I. K. Rahman, Noneng Siti Rosidah, Tya Amiratul Faizah, Rizka Nur Hamidah
This study aims to examine the relationship between personality traits and innovation skills among students in the Faculty of Islamic Sciences in Indonesia. Personal information form, Five Factor Personality Scale and Innovation Skills Scale were used as data collection tools. According to results it can be stated that there are significant relationships between the personality traits and innovation skills of students in the Faculty of Islamic Sciences. Agreeableness and self-discipline dimensions are prominent factors in students' personality structures that support their innovation skills. Differences were observed in terms of gender and age variables at students. The higher self-discipline and neuroticism-based personality traits of female students determined. In terms of innovation skills, significant differences were found among students in the Faculty of Islamic Sciences based on their gender. It was determined that male students have a significantly higher perception of innovation skills. It was found that newly enrolled students (18-20 age group) have higher neuroticism traits compared to their older peers. Regarding the educational level variable, analyses showed no significant differences in the sub-dimensions of neuroticism, self-discipline, agreeableness, and openness to experience based on the educational level. In addition, results indicate that all personality traits show a significant relationship with innovation skills. While there is an inverse relationship between neuroticism and innovation skills, the other personality dimensions (extraversion, agreeableness, conscientiousness, and openness to experience) exhibit a positive relationship. These results indicate the need for educational programs and support services to be designed to enhance students' personality traits and innovation skills. Additionally, considering demographic factors such as gender and age is important to understand students' individual differences and needs.
{"title":"An Investigation of the Five Factor Personality Traits and Innovation Skills of Students in Theology Education","authors":"I. K. Rahman, Noneng Siti Rosidah, Tya Amiratul Faizah, Rizka Nur Hamidah","doi":"10.46328/ijemst.3512","DOIUrl":"https://doi.org/10.46328/ijemst.3512","url":null,"abstract":"This study aims to examine the relationship between personality traits and innovation skills among students in the Faculty of Islamic Sciences in Indonesia. Personal information form, Five Factor Personality Scale and Innovation Skills Scale were used as data collection tools. According to results it can be stated that there are significant relationships between the personality traits and innovation skills of students in the Faculty of Islamic Sciences. Agreeableness and self-discipline dimensions are prominent factors in students' personality structures that support their innovation skills. Differences were observed in terms of gender and age variables at students. The higher self-discipline and neuroticism-based personality traits of female students determined. In terms of innovation skills, significant differences were found among students in the Faculty of Islamic Sciences based on their gender. It was determined that male students have a significantly higher perception of innovation skills. It was found that newly enrolled students (18-20 age group) have higher neuroticism traits compared to their older peers. Regarding the educational level variable, analyses showed no significant differences in the sub-dimensions of neuroticism, self-discipline, agreeableness, and openness to experience based on the educational level. In addition, results indicate that all personality traits show a significant relationship with innovation skills. While there is an inverse relationship between neuroticism and innovation skills, the other personality dimensions (extraversion, agreeableness, conscientiousness, and openness to experience) exhibit a positive relationship. These results indicate the need for educational programs and support services to be designed to enhance students' personality traits and innovation skills. Additionally, considering demographic factors such as gender and age is important to understand students' individual differences and needs.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81457614","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}
Majed Numan AlKhudari, Khaled Mohsen, Ashraf Almanaseer, Mohammed O. Abu-Rahme
This study aims to identify the use of social networking sites by Jordanian university students to spread health awareness about the dangers of drugs. This study followed the descriptive analytical approach, and a questionnaire was developed to match the study dimensions. The study population consisted of students from the University of Jordan, who were randomly selected (600 males and females). The study showed a significant effect of the University of Jordan students' use of social networking sites in spreading awareness about the danger of drugs. Also, there was a statistically significant difference at α = 0.05 for the Jordanian university students' use of social networking sites in spreading awareness about drug dangers. In addition, there were differences in the respondents' answers to the questionnaire due to the gender variable in favor of males. Furthermore, the results showed no differences according to the school year variable. In light of the current results, the study confirms the need to use social media to spread health awareness about the dangers of drugs, especially among students, because of the great damage to their health and society. Especially, university students are the educated group in society, and they have the role of educating others, not drug addiction
{"title":"University Students’ Use of Social Networking Sites to Spread Health Awareness","authors":"Majed Numan AlKhudari, Khaled Mohsen, Ashraf Almanaseer, Mohammed O. Abu-Rahme","doi":"10.46328/ijemst.3492","DOIUrl":"https://doi.org/10.46328/ijemst.3492","url":null,"abstract":"This study aims to identify the use of social networking sites by Jordanian university students to spread health awareness about the dangers of drugs. This study followed the descriptive analytical approach, and a questionnaire was developed to match the study dimensions. The study population consisted of students from the University of Jordan, who were randomly selected (600 males and females). The study showed a significant effect of the University of Jordan students' use of social networking sites in spreading awareness about the danger of drugs. Also, there was a statistically significant difference at α = 0.05 for the Jordanian university students' use of social networking sites in spreading awareness about drug dangers. In addition, there were differences in the respondents' answers to the questionnaire due to the gender variable in favor of males. Furthermore, the results showed no differences according to the school year variable. In light of the current results, the study confirms the need to use social media to spread health awareness about the dangers of drugs, especially among students, because of the great damage to their health and society. Especially, university students are the educated group in society, and they have the role of educating others, not drug addiction","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77604272","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}
B. Rakhmetova, Aibek Kaliyev, Aisaule Duisebekova, Z.Sh. Koldasbaeva, Zaure Galymzhanova
In this study, the effects of constructivist learning and computer-assisted instruction on the achievement and attitudes of high school 2nd grade students in learning folk literature unit were examined by comparing with traditional teaching methods. The sample of the study consisted of 60 high school 2nd grade students studying in a high school in Arkalyk, Kazakhstan. The folk literature unit was taught by using constructivist learning and computer assisted instruction method in the experimental group, while traditional teaching methods were used in the control group. Constructivist teaching was organized according to the 5E model and associated with computer assisted instruction. The experimental applications of the research lasted 7 weeks. Folk literature achievement test and attitude scale towards folk literature were used to collect the data. As a result of the study, it was found that the students who studied with constructivist learning and computer-assisted instruction method achieved higher achievement levels in learning the folk literature unit compared to the students who studied with traditional teaching methods. The study also found out that constructivist learning and computer-assisted instruction practices significantly increased students' attitudes towards folk literature subjects.
{"title":"Effects of Folklore Teaching with Constructivist and Computer-Assisted Teaching Method","authors":"B. Rakhmetova, Aibek Kaliyev, Aisaule Duisebekova, Z.Sh. Koldasbaeva, Zaure Galymzhanova","doi":"10.46328/ijemst.3523","DOIUrl":"https://doi.org/10.46328/ijemst.3523","url":null,"abstract":"In this study, the effects of constructivist learning and computer-assisted instruction on the achievement and attitudes of high school 2nd grade students in learning folk literature unit were examined by comparing with traditional teaching methods. The sample of the study consisted of 60 high school 2nd grade students studying in a high school in Arkalyk, Kazakhstan. The folk literature unit was taught by using constructivist learning and computer assisted instruction method in the experimental group, while traditional teaching methods were used in the control group. Constructivist teaching was organized according to the 5E model and associated with computer assisted instruction. The experimental applications of the research lasted 7 weeks. Folk literature achievement test and attitude scale towards folk literature were used to collect the data. As a result of the study, it was found that the students who studied with constructivist learning and computer-assisted instruction method achieved higher achievement levels in learning the folk literature unit compared to the students who studied with traditional teaching methods. The study also found out that constructivist learning and computer-assisted instruction practices significantly increased students' attitudes towards folk literature subjects.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86808832","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}
Environmental awareness has become an urgent and indispensable necessity to protect the environment from risks and threats. Therefore, this study aimed to reveal the effectiveness of using cartoons in developing awareness of protecting the environment from pollution among students with learning disabilities. The study adopted the true experimental method by taking a simple random sample consisting of 33 students with learning disabilities in the elementary stage in the age group (9-12) years in Najran region in the Kingdom of Saudi Arabia. The researchers prepared an attitude test, consisting of ten multiple-choice questions to measure the study sample's awareness of protecting the environment from pollution. The test was applied before and after the treatment on the control and experimental groups. Also, it was applied as a delayed test on the experimental group only. The results showed statistically significant differences in the post-test of awareness of environmental protection from pollution for the experimental group who studied using cartoons. In addition, there were no statistically significant differences between the post and delayed test of the scores of the experimental group on the environmental protection awareness test from pollution. The study recommended urging teachers of learning disabilities to use cartoons to deepen environmental knowledge among students with learning disabilities. Also, students with learning disabilities should be motivated to contribute and participate individually and collectively in protecting the environment, preserving its resources, and reducing potential environmental risks from environmentally unsound behaviors. Finally, the study suggests conducting more future studies examining the effectiveness of cartoons in developing different environmental education concepts.
{"title":"The Use of Cartoons in Developing Awareness of Environmental Protection from Pollution among Students with Learning Disabilities","authors":"B. Hamadneh, T. Alqarni","doi":"10.46328/ijemst.3520","DOIUrl":"https://doi.org/10.46328/ijemst.3520","url":null,"abstract":"Environmental awareness has become an urgent and indispensable necessity to protect the environment from risks and threats. Therefore, this study aimed to reveal the effectiveness of using cartoons in developing awareness of protecting the environment from pollution among students with learning disabilities. The study adopted the true experimental method by taking a simple random sample consisting of 33 students with learning disabilities in the elementary stage in the age group (9-12) years in Najran region in the Kingdom of Saudi Arabia. The researchers prepared an attitude test, consisting of ten multiple-choice questions to measure the study sample's awareness of protecting the environment from pollution. The test was applied before and after the treatment on the control and experimental groups. Also, it was applied as a delayed test on the experimental group only. The results showed statistically significant differences in the post-test of awareness of environmental protection from pollution for the experimental group who studied using cartoons. In addition, there were no statistically significant differences between the post and delayed test of the scores of the experimental group on the environmental protection awareness test from pollution. The study recommended urging teachers of learning disabilities to use cartoons to deepen environmental knowledge among students with learning disabilities. Also, students with learning disabilities should be motivated to contribute and participate individually and collectively in protecting the environment, preserving its resources, and reducing potential environmental risks from environmentally unsound behaviors. Finally, the study suggests conducting more future studies examining the effectiveness of cartoons in developing different environmental education concepts.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89358504","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 create a bibliometric map of studies on learning analytics. In this research, the bibliometric mapping technique was used from an international perspective to evaluate trends in learning analytics research by describing the factors of author, publication, keyword, journal, country, and citation. Most of the research on the subject has been published in the Journal of Learning Analytics. The results show that Gasevic D. is the most relevant author. Open University is the most relevant university. The USA has the most publications, co-authored publications, single national publications, and cited articles overall. The terms "learning," "higher education," and "analytics" are frequently used keywords. As a result of the thematic mapping analysis of the keywords, the themes in the Q1 area were learning analytics and education concepts. It has been seen that the concepts of learning analytics, analytics, and performance are at the center of the created co-occurrence network diagram.
{"title":"An Examination of the Studies on Learning Analytics: A Bibliometric Mapping Analysis","authors":"Abdullatif Kaban","doi":"10.46328/ijtes.477","DOIUrl":"https://doi.org/10.46328/ijtes.477","url":null,"abstract":"This research aims to create a bibliometric map of studies on learning analytics. In this research, the bibliometric mapping technique was used from an international perspective to evaluate trends in learning analytics research by describing the factors of author, publication, keyword, journal, country, and citation. Most of the research on the subject has been published in the Journal of Learning Analytics. The results show that Gasevic D. is the most relevant author. Open University is the most relevant university. The USA has the most publications, co-authored publications, single national publications, and cited articles overall. The terms \"learning,\" \"higher education,\" and \"analytics\" are frequently used keywords. As a result of the thematic mapping analysis of the keywords, the themes in the Q1 area were learning analytics and education concepts. It has been seen that the concepts of learning analytics, analytics, and performance are at the center of the created co-occurrence network diagram.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83603295","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 examine the digital footprint awareness of students while surfing on cyberbullying, cyber security and social networks with demographic data such as class, school, gender, internet usage level. This research was carried out using a descriptive survey model. The study group of the research consisted of 467 volunteer students studying at Anatolian and vocational high schools in Çorum. Research data were collected using the Digital Footprint Awareness Scale for Secondary School Students, Personal Cyber Security Scale, and Cyberbullying Scales for High School Students. The obtained data were analyzed using arithmetic mean, standard deviation, ANOVA, MANOVA, and logistic regression analysis. Because of this research, vocational high school students exhibit more cyberbullying behavior than Anatolian high school students, female students exhibit less cyberbullying behavior than male students, cyberbullying behavior increases as the time spent on the internet increases, and there is no difference according to classes. When the cyber security levels are examined, it is seen that there is no difference according to gender, internet usage level, and classes, but it differs according to the type of school and the Anatolian high school students have higher cyber security levels than the vocational high school students.
{"title":"Cyberbullying, Digital Footprint, and Cyber Security Awareness Levels of Secondary School Students","authors":"Sibel Subasi, Ozgen Korkmaz, R. Çakır","doi":"10.46328/ijtes.471","DOIUrl":"https://doi.org/10.46328/ijtes.471","url":null,"abstract":"The aim of this study is to examine the digital footprint awareness of students while surfing on cyberbullying, cyber security and social networks with demographic data such as class, school, gender, internet usage level. This research was carried out using a descriptive survey model. The study group of the research consisted of 467 volunteer students studying at Anatolian and vocational high schools in Çorum. Research data were collected using the Digital Footprint Awareness Scale for Secondary School Students, Personal Cyber Security Scale, and Cyberbullying Scales for High School Students. The obtained data were analyzed using arithmetic mean, standard deviation, ANOVA, MANOVA, and logistic regression analysis. Because of this research, vocational high school students exhibit more cyberbullying behavior than Anatolian high school students, female students exhibit less cyberbullying behavior than male students, cyberbullying behavior increases as the time spent on the internet increases, and there is no difference according to classes. When the cyber security levels are examined, it is seen that there is no difference according to gender, internet usage level, and classes, but it differs according to the type of school and the Anatolian high school students have higher cyber security levels than the vocational high school students.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88187376","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 examines how primary teachers developed online education and how parents helped their kids learn from home during the COVID-19 pandemic. To investigate the experiences and subjective perceptions of online classrooms, we used semi-structured online interviews with teachers, parents, and students. The data gathered through the observation of online classes crystalized the interview data. The results of this study showed that teachers struggled to handle online learning due to their insufficient information and communication technology (ICT) knowledge and skills, unstable internet, and a lack of administrative support. Students' engagement in interactivities rose as a result of teachers' ongoing efforts to improve their online pedagogies. Because of the teachers' efforts to administer online classes during the pandemic, students were able to continue their learning at home. To ensure that everyone receives an equal education, online learning is a viable alternative to traditional classroom settings.
{"title":"Teachers’ Capability, Students’ Motivation and Parents’ Support in Online Learning","authors":"Usha Kaphle, Karna Rana","doi":"10.46328/ijtes.442","DOIUrl":"https://doi.org/10.46328/ijtes.442","url":null,"abstract":"This study examines how primary teachers developed online education and how parents helped their kids learn from home during the COVID-19 pandemic. To investigate the experiences and subjective perceptions of online classrooms, we used semi-structured online interviews with teachers, parents, and students. The data gathered through the observation of online classes crystalized the interview data. The results of this study showed that teachers struggled to handle online learning due to their insufficient information and communication technology (ICT) knowledge and skills, unstable internet, and a lack of administrative support. Students' engagement in interactivities rose as a result of teachers' ongoing efforts to improve their online pedagogies. Because of the teachers' efforts to administer online classes during the pandemic, students were able to continue their learning at home. To ensure that everyone receives an equal education, online learning is a viable alternative to traditional classroom settings.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77709406","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 purpose of this study is to analyze the mental model of improvement and changes on light wave concepts with Conceptual Change based on Virtual Media (CC-VM) x POE strategy. The method used is mixed methods with embedded design. The sample consisted of 30 students (with an age range of 16-17 years) in one of the schools in Subang, Indonesia. The instrument used is 15 questions with a four-tier format, which consists of the concepts of Light Waves. Data analysis was carried out by entering students' answers in the mental change category (Acceptable Change (AC), No Change Positive (NCP), No Change Negative (NCN), and Not Acceptable Change (NAC)), then calculations to improve the mental model with the equation Normal Change c (with high, moderate, low, and negative categories). Meanwhile, the change in the mental model is identified by a percentage for each change. As a result, the increase in mental models is dominated by the "moderate" category (65%) and the lowest is the "high" category (15%). The category of mental changes was dominated by AC (74%) and the category of the least changes was found in NCP (3%).
本研究的目的是分析基于虚拟媒体(CC-VM) x POE策略的概念变化对光波概念的改进和变化的心理模型。该方法采用了嵌入式设计的混合方法。样本包括印度尼西亚苏邦一所学校的30名学生(年龄在16-17岁之间)。使用的工具是15个问题，四层格式，由光波的概念组成。通过将学生的答案输入心理变化类别(可接受的变化(AC)，无变化积极(NCP)，无变化消极(NCN)和不可接受的变化(NAC))进行数据分析，然后计算改善心理模型的方程正常变化c(高，中，低，负类别)。同时，心智模型的变化是通过每个变化的百分比来确定的。因此，心智模式的增加以“中等”类别(65%)为主，最低的是“高”类别(15%)。心理变化类别以AC(74%)为主，NCP变化最少(3%)。
{"title":"Conceptual Change based on Virtual Media (CC-VM) versus POE Strategy: Analysis of Mental Model Improvement and Changes on Light Wave Concepts","authors":"A. Samsudin","doi":"10.46328/ijtes.449","DOIUrl":"https://doi.org/10.46328/ijtes.449","url":null,"abstract":"The purpose of this study is to analyze the mental model of improvement and changes on light wave concepts with Conceptual Change based on Virtual Media (CC-VM) x POE strategy. The method used is mixed methods with embedded design. The sample consisted of 30 students (with an age range of 16-17 years) in one of the schools in Subang, Indonesia. The instrument used is 15 questions with a four-tier format, which consists of the concepts of Light Waves. Data analysis was carried out by entering students' answers in the mental change category (Acceptable Change (AC), No Change Positive (NCP), No Change Negative (NCN), and Not Acceptable Change (NAC)), then calculations to improve the mental model with the equation Normal Change c (with high, moderate, low, and negative categories). Meanwhile, the change in the mental model is identified by a percentage for each change. As a result, the increase in mental models is dominated by the \"moderate\" category (65%) and the lowest is the \"high\" category (15%). The category of mental changes was dominated by AC (74%) and the category of the least changes was found in NCP (3%).","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76271393","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 exploratory mixed data study investigated the role of technology in adult migrant language and late literacy education in Finland. In addition to an online pre-pandemic survey targeted at Finnish language and literacy teachers, four in-service teachers were interviewed during the COVID-19 pandemic in late 2020. With means of qualitative content analysis an account of teachers’ individual experiences and views of technology-equipped language and literacy learning was generated. Problematic issues were the use of devices for educational purposes, lacking user experience, inadequate provision of suitable devices, IT courses, and insufficient support for learners and teachers, causing inequality. Teachers reported of various ways to ensure and enable device access and learning opportunities, resulting particularly during pandemic times in high workloads. The emergency remote teaching circumstances during this global health crisis posed an enormous additional challenge for teachers and students. Findings raise questions about the pedagogical cost of the pandemic for adult migrant literacy education in Finland and call for discussions on post-pandemic changes on a national and international level.
{"title":"Technology-enhanced or Technology-exhausted Learning in Adult Migrant Literacy Education in Finland: Exploring Teachers’ Experiences and Views in Pre-pandemic and Pandemic Times","authors":"Eva Malessa","doi":"10.46328/ijtes.437","DOIUrl":"https://doi.org/10.46328/ijtes.437","url":null,"abstract":"This exploratory mixed data study investigated the role of technology in adult migrant language and late literacy education in Finland. In addition to an online pre-pandemic survey targeted at Finnish language and literacy teachers, four in-service teachers were interviewed during the COVID-19 pandemic in late 2020. With means of qualitative content analysis an account of teachers’ individual experiences and views of technology-equipped language and literacy learning was generated. Problematic issues were the use of devices for educational purposes, lacking user experience, inadequate provision of suitable devices, IT courses, and insufficient support for learners and teachers, causing inequality. Teachers reported of various ways to ensure and enable device access and learning opportunities, resulting particularly during pandemic times in high workloads. The emergency remote teaching circumstances during this global health crisis posed an enormous additional challenge for teachers and students. Findings raise questions about the pedagogical cost of the pandemic for adult migrant literacy education in Finland and call for discussions on post-pandemic changes on a national and international level.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74308486","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 COVID-19 pandemic profoundly impacted the methods of instruction for K-12 and higher education institutions around the world. Schools and families were challenged to adapt to online-based modes of instruction with minimal preparation. This study examined the importance of the learning environment and commitment to assignments as predictors of the academic performance of junior high students during the COVID-19 pandemic. We obtained data from 328 seventh through ninth grade students enrolled in an urban school district in the Delta region of Arkansas. Students used the same online learning platform, Lincoln Learning Solutions, receiving instruction in virtual, mixed, or on-site learning environments. We examined the total time spent in each course, overall assignment completion, and average grades for science, mathematics, and ELA. Our results show that when we considered only the learning environment, students in the on-site environment consistently outperformed their peers in the virtual learning environment across all subjects and grade levels, except for mathematics at the eighth-grade level. However, when we also considered students’ online assignment behaviors (time spent working on assignments, and number of assignments completed), there was a significant improvement in the prediction of academic performance for mathematics in the seventh and ninth grade, for science at the eighth-grade level, and for ELA at the ninth-grade level.
{"title":"Learning Environment and Online Assignment Behaviors as Predictors of the Academic Performance of Low Socioeconomic Status (SES) Junior High Students","authors":"Kendall D. Naceanceno, Usenime M. Akpanudo","doi":"10.46328/ijtes.445","DOIUrl":"https://doi.org/10.46328/ijtes.445","url":null,"abstract":"The COVID-19 pandemic profoundly impacted the methods of instruction for K-12 and higher education institutions around the world. Schools and families were challenged to adapt to online-based modes of instruction with minimal preparation. This study examined the importance of the learning environment and commitment to assignments as predictors of the academic performance of junior high students during the COVID-19 pandemic. We obtained data from 328 seventh through ninth grade students enrolled in an urban school district in the Delta region of Arkansas. Students used the same online learning platform, Lincoln Learning Solutions, receiving instruction in virtual, mixed, or on-site learning environments. We examined the total time spent in each course, overall assignment completion, and average grades for science, mathematics, and ELA. Our results show that when we considered only the learning environment, students in the on-site environment consistently outperformed their peers in the virtual learning environment across all subjects and grade levels, except for mathematics at the eighth-grade level. However, when we also considered students’ online assignment behaviors (time spent working on assignments, and number of assignments completed), there was a significant improvement in the prediction of academic performance for mathematics in the seventh and ninth grade, for science at the eighth-grade level, and for ELA at the ninth-grade level.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79274635","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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