Frank Enoruomwanse Guobadia, Godspower Osaretin Ekuobase
The socioeconomic vulnerability of youths in developing economies is a challenge that can be mitigated by quality education and digital learning skills. However, it is increasingly demanding for developing economies still struggling with universal access to preadult education to provide their youths with quality education. Mitigating this challenge, therefore, will require a social reengineering of the educational system of developing economies. Critical to this, reengineering is a comprehensive appraisal of their educational system’s support for digital learning. We set two objectives for this study: (i) examine the digital learning culture (DLC) of secondary education in Nigeria—a typical developing economy and (ii) estimate the digital learning culture index (DLCI) of secondary education in readiness for a lifelong learning skill among the Nigerian youths. Data were collected using the questionnaire survey and the stratified random sampling technique. A total of 2,107 students’ questionnaire feedback and 666 secondary schoolteachers’ questionnaire feedback at all secondary education levels across communities in the six geopolitical zones of Nigeria were analyzed. The DLCI of secondary education in Nigeria has been estimated to be 0.21. The results revealed two key findings: (1) evidence of sharp divides in DLC of secondary education among the communities in Nigeria and (2) statistical evidence that secondary education in the North-East zone of Nigeria has a higher DLCI than all other zones in the country except for the South-East zone.
{"title":"An Estimation of Digital Learning Culture Index of Secondary Education in Nigeria","authors":"Frank Enoruomwanse Guobadia, Godspower Osaretin Ekuobase","doi":"10.1155/2024/6671155","DOIUrl":"https://doi.org/10.1155/2024/6671155","url":null,"abstract":"The socioeconomic vulnerability of youths in developing economies is a challenge that can be mitigated by quality education and digital learning skills. However, it is increasingly demanding for developing economies still struggling with universal access to preadult education to provide their youths with quality education. Mitigating this challenge, therefore, will require a social reengineering of the educational system of developing economies. Critical to this, reengineering is a comprehensive appraisal of their educational system’s support for digital learning. We set two objectives for this study: (i) examine the digital learning culture (DLC) of secondary education in Nigeria—a typical developing economy and (ii) estimate the digital learning culture index (DLCI) of secondary education in readiness for a lifelong learning skill among the Nigerian youths. Data were collected using the questionnaire survey and the stratified random sampling technique. A total of 2,107 students’ questionnaire feedback and 666 secondary schoolteachers’ questionnaire feedback at all secondary education levels across communities in the six geopolitical zones of Nigeria were analyzed. The DLCI of secondary education in Nigeria has been estimated to be 0.21. The results revealed two key findings: (1) evidence of sharp divides in DLC of secondary education among the communities in Nigeria and (2) statistical evidence that secondary education in the North-East zone of Nigeria has a higher DLCI than all other zones in the country except for the South-East zone.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139646581","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}
Understanding how individual, school, and social factors interact to shape students’ academic achievement gives a better insight into the relative effects of these factors in the presence of other variables. The current study (N = 604) utilized a mediation model to examine the mediation role of two dimensions of students’ self-concept (academic and social) in the relationships between teaching and parenting styles and students’ Mathematics achievement. The researchers used a non-Western sample of middle school Omani students. Direct significant effects were found for permissive mothers, permissive teachers, and Mathematics self-concept on students’ Mathematics achievement. Mothers’ parenting styles’ effects were more pronounced than fathers’ styles on children’s self-concept and Mathematics achievement. All three teaching styles significantly predicted Mathematics achievement directly or indirectly through self-concept. Mathematics self-concept acted as a mediator in this model while social self-concept did not. The findings are discussed within a cultural context.
{"title":"Predicting Students’ Academic Achievement through Teaching and Parenting Styles: Self-Concept as a Mediator","authors":"Marwa Nasser Alrajhi, Said Suliman Aldhafri","doi":"10.1155/2024/9614992","DOIUrl":"https://doi.org/10.1155/2024/9614992","url":null,"abstract":"Understanding how individual, school, and social factors interact to shape students’ academic achievement gives a better insight into the relative effects of these factors in the presence of other variables. The current study (<i>N</i> = 604) utilized a mediation model to examine the mediation role of two dimensions of students’ self-concept (academic and social) in the relationships between teaching and parenting styles and students’ Mathematics achievement. The researchers used a non-Western sample of middle school Omani students. Direct significant effects were found for permissive mothers, permissive teachers, and Mathematics self-concept on students’ Mathematics achievement. Mothers’ parenting styles’ effects were more pronounced than fathers’ styles on children’s self-concept and Mathematics achievement. All three teaching styles significantly predicted Mathematics achievement directly or indirectly through self-concept. Mathematics self-concept acted as a mediator in this model while social self-concept did not. The findings are discussed within a cultural context.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139580439","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}
Politeness and impoliteness strategies create a vital social practice in our daily and professional interactions. Being once an issue in the code of conduct protocols, (im)politeness nowadays marks an interdisciplinary scientific field. Regarding this importance, this study explored the politeness and impoliteness strategies used in changing direct speech to indirect speech among male and female Persian speakers. Eighty Iranian Persian speakers (36 males and 44 females) were given a discourse completion task. Brown and Levinson’s taxonomy of politeness strategies and Culpeper’s impoliteness taxonomy were used to analyze the sample. The findings revealed that the propositional content of a direct speech was maintained in the indirect speech in Persian with different attitudinal manners. The results also demonstrated a significant difference between the male and female participants in terms of impoliteness indirect strategies; however, there was no significant difference between them on the output strategies. Additionally, the results revealed that the most frequent politeness strategies used by Persian speakers included positive politeness, negative politeness, off-record, and bold on-record, respectively. The implications of the current research may lead to a deeper and greater understanding of the role of politeness strategies applied in language learning and teaching in EFL contexts.
{"title":"Exploring (Im)Politeness Strategies in Indirect Reports in Persian across Genders","authors":"Iman Nikpoo, Hamid Allami","doi":"10.1155/2024/4642380","DOIUrl":"https://doi.org/10.1155/2024/4642380","url":null,"abstract":"Politeness and impoliteness strategies create a vital social practice in our daily and professional interactions. Being once an issue in the code of conduct protocols, (im)politeness nowadays marks an interdisciplinary scientific field. Regarding this importance, this study explored the politeness and impoliteness strategies used in changing direct speech to indirect speech among male and female Persian speakers. Eighty Iranian Persian speakers (36 males and 44 females) were given a discourse completion task. Brown and Levinson’s taxonomy of politeness strategies and Culpeper’s impoliteness taxonomy were used to analyze the sample. The findings revealed that the propositional content of a direct speech was maintained in the indirect speech in Persian with different attitudinal manners. The results also demonstrated a significant difference between the male and female participants in terms of impoliteness indirect strategies; however, there was no significant difference between them on the output strategies. Additionally, the results revealed that the most frequent politeness strategies used by Persian speakers included positive politeness, negative politeness, off-record, and bold on-record, respectively. The implications of the current research may lead to a deeper and greater understanding of the role of politeness strategies applied in language learning and teaching in EFL contexts.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515085","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}
Background. Research has suggested that exposure to reading can act positively on vocabulary development and other cognitive skills required in the early-school years. This paper presents the results of a quasi-experimental study that analyses the relationship between exposure to reading aloud to children and the development of basic cognitive skills, which are essential from the first days of school for the acquisition of all subsequent learning. This research has two objectives: first, to highlight the benefits of reading aloud in the first years of schooling, with particular reference to cognitive skills; second, to propose the Cognitive Assessment System Second Edition (CAS-2) as an instrument able to monitor and quantify the cognitive effects of this practice. Methods. This research involved a sample of 152 children from primary schools in Italy. After thorough teacher training on the proposed method of reading aloud, the teachers undertook daily reading training for approximately 3 months. The children in the experimental and control groups underwent ex ante and ex post individual administration of the CAS-2 test. A mixed model with a 2 × 2 design was used to verify the effect of the training. Results. With regard to the first aim, this study confirmed the hypotheses by highlighting the benefits of reading aloud training. The results on the Full CAS-2 Scale show significant increases in the experimental group compared to the control group. Furthermore, the improvement of the experimental group is evident in all the sub-dimensions investigated (Planning, Attention, Simultaneous, Successive). Conclusions. These results confirm the effect of reading aloud on cognitive skills development and the sensitivity of the CAS-2 as an instrument to detect its effects. Future research could explore the use of the CAS-2 battery in student populations of higher school grades, as well as observe the stability of the benefits over time.
{"title":"Reading Aloud and the Use of CAS-2 Battery to Assess Cognitive Skills Improvement","authors":"Federico Batini, Benedetta D’Autilia, Giulia Barbisoni, Giulia Toti","doi":"10.1155/2024/8868497","DOIUrl":"https://doi.org/10.1155/2024/8868497","url":null,"abstract":"<i>Background</i>. Research has suggested that exposure to reading can act positively on vocabulary development and other cognitive skills required in the early-school years. This paper presents the results of a quasi-experimental study that analyses the relationship between exposure to reading aloud to children and the development of basic cognitive skills, which are essential from the first days of school for the acquisition of all subsequent learning. This research has two objectives: first, to highlight the benefits of reading aloud in the first years of schooling, with particular reference to cognitive skills; second, to propose the Cognitive Assessment System Second Edition (CAS-2) as an instrument able to monitor and quantify the cognitive effects of this practice. <i>Methods</i>. This research involved a sample of 152 children from primary schools in Italy. After thorough teacher training on the proposed method of reading aloud, the teachers undertook daily reading training for approximately 3 months. The children in the experimental and control groups underwent ex ante and ex post individual administration of the CAS-2 test. A mixed model with a 2 × 2 design was used to verify the effect of the training. <i>Results</i>. With regard to the first aim, this study confirmed the hypotheses by highlighting the benefits of reading aloud training. The results on the Full CAS-2 Scale show significant increases in the experimental group compared to the control group. Furthermore, the improvement of the experimental group is evident in all the sub-dimensions investigated (Planning, Attention, Simultaneous, Successive). <i>Conclusions</i>. These results confirm the effect of reading aloud on cognitive skills development and the sensitivity of the CAS-2 as an instrument to detect its effects. Future research could explore the use of the CAS-2 battery in student populations of higher school grades, as well as observe the stability of the benefits over time.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375680","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}
Computational thinking (CT) is an essential problem-solving skill that students need to successfully live and work with developing technologies. There is an increasing call in the literature by researchers and policy leaders to integrate CT at the elementary level into core subjects to provide early and equitable access for all students. While some critics may claim the concepts and skills of CT are developmentally advanced for elementary age students, subjects such as science can provide real-world and relevant problems to which foundational CT components can be applied. By assessing how CT concepts and approaches integrate authentically into current science lessons, policymakers, and district leaders can be more intentional in supporting implementation efforts. This research used an exploratory survey design to examine the frequencies of CT concepts (decomposition, algorithms, abstraction, and pattern recognition) and approaches (tinkering, creating, debugging, perseverance, and collaboration) that exist in science in K–5 schools in a northeast state in the United States as reported by elementary science teachers (n = 259). Hierarchical linear modeling was used to analyze the influence of teacher and district factors on the amount of time CT concepts and approaches were integrated in the science lessons. Experience, grade level, confidence, and participation in a research–practice partnership were found to be significant predictors of CT. This study contributes to a better understanding of variables affecting CT teaching frequency that can be leveraged to impact reform efforts supporting CT integration in science.
{"title":"Predicting Computational Thinking in Elementary Science Lessons Using a Multilevel Model Approach","authors":"Jennifer Pietros, Minsuk Shim, Sara Sweetman","doi":"10.1155/2023/3136885","DOIUrl":"https://doi.org/10.1155/2023/3136885","url":null,"abstract":"Computational thinking (CT) is an essential problem-solving skill that students need to successfully live and work with developing technologies. There is an increasing call in the literature by researchers and policy leaders to integrate CT at the elementary level into core subjects to provide early and equitable access for all students. While some critics may claim the concepts and skills of CT are developmentally advanced for elementary age students, subjects such as science can provide real-world and relevant problems to which foundational CT components can be applied. By assessing how CT concepts and approaches integrate authentically into current science lessons, policymakers, and district leaders can be more intentional in supporting implementation efforts. This research used an exploratory survey design to examine the frequencies of CT concepts (decomposition, algorithms, abstraction, and pattern recognition) and approaches (tinkering, creating, debugging, perseverance, and collaboration) that exist in science in K–5 schools in a northeast state in the United States as reported by elementary science teachers (<i>n</i> = 259). Hierarchical linear modeling was used to analyze the influence of teacher and district factors on the amount of time CT concepts and approaches were integrated in the science lessons. Experience, grade level, confidence, and participation in a research–practice partnership were found to be significant predictors of CT. This study contributes to a better understanding of variables affecting CT teaching frequency that can be leveraged to impact reform efforts supporting CT integration in science.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139062480","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}
Any test or assessment’s effect on teaching and learning is termed as “washback”. Empirical studies conducted in this area are relatively recent, starting with the remarkable work of Alderson and Wall in 1993. Studies conducted thereafter inquired into different aspects of washback. In light of these studies, this critical review would explore the stakeholders of washback and the factors outside of the test itself which could affect how it has an impact. It indicates that although a test’s washback remains at the core of the complex connection among classroom teaching, learning, and assessment, a test cannot solely lead the classroom teaching and learning; rather, it is intervened by the different overriding agents, e.g., teachers, students, and contexts shaped by them. Notwithstanding that, teachers are the ones who can maintain a leading role in generating positive washback of target tests. In the end, this article draws suggestions from the literature showing what teachers should do to warrant a positive washback.
{"title":"Recognizing Stakeholders and Factors Mediating Washback in Language Testing","authors":"Kh. Atikur Rahman, Mohammad Rukanuddin, Mst. Sabrina Yasmin Chowdhury, Shaila Ahmed, Prodhan Mahbub Ibna Seraj","doi":"10.1155/2023/5548723","DOIUrl":"https://doi.org/10.1155/2023/5548723","url":null,"abstract":"Any test or assessment’s effect on teaching and learning is termed as “washback”. Empirical studies conducted in this area are relatively recent, starting with the remarkable work of Alderson and Wall in 1993. Studies conducted thereafter inquired into different aspects of washback. In light of these studies, this critical review would explore the stakeholders of washback and the factors outside of the test itself which could affect how it has an impact. It indicates that although a test’s washback remains at the core of the complex connection among classroom teaching, learning, and assessment, a test cannot solely lead the classroom teaching and learning; rather, it is intervened by the different overriding agents, e.g., teachers, students, and contexts shaped by them. Notwithstanding that, teachers are the ones who can maintain a leading role in generating positive washback of target tests. In the end, this article draws suggestions from the literature showing what teachers should do to warrant a positive washback.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138817820","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}
Collaboration among students working in groups to master new material has been defined as “student team learning.” While past research has focused on student team learning in the classroom, this study presents evidence of student team learning by students working in groups online in a flipped learning environment. An online group activity conducted during a classroom offering of an upper-level university course in the fall of 2019 is compared with the same group activity conducted during an asynchronous offering of the same course in the spring of 2021. On both occasions, groups used Google Docs, and screenshots reveal that student team learning occurred similarly within groups working online in the classroom and in an asynchronous course. The evidence provided is particularly relevant in the wake of the COVID-19 pandemic, which has accelerated the development at universities worldwide of simultaneous classroom and asynchronous offerings of courses.
{"title":"Online Student Team Learning in a Flipped Classroom","authors":"Gregory Kaplan","doi":"10.1155/2023/5538705","DOIUrl":"https://doi.org/10.1155/2023/5538705","url":null,"abstract":"Collaboration among students working in groups to master new material has been defined as “student team learning.” While past research has focused on student team learning in the classroom, this study presents evidence of student team learning by students working in groups online in a flipped learning environment. An online group activity conducted during a classroom offering of an upper-level university course in the fall of 2019 is compared with the same group activity conducted during an asynchronous offering of the same course in the spring of 2021. On both occasions, groups used Google Docs, and screenshots reveal that student team learning occurred similarly within groups working online in the classroom and in an asynchronous course. The evidence provided is particularly relevant in the wake of the COVID-19 pandemic, which has accelerated the development at universities worldwide of simultaneous classroom and asynchronous offerings of courses.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138569515","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}
An increasing amount of attention has been focused on the issue of the low recruitment and retention of male teachers in early childhood education worldwide. Previous research has indicated that personal perceptions of male preservice teachers’ personal regarding early childhood education could have a major influence on their decision of a future career. This qualitative study aims at promoting the significance of early childhood preservice preparation programs by exploring the perspectives and experiences of male preservice teachers working with infants in China. Using the purposeful sampling method, two male interns in an infant classroom were interviewed individually, and each of them was interviewed three times in total: at the beginning of their professional studies, during their internship, and after completing their studies. Participants’ reflections were also considered as supplementary data. The results underscore the necessity of a comprehensive early childhood preservice preparation program for prospective male teachers, particularly regarding infants’ development. Additionally, the study highlights the crucial role of male preservice teachers’ involvement and perspectives before entering the early childhood education field. The study was limited to one location and may not apply to others. Despite the small sample, it offers valuable perspectives. Future focus should be on attracting males to early childhood education area and exploring useful strategies.
{"title":"Male Preservice Teachers’ Perspectives and Experiences regarding Early Childhood Education Program in China","authors":"Yanhui Liu, Xuecheng Zou","doi":"10.1155/2023/8875775","DOIUrl":"https://doi.org/10.1155/2023/8875775","url":null,"abstract":"An increasing amount of attention has been focused on the issue of the low recruitment and retention of male teachers in early childhood education worldwide. Previous research has indicated that personal perceptions of male preservice teachers’ personal regarding early childhood education could have a major influence on their decision of a future career. This qualitative study aims at promoting the significance of early childhood preservice preparation programs by exploring the perspectives and experiences of male preservice teachers working with infants in China. Using the purposeful sampling method, two male interns in an infant classroom were interviewed individually, and each of them was interviewed three times in total: at the beginning of their professional studies, during their internship, and after completing their studies. Participants’ reflections were also considered as supplementary data. The results underscore the necessity of a comprehensive early childhood preservice preparation program for prospective male teachers, particularly regarding infants’ development. Additionally, the study highlights the crucial role of male preservice teachers’ involvement and perspectives before entering the early childhood education field. The study was limited to one location and may not apply to others. Despite the small sample, it offers valuable perspectives. Future focus should be on attracting males to early childhood education area and exploring useful strategies.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585888","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}
Hema Vanita Kesevan, Nur Dzaliffa Riza Ridzwan, Revathi Gopal, Charanjit Kaur Swaran Singh
Skills of reading and comprehending in English are crucial for academic success in schools. Pupils with low reading ability skill may result in obtaining low grades and poor test scores. Traditionally pupils are taught to lift specific information as a reading strategy to answer comprehension questions, comparatively, this study uses retelling strategy to evaluate pupils’ understanding. Past research indicated that retelling strategy enhances accuracy and greater comprehension. Thus, far study that investigates effectiveness of this strategy remains scarce in Malaysian English as Second Language (ESL) primary schools. As reading skill starts to develop in early stage of schooling, it is deemed necessary to conduct this study among primary level pupils. The present study specifically analyzes the effects of written retelling strategy on pupils’ understanding of story structure among year three primary school pupils in Malaysian ESL classroom. A quasiexperimental research design with pretest and posttest was adopted to carry out the study. Pretest and posttest questions consisting of structural comprehension questions and written retelling were used to measure the effects of written retelling strategy on the pupils’ achievement in reading comprehension and their understanding of the story structure. A pretest was conducted before teaching and learning took place. This was followed by a posttest. An independent t-test was used to obtain the mean values and standard deviations. The results obtained in this study conclude the written retelling strategy had notably improved the pupils’ reading skill as they are able to retain information from the story and make better predictions. Subsequently, it increased their abilities in answering the comprehension questions. The results also indicate that written retelling could be a prospective reading strategy along with other strategies for primary ESL learners in Malaysia and similar context.
{"title":"Written Retelling Strategy in Improving Reading Skill among ESL Students in Malaysia","authors":"Hema Vanita Kesevan, Nur Dzaliffa Riza Ridzwan, Revathi Gopal, Charanjit Kaur Swaran Singh","doi":"10.1155/2023/6694646","DOIUrl":"https://doi.org/10.1155/2023/6694646","url":null,"abstract":"Skills of reading and comprehending in English are crucial for academic success in schools. Pupils with low reading ability skill may result in obtaining low grades and poor test scores. Traditionally pupils are taught to lift specific information as a reading strategy to answer comprehension questions, comparatively, this study uses retelling strategy to evaluate pupils’ understanding. Past research indicated that retelling strategy enhances accuracy and greater comprehension. Thus, far study that investigates effectiveness of this strategy remains scarce in Malaysian English as Second Language (ESL) primary schools. As reading skill starts to develop in early stage of schooling, it is deemed necessary to conduct this study among primary level pupils. The present study specifically analyzes the effects of written retelling strategy on pupils’ understanding of story structure among year three primary school pupils in Malaysian ESL classroom. A quasiexperimental research design with pretest and posttest was adopted to carry out the study. Pretest and posttest questions consisting of structural comprehension questions and written retelling were used to measure the effects of written retelling strategy on the pupils’ achievement in reading comprehension and their understanding of the story structure. A pretest was conducted before teaching and learning took place. This was followed by a posttest. An independent <i>t</i>-test was used to obtain the mean values and standard deviations. The results obtained in this study conclude the written retelling strategy had notably improved the pupils’ reading skill as they are able to retain information from the story and make better predictions. Subsequently, it increased their abilities in answering the comprehension questions. The results also indicate that written retelling could be a prospective reading strategy along with other strategies for primary ESL learners in Malaysia and similar context.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496186","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}
Objectives. The 5G has ushered in a new age of life-changing breakthroughs and advancements due to faster speeds, greater bandwidth, and ultra-high expectancy. The study proposes a multistage approach for quantifying the dynamic factors affecting users’ adoption of 5G in emerging countries. Method. This study integrated the technology acceptance model (TAM) and unified theory of acceptance and use of technology (UTAUT) to recommend a comprehensive model that the industry–academia can adopt. In the proposed model, various core hypotheses and subhypotheses were tested by employing 510 5G users of the metro cities of India. An online questionnaire was used to collect the facts, and the data were framed in the conceptual model to test the validation using partial least squares structural equation modeling (PLS-SEM). Results. The findings suggest that users’ perceptions of adopting 5G are overwhelming in that perceived trust was discovered as a mediating enabler between behavioral intention (BI) and selected manifest. Performance expectancy (PE), effort expectancy (EE), social factors (SF), facilitating factors (FF), hedonic motivation (HM), perceived benefits (PB), price value (PV), and habit (HB). Contribution. By identifying key enablers in the suggested model, service providers may better evaluate these aspects, particularly in ensuring reliable infrastructure for 5G service stands. The study is undoubtedly a novel attempt to assist the telecom industry and policymakers in accelerating the adoption of 5G in emerging economies of Asian continents.
{"title":"Quantifying the Dynamic Factors Influencing New-Age Users’ Adoption of 5G Using TAM and UTAUT Models in Emerging Country: A Multistage PLS-SEM Approach","authors":"Manish Dadhich, Sumangla Rathore, Bright Akwasi Gyamfi, Samuel-Soma M. Ajibade, Divine Q. Agozie","doi":"10.1155/2023/5452563","DOIUrl":"https://doi.org/10.1155/2023/5452563","url":null,"abstract":"Objectives. The 5G has ushered in a new age of life-changing breakthroughs and advancements due to faster speeds, greater bandwidth, and ultra-high expectancy. The study proposes a multistage approach for quantifying the dynamic factors affecting users’ adoption of 5G in emerging countries. Method. This study integrated the technology acceptance model (TAM) and unified theory of acceptance and use of technology (UTAUT) to recommend a comprehensive model that the industry–academia can adopt. In the proposed model, various core hypotheses and subhypotheses were tested by employing 510 5G users of the metro cities of India. An online questionnaire was used to collect the facts, and the data were framed in the conceptual model to test the validation using partial least squares structural equation modeling (PLS-SEM). Results. The findings suggest that users’ perceptions of adopting 5G are overwhelming in that perceived trust was discovered as a mediating enabler between behavioral intention (BI) and selected manifest. Performance expectancy (PE), effort expectancy (EE), social factors (SF), facilitating factors (FF), hedonic motivation (HM), perceived benefits (PB), price value (PV), and habit (HB). Contribution. By identifying key enablers in the suggested model, service providers may better evaluate these aspects, particularly in ensuring reliable infrastructure for 5G service stands. The study is undoubtedly a novel attempt to assist the telecom industry and policymakers in accelerating the adoption of 5G in emerging economies of Asian continents.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957180","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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