculum—a questionnaire of 67 valid and reliable items. The study results prove that students' literacy and numeracy competencies are in good categories, especially in literacy, literacy and numeracy, scientific, digital, financial, cultural, and citizenship. If viewed from the status of the school, there is no difference in the perception of the efforts that must be made to improve literacy and numeracy competencies. However, there are differences in terms of gender differences. The analysis of the research results recommends that educator training is needed to improve student's literacy and numeracy through activities: 1) doing simple research with friends in the numeration group, 2) reasoning systematically in solving problems, 3) drawing conclusions based on facts, 4) getting used to using ICT properly and correctly to improve knowledge, attitudes, and skills, 5) distinguish between needs and desires and 6) can take attitudes in a social environment as part of a culture.
{"title":"Independent Curriculum Learning Management to Improve Students’ Literacy and Numerical Competence in Schools","authors":"Rosnelli Rosnelli, Pitra Ashrin Ristiana","doi":"10.46328/ijemst.3513","DOIUrl":"https://doi.org/10.46328/ijemst.3513","url":null,"abstract":"This study aims to describe: 1) students' perceptions of the efforts that must be made to improve literacy and numeracy competencies and 2) significant differences regarding the efforts that must be made to improve literacy and numeracy competencies when viewed from gender and numeracy differences-school status. The descriptive approach was followed in this study. The research sample consisted of 160 students from public and private schools in North Sumatra, which implemented an independent curriculum—a questionnaire of 67 valid and reliable items. The study results prove that students' literacy and numeracy competencies are in good categories, especially in literacy, literacy and numeracy, scientific, digital, financial, cultural, and citizenship. If viewed from the status of the school, there is no difference in the perception of the efforts that must be made to improve literacy and numeracy competencies. However, there are differences in terms of gender differences. The analysis of the research results recommends that educator training is needed to improve student's literacy and numeracy through activities: 1) doing simple research with friends in the numeration group, 2) reasoning systematically in solving problems, 3) drawing conclusions based on facts, 4) getting used to using ICT properly and correctly to improve knowledge, attitudes, and skills, 5) distinguish between needs and desires and 6) can take attitudes in a social environment as part of a culture.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76241425","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}
Maira Sapieva, Madina Tynybayeva, Zaida Zhumabaeva, G. Suleimenova, Serik Murzakulov
It is thought that it is significant to investigate to what extent teachers have educational technology competencies, to what extent they can improve themselves and to what extent they have lifelong learning skills. In this context, lifelong learning dispositions and technological competencies of primary school teachers were examined in this study with a comparative and relational approach in terms of some variables. The study, in which quantitative research methods were employed, was conducted on 270 primary school teachers working in different cities in Kazakhstan. Lifelong learning dispositions and technological competence perception scales were used to collect the research data. According to the findings of the study, lifelong learning dispositions and technological competencies of primary school teachers were found to be at medium level. Lifelong learning dispositions and technological competencies of primary school teachers differ significantly according to gender and age variables. Finally, a significant and positive relationship was found between lifelong learning dispositions and technological competencies of primary school teachers.
{"title":"Investigation of Primary School Teachers' Lifelong Learning Dispositions and Technological Competencies","authors":"Maira Sapieva, Madina Tynybayeva, Zaida Zhumabaeva, G. Suleimenova, Serik Murzakulov","doi":"10.46328/ijemst.3522","DOIUrl":"https://doi.org/10.46328/ijemst.3522","url":null,"abstract":"It is thought that it is significant to investigate to what extent teachers have educational technology competencies, to what extent they can improve themselves and to what extent they have lifelong learning skills. In this context, lifelong learning dispositions and technological competencies of primary school teachers were examined in this study with a comparative and relational approach in terms of some variables. The study, in which quantitative research methods were employed, was conducted on 270 primary school teachers working in different cities in Kazakhstan. Lifelong learning dispositions and technological competence perception scales were used to collect the research data. According to the findings of the study, lifelong learning dispositions and technological competencies of primary school teachers were found to be at medium level. Lifelong learning dispositions and technological competencies of primary school teachers differ significantly according to gender and age variables. Finally, a significant and positive relationship was found between lifelong learning dispositions and technological competencies of primary school teachers.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"104 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75977574","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}
S. Nurgaliyeva, Zhanna Iztleuova, S. Maigeldiyeva, Zhanna Zhussupova, Gulbanu Saduakas, G. Omarova
This study aims to examine teachers' perceptions of technological efficacy and job satisfaction and the relationships between them from a holistic perspective according to teachers' views. Within the scope of the research, a study was conducted on 293 teachers selected from the central districts of Kyzylorda, Kazakhstan, by the convenience sampling method. "Technology Self-Efficacy" and "Minnesota Job Satisfaction" scales developed by Wang, Ertmer and Newby (1999) were used to measure teachers' self-efficacy perceptions towards technology. The study showed that teachers' internal job satisfaction was high, external job satisfaction, general job satisfaction, and technological competence perceptions were moderate. Teachers' job satisfaction varies according to gender and professional seniority. The internal job satisfaction of female teachers was found to be high; however, it was concluded that as professional seniority increased, external job satisfaction increased. In the study, it was concluded that teachers' perceptions of technological efficacy decrease with increasing seniority. In addition, male teachers' perceptions of technological efficacy were higher than their female colleagues. Finally, the study found significant relationships between teachers' technological competencies and job satisfaction.
{"title":"Examining the Relationships between Teachers' Job Satisfaction and Technological Competencies","authors":"S. Nurgaliyeva, Zhanna Iztleuova, S. Maigeldiyeva, Zhanna Zhussupova, Gulbanu Saduakas, G. Omarova","doi":"10.46328/ijemst.3375","DOIUrl":"https://doi.org/10.46328/ijemst.3375","url":null,"abstract":"This study aims to examine teachers' perceptions of technological efficacy and job satisfaction and the relationships between them from a holistic perspective according to teachers' views. Within the scope of the research, a study was conducted on 293 teachers selected from the central districts of Kyzylorda, Kazakhstan, by the convenience sampling method. \"Technology Self-Efficacy\" and \"Minnesota Job Satisfaction\" scales developed by Wang, Ertmer and Newby (1999) were used to measure teachers' self-efficacy perceptions towards technology. The study showed that teachers' internal job satisfaction was high, external job satisfaction, general job satisfaction, and technological competence perceptions were moderate. Teachers' job satisfaction varies according to gender and professional seniority. The internal job satisfaction of female teachers was found to be high; however, it was concluded that as professional seniority increased, external job satisfaction increased. In the study, it was concluded that teachers' perceptions of technological efficacy decrease with increasing seniority. In addition, male teachers' perceptions of technological efficacy were higher than their female colleagues. Finally, the study found significant relationships between teachers' technological competencies and job satisfaction.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87470227","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}
With the COVID-19 pandemic that has affected the whole world, the digitalization process has accelerated and the importance of stakeholders having online learning competencies in the learning-teaching process has increased. At the same time, the functioning of education and training globally has been affected by this process and courses in language and literature departments have had to be moved to digital platforms during the COVID-19 process. In this study, the competencies and attitudes of academics, teachers and students in the field of language towards online education after COVID-19 are examined with a comparative approach. In this context, with a cross-sectional approach, the study was conducted on lecturers, teachers and students working in the field of language in different cities of Kazakhstan. In the study, online education competencies and attitudes were analyzed with t-test according to gender variable and F-test according to status factor. According to the findings of the study, it was found that the participants' attitudes towards online education after COVID-19 were positive, while their competencies were at a medium level. Language field participants' attitudes towards online education did not differ according to gender and status factors. However, significant differences were found in terms of online education competence according to the gender and status of the participants.
{"title":"Investigating Competencies and Attitudes towards Online Education in Language Learning/Teaching after COVID-19","authors":"Kalbike Yessenova, Zhanalik Baltabayeva, A. Amirbekova, Aiman Koblanova, Zhanakul Sametova, Fariza Ismailova","doi":"10.46328/ijemst.3348","DOIUrl":"https://doi.org/10.46328/ijemst.3348","url":null,"abstract":"With the COVID-19 pandemic that has affected the whole world, the digitalization process has accelerated and the importance of stakeholders having online learning competencies in the learning-teaching process has increased. At the same time, the functioning of education and training globally has been affected by this process and courses in language and literature departments have had to be moved to digital platforms during the COVID-19 process. In this study, the competencies and attitudes of academics, teachers and students in the field of language towards online education after COVID-19 are examined with a comparative approach. In this context, with a cross-sectional approach, the study was conducted on lecturers, teachers and students working in the field of language in different cities of Kazakhstan. In the study, online education competencies and attitudes were analyzed with t-test according to gender variable and F-test according to status factor. According to the findings of the study, it was found that the participants' attitudes towards online education after COVID-19 were positive, while their competencies were at a medium level. Language field participants' attitudes towards online education did not differ according to gender and status factors. However, significant differences were found in terms of online education competence according to the gender and status of the participants.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83933376","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}
Galiyapanu Rezuanova, K. Bulatbayeva, M. Smagulova, Madina Tynybayeva, V. Schnaider, Alma Zhukenova
The purpose of this study is to examine the effect of computer-assisted instruction on the language achievement (Kazakh, English and Russian) and attitudes of university students who will work in general education schools in the future. In line with this purpose, pre-test post-test model with control group was applied in the study. The study group of the research consisted of 64 pre-service teacher university students studying at a university in Astana in the second year of the 2022-2023 academic year. There were 2 groups in the study, one experimental group (n=32) and the other control group (n=32). In the experimental group, computer-assisted instruction in a multimodal education environment and in the control group, traditional instruction was applied. Kazakh, Russian and English language achievement tests and attitude scale towards multilingual education were used to collect the research data. According to the findings of the study, it was found that the students who received computer-assisted instruction achieved higher Kazakh, Russian and English language proficiency compared to their peers who received traditional instruction. In addition, computer-assisted instruction positively affects students' attitudes towards multilingual education. The study sought to identify the risks and prospects for the development and expansion of trilingual education in the Republic of Kazakhstan. In this context, it was observed that the mother tongue outweighs the other languages learned.
{"title":"Supporting Multilingual Education with Computer Aided Instruction Applications","authors":"Galiyapanu Rezuanova, K. Bulatbayeva, M. Smagulova, Madina Tynybayeva, V. Schnaider, Alma Zhukenova","doi":"10.46328/ijemst.3445","DOIUrl":"https://doi.org/10.46328/ijemst.3445","url":null,"abstract":"The purpose of this study is to examine the effect of computer-assisted instruction on the language achievement (Kazakh, English and Russian) and attitudes of university students who will work in general education schools in the future. In line with this purpose, pre-test post-test model with control group was applied in the study. The study group of the research consisted of 64 pre-service teacher university students studying at a university in Astana in the second year of the 2022-2023 academic year. There were 2 groups in the study, one experimental group (n=32) and the other control group (n=32). In the experimental group, computer-assisted instruction in a multimodal education environment and in the control group, traditional instruction was applied. Kazakh, Russian and English language achievement tests and attitude scale towards multilingual education were used to collect the research data. According to the findings of the study, it was found that the students who received computer-assisted instruction achieved higher Kazakh, Russian and English language proficiency compared to their peers who received traditional instruction. In addition, computer-assisted instruction positively affects students' attitudes towards multilingual education. The study sought to identify the risks and prospects for the development and expansion of trilingual education in the Republic of Kazakhstan. In this context, it was observed that the mother tongue outweighs the other languages learned.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"150 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85784884","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}
Balzhan Kurebay, Seitenova Salima Saginovna, Inkar Khassanova, Aliya Kazetova, Svetlana Bayukanskaya, G. Mailybaeva
The aim of the study is to examine the relationships between primary school teachers' competencies and their use of internet resources. In this context, primary school teachers' purposes of using internet resources, the internet resources and platforms they use, participants' teaching efficacy and educational internet use self-efficacy were examined with a relational approach. In the study, 218 primary school teachers working in Almaty province were included in the study by disproportionate cluster sampling method. Internet use questionnaire, teacher efficacy scale and educational internet use self-efficacy scales were used to collect the data. According to the findings of the study, it was seen that a large proportion of primary school teachers use the Internet for 'accessing information, sharing academic information (homework, projects, etc.) and contributing to their personal and professional development. Kazakh teachers used resources such as "academic, research and educational sites", "web browsers (Google, Yandex, etc.)", "dictionary sites", "social networking sites (Facebook, MySpace, Friendfeed, Google plus, etc.)", "wikis" and "video and photo sharing sites" at high rates. In another finding of the study, it was found that primary school teachers' perceptions of teaching efficacy were at a high level, whereas their perceptions of Internet use self-efficacy were at a medium level. Participants' internet use self-efficacy perceptions show significant differences according to gender and age variables. Finally, significant relationships were found between teacher efficacy and internet use self-efficacy.
{"title":"Competence of Primary School Teachers in the Use of Internet Resources","authors":"Balzhan Kurebay, Seitenova Salima Saginovna, Inkar Khassanova, Aliya Kazetova, Svetlana Bayukanskaya, G. Mailybaeva","doi":"10.46328/ijemst.3466","DOIUrl":"https://doi.org/10.46328/ijemst.3466","url":null,"abstract":"The aim of the study is to examine the relationships between primary school teachers' competencies and their use of internet resources. In this context, primary school teachers' purposes of using internet resources, the internet resources and platforms they use, participants' teaching efficacy and educational internet use self-efficacy were examined with a relational approach. In the study, 218 primary school teachers working in Almaty province were included in the study by disproportionate cluster sampling method. Internet use questionnaire, teacher efficacy scale and educational internet use self-efficacy scales were used to collect the data. According to the findings of the study, it was seen that a large proportion of primary school teachers use the Internet for 'accessing information, sharing academic information (homework, projects, etc.) and contributing to their personal and professional development. Kazakh teachers used resources such as \"academic, research and educational sites\", \"web browsers (Google, Yandex, etc.)\", \"dictionary sites\", \"social networking sites (Facebook, MySpace, Friendfeed, Google plus, etc.)\", \"wikis\" and \"video and photo sharing sites\" at high rates. In another finding of the study, it was found that primary school teachers' perceptions of teaching efficacy were at a high level, whereas their perceptions of Internet use self-efficacy were at a medium level. Participants' internet use self-efficacy perceptions show significant differences according to gender and age variables. Finally, significant relationships were found between teacher efficacy and internet use self-efficacy.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75579871","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 the research is to analyze the technological addiction of middle and high school students in the context of swimming, by examining variables such as gender, school level, attitudes towards swimming, and participation in swimming. The study was carried out utilizing causal-comparative and correlational research methodologies. Study's target population comprises middle and high school students enrolled in Medan during the academic year of 2022-2023. The study's sample comprises 268 students, with 126 females and 146 males, who were selected from the population through convenience sampling. Technology Addiction Scale (TAS), Swimming Participation Scale (SPS) and Attitude Scale Towards Swimming (STS) were used as data collection tool. Study employed the independent samples t-test method to examine the potential differences in technology addiction, swimming attitude, and participation scores among students based on gender, school level, and regular sports participation variables. The study employed Pearson's moment product-moment correlation coefficient and regression analysis methods to examine the associations among students' technology dependence, swimming attitudes, and participation scores. According to the results, a significant difference was found between the technological addiction scores of the students who regularly do swimming and those who do not. Moreover, there wasn't significant difference between genders in swimming attitude and swimming participation scores. The higher levels of technological addiction observed among high school students compared to middle school students in the domains of instant messaging and overall technological addiction. The significant and negative relationships between attitude towards swimming, participation in swimming, and technological addiction emphasize the potential function of swimming as a protective factor against addictive behaviors
{"title":"Exploring the Interplay between Technology Addiction and Swimming Participation: Insights from Secondary and High School Students","authors":"S. Suprayitno, A. Sunarno, I. Saputra, A. Riza","doi":"10.46328/ijemst.3515","DOIUrl":"https://doi.org/10.46328/ijemst.3515","url":null,"abstract":"The aim of the research is to analyze the technological addiction of middle and high school students in the context of swimming, by examining variables such as gender, school level, attitudes towards swimming, and participation in swimming. The study was carried out utilizing causal-comparative and correlational research methodologies. Study's target population comprises middle and high school students enrolled in Medan during the academic year of 2022-2023. The study's sample comprises 268 students, with 126 females and 146 males, who were selected from the population through convenience sampling. Technology Addiction Scale (TAS), Swimming Participation Scale (SPS) and Attitude Scale Towards Swimming (STS) were used as data collection tool. Study employed the independent samples t-test method to examine the potential differences in technology addiction, swimming attitude, and participation scores among students based on gender, school level, and regular sports participation variables. The study employed Pearson's moment product-moment correlation coefficient and regression analysis methods to examine the associations among students' technology dependence, swimming attitudes, and participation scores. According to the results, a significant difference was found between the technological addiction scores of the students who regularly do swimming and those who do not. Moreover, there wasn't significant difference between genders in swimming attitude and swimming participation scores. The higher levels of technological addiction observed among high school students compared to middle school students in the domains of instant messaging and overall technological addiction. The significant and negative relationships between attitude towards swimming, participation in swimming, and technological addiction emphasize the potential function of swimming as a protective factor against addictive behaviors","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86875630","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 study aimed to identify the reality of the employment of educational electronic games from the point of view of elementary school teachers in the Kingdom of Saudi Arabia. The researchers used the descriptive approach; a questionnaire was used to collect the data needed for the research after verifying its validity and reliability. The study population consisted of 649 elementary school teachers in Al-Khobar. The study results concluded that most teachers agreed on employing educational electronic games to a large extent. The results also revealed that female teachers face obstacles to the employment of educational electronic games to a moderate degree. In addition, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the experience variable for the least experience; however, it did not affect the obstacles to the employment of educational electronic games in the educational process. Besides, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the qualification variable and came in favor of masters; nevertheless, it did not affect the responses to the obstacles to employing educational electronic games in the educational process. Finally, no statistically significant differences existed in the degree of the employment of educational electronic games in the educational process and their obstacles attributed to the educational stage. In light of the study results, the researchers recommend holding training courses and workshops to educate elementary school teachers about activating educational electronic games in education. Also, female teachers should be encouraged to use educational electronic games, and the administrative work entrusted to them must be reduced. Besides, the school's infrastructure must be improved by providing quick internet services and adequate computers. Finally, students must be redistributed to the classrooms in proportion to the school's capabilities
{"title":"The Reality of Applying Educational Electronic Games from Elementary School Teachers’ Viewpoint","authors":"Amani Hashim Alzubaidi, Nouf Arrak Alanazi, Najla Turki Alwahbi","doi":"10.46328/ijemst.3526","DOIUrl":"https://doi.org/10.46328/ijemst.3526","url":null,"abstract":"The study aimed to identify the reality of the employment of educational electronic games from the point of view of elementary school teachers in the Kingdom of Saudi Arabia. The researchers used the descriptive approach; a questionnaire was used to collect the data needed for the research after verifying its validity and reliability. The study population consisted of 649 elementary school teachers in Al-Khobar. The study results concluded that most teachers agreed on employing educational electronic games to a large extent. The results also revealed that female teachers face obstacles to the employment of educational electronic games to a moderate degree. In addition, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the experience variable for the least experience; however, it did not affect the obstacles to the employment of educational electronic games in the educational process. Besides, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the qualification variable and came in favor of masters; nevertheless, it did not affect the responses to the obstacles to employing educational electronic games in the educational process. Finally, no statistically significant differences existed in the degree of the employment of educational electronic games in the educational process and their obstacles attributed to the educational stage. In light of the study results, the researchers recommend holding training courses and workshops to educate elementary school teachers about activating educational electronic games in education. Also, female teachers should be encouraged to use educational electronic games, and the administrative work entrusted to them must be reduced. Besides, the school's infrastructure must be improved by providing quick internet services and adequate computers. Finally, students must be redistributed to the classrooms in proportion to the school's capabilities","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84175850","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}
Lack of awareness about the interconnections between Science, Technology, and Society and students' dislike of studying science have led to many environmental and social problems. During the COVID-19 Pandemic, students experienced difficulties accessing educational resources and demanded new programs to support their academic science experiences. Thisstudy designed a science outreach program, a video project competition using a science, technology, and society (STS) learning approach and exploredits effects on 13 randomly selected students (Grades 4-11). This video projectemployed three foundational theories—identityformation,attitudes toward science, and growth mindset—toincreasestudents’affinitiesinscience and assess the program's effects.Pre-and post-survey data showed that the video project using the STS approach did not have statistically meaningful effects on the participants who had high achievement in STEM areas. However, their interviews suggested that this study helped to sustain and increase their affinities and science learning even during the Pandemic by involving them in the learning process, understanding Science and Technology in our society, and making decisions for society's future.
{"title":"Promoting Science Affinities through a Video Project in a Science, Technology, and Society (STS) Learning Approach","authors":"Jiyoon Yoon, Amanda Olsen","doi":"10.46328/ijemst.3049","DOIUrl":"https://doi.org/10.46328/ijemst.3049","url":null,"abstract":"Lack of awareness about the interconnections between Science, Technology, and Society and students' dislike of studying science have led to many environmental and social problems. During the COVID-19 Pandemic, students experienced difficulties accessing educational resources and demanded new programs to support their academic science experiences. Thisstudy designed a science outreach program, a video project competition using a science, technology, and society (STS) learning approach and exploredits effects on 13 randomly selected students (Grades 4-11). This video projectemployed three foundational theories—identityformation,attitudes toward science, and growth mindset—toincreasestudents’affinitiesinscience and assess the program's effects.Pre-and post-survey data showed that the video project using the STS approach did not have statistically meaningful effects on the participants who had high achievement in STEM areas. However, their interviews suggested that this study helped to sustain and increase their affinities and science learning even during the Pandemic by involving them in the learning process, understanding Science and Technology in our society, and making decisions for society's future. ","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"44 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81623324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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