The COVID-19 pandemic compelled the educational sector to act quickly, resulting in the adoption of replacement online learning platforms (OLPs) to keep the educational system running throughout the crisis. This study explored how language teachers in Ethiopia are prepared in terms of their experience and preference toward OLPs. To achieve this goal, data were collected from 203 participants (aged 22–46, including 81 males and 122 females) using a self-perceived questionnaire. The data was then analyzed using descriptive statistics, including means and standard deviations, and inferential statistics, including ANOVA tests, to determine the teachers’ experiences and preferences toward OLPs. The mean score of the teachers’ experience findings revealed a score of 3.406 out of a five-point Likert scale, and the preference subdimensions mean scores ranged from 3.164 to 3.476. The ANOVA findings revealed that, in the mean scores of language teachers’ experience toward OLPs ( ) and preferences toward OLPs, there were statistically significant differences for video streaming platforms ( ), digital reading materials platforms ( ), and mixed OLPs ( ). Regarding the statistically significant correlation between language teachers’ experiences and preferences (LTEP) toward OLPs (except between video streaming platforms and digital reading materials platforms (r = −0.011, )), there was a statistically significant impact. Post hoc results showed, however, that there was no statistically significant correlation between language teachers’ preference dimensions. To summarize, Ethiopian language teachers preferred video streaming platforms and mixed OLPs over digital reading materials platforms. Moreover, further research into the LTEP toward OLPs in various ecological aspects is required.
{"title":"Language Teacher’s Experience and Preference toward Online Learning Platforms during the COVID-19 Pandemic","authors":"Hailay Tesfay Gebremariam","doi":"10.1155/2023/9932873","DOIUrl":"https://doi.org/10.1155/2023/9932873","url":null,"abstract":"The COVID-19 pandemic compelled the educational sector to act quickly, resulting in the adoption of replacement online learning platforms (OLPs) to keep the educational system running throughout the crisis. This study explored how language teachers in Ethiopia are prepared in terms of their experience and preference toward OLPs. To achieve this goal, data were collected from 203 participants (aged 22–46, including 81 males and 122 females) using a self-perceived questionnaire. The data was then analyzed using descriptive statistics, including means and standard deviations, and inferential statistics, including ANOVA tests, to determine the teachers’ experiences and preferences toward OLPs. The mean score of the teachers’ experience findings revealed a score of 3.406 out of a five-point Likert scale, and the preference subdimensions mean scores ranged from 3.164 to 3.476. The ANOVA findings revealed that, in the mean scores of language teachers’ experience toward OLPs ( <math xmlns=\"http://www.w3.org/1998/Math/MathML\" id=\"M1\"> <mi>p</mi> <mo>></mo> <mn>0.05</mn> </math> ) and preferences toward OLPs, there were statistically significant differences for video streaming platforms ( <math xmlns=\"http://www.w3.org/1998/Math/MathML\" id=\"M2\"> <mi>p</mi> <mo>></mo> <mn>0.05</mn> </math> ), digital reading materials platforms ( <math xmlns=\"http://www.w3.org/1998/Math/MathML\" id=\"M3\"> <mi>p</mi> <mo>></mo> <mn>0.05</mn> </math> ), and mixed OLPs ( <math xmlns=\"http://www.w3.org/1998/Math/MathML\" id=\"M4\"> <mi>p</mi> <mo>></mo> <mn>0.05</mn> </math> ). Regarding the statistically significant correlation between language teachers’ experiences and preferences (LTEP) toward OLPs (except between video streaming platforms and digital reading materials platforms (r = −0.011, <math xmlns=\"http://www.w3.org/1998/Math/MathML\" id=\"M5\"> <mi>p</mi> <mo>=</mo> <mn>0.878</mn> </math> )), there was a statistically significant impact. Post hoc results showed, however, that there was no statistically significant correlation between language teachers’ preference dimensions. To summarize, Ethiopian language teachers preferred video streaming platforms and mixed OLPs over digital reading materials platforms. Moreover, further research into the LTEP toward OLPs in various ecological aspects is required.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135305576","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}
Christopher Mensah, Edem M. Azila-Gbettor, Mawufemor A. Kugbonu, Fati Tahiru
The existence of gender differences in the use of information and communication technology (ICT) impedes the attainment of gender equality and female empowerment. It is therefore essential to provide up-to-date knowledge on the gender ICT divide given that insight into ICT use by gender is often limited and not regularly updated, particularly for low- and lower-middle-income countries. Consequently, this study investigated gender differences in ICT usage, self-efficacy, attitude, and anxiety among technical university students in Ghana. The study is based on primary data conveniently collected from 409 students in a 3-year Higher National Diploma awarding technical university in Ghana using a self-administered questionnaire. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and ordered logistic regression. Male students, compared to their female peers, reported frequent use of ICT, have a more confident and positive attitude, and are less anxious about the use of computers and their related applications. Access to computers and students’ level of study were related to attitude and perceived ICT self-efficacy. Policymakers and administrators of higher education institutions should implement interventions to improve female self-confidence and the use of computers and their applications.
{"title":"Revisiting Gendered ICT Attitude and Self-Efficacy: A Study of Technical University Students in Ghana","authors":"Christopher Mensah, Edem M. Azila-Gbettor, Mawufemor A. Kugbonu, Fati Tahiru","doi":"10.1155/2023/6555823","DOIUrl":"https://doi.org/10.1155/2023/6555823","url":null,"abstract":"The existence of gender differences in the use of information and communication technology (ICT) impedes the attainment of gender equality and female empowerment. It is therefore essential to provide up-to-date knowledge on the gender ICT divide given that insight into ICT use by gender is often limited and not regularly updated, particularly for low- and lower-middle-income countries. Consequently, this study investigated gender differences in ICT usage, self-efficacy, attitude, and anxiety among technical university students in Ghana. The study is based on primary data conveniently collected from 409 students in a 3-year Higher National Diploma awarding technical university in Ghana using a self-administered questionnaire. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and ordered logistic regression. Male students, compared to their female peers, reported frequent use of ICT, have a more confident and positive attitude, and are less anxious about the use of computers and their related applications. Access to computers and students’ level of study were related to attitude and perceived ICT self-efficacy. Policymakers and administrators of higher education institutions should implement interventions to improve female self-confidence and the use of computers and their applications.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135394227","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}
Experience shows that the separation of curriculum and instruction can seriously block the process of curriculum reform. In the context of the new round of elementary education reform, curriculum and instruction plans should involve developing in an integrated way to implement the goal of students’ key competencies. Therefore, there is great value to resist one-size-fits-all thinking and reassess the issue of curriculum and instruction integration from a practical perspective. Following the practical essences of the key competencies, the research involved constructing three dimensions, practice, system, and structure, to reconstruct the connotation of curriculum and instruction integration. Curriculum and instruction integration is defined as the process of reorganizing and sequencing the internal elements of the system to form a new structure and new educational function in practice. There are three characteristics: it takes student learning practice as the goal, the existing curriculum and instruction structure as the basis, and the system hierarchical structure integration as the result. Based on the determined connotation and characteristics, authors constructed a hierarchical framework model for curriculum and instruction integration that was oriented around the key competencies. Research may provide useful references for promoting the high-quality development of curriculum and instruction.
{"title":"Conception, Features, and Framework of Curriculum and Instruction Integration","authors":"Linglan Zhao, Wei Fan","doi":"10.1155/2023/8728567","DOIUrl":"https://doi.org/10.1155/2023/8728567","url":null,"abstract":"Experience shows that the separation of curriculum and instruction can seriously block the process of curriculum reform. In the context of the new round of elementary education reform, curriculum and instruction plans should involve developing in an integrated way to implement the goal of students’ key competencies. Therefore, there is great value to resist one-size-fits-all thinking and reassess the issue of curriculum and instruction integration from a practical perspective. Following the practical essences of the key competencies, the research involved constructing three dimensions, practice, system, and structure, to reconstruct the connotation of curriculum and instruction integration. Curriculum and instruction integration is defined as the process of reorganizing and sequencing the internal elements of the system to form a new structure and new educational function in practice. There are three characteristics: it takes student learning practice as the goal, the existing curriculum and instruction structure as the basis, and the system hierarchical structure integration as the result. Based on the determined connotation and characteristics, authors constructed a hierarchical framework model for curriculum and instruction integration that was oriented around the key competencies. Research may provide useful references for promoting the high-quality development of curriculum and instruction.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135939105","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}
Tuba Kamal, M. A. Khan, Zubair Hamad, Asheref Illiyan, Alok Kumar Das, Abdulaziz Alkhuraydili
The COVID-19 epidemic has forced the closure of educational institutions all over the globe since it put academic schedules in peril. To maintain academic activity, the majority of academic institutions have turned to online instruction platforms, which immensely affected instructors’ and pupils’ one-on-one interactions, among other things, causing a paradigm change in the teaching–learning approach. In light of this, it is essential to examine pupils’ perceptions and difficulties associated with online learning amid of the COVID-19 epidemic. The current research adopts a sample survey and a quantitative method. In February and March 2022, a sample of 369 Iraqi school pupils was collected using a Google Form Questionnaire. Several statistical methods, including descriptive statistics, factor analysis, reliability, logistic regression, and the Chi-square test, were used to analyze the data in Statistical Package for Social Science. The findings of the study indicated that, on average, students had mixed opinions toward virtual classes during the outbreak because it became a solution to fill the learning gap. On the other hand, inadequate tools and uneven access to the internet make it difficult for students to learn online. The outcome of the logistic regression analysis demonstrates that the number of rooms, family income, father’s education, and ICT device all have a favorable impact on virtual classes. Meanwhile, students confronted a lot of challenges in taking online classes. Therefore, the findings of this study will persuade academic institutions and policymakers to improve the effectiveness of online learning with the most modern teaching techniques while also encouraging the government to advance remote regions and foster basic infrastructure and Internet access, narrowing the digital divide and making e-learning more fruitful.
{"title":"Perception and Challenges of Virtual Classes with Gender Digital Divide amidst and Post-COVID-19 Pandemic in Iraq: An Empirical Analysis","authors":"Tuba Kamal, M. A. Khan, Zubair Hamad, Asheref Illiyan, Alok Kumar Das, Abdulaziz Alkhuraydili","doi":"10.1155/2023/3665768","DOIUrl":"https://doi.org/10.1155/2023/3665768","url":null,"abstract":"The COVID-19 epidemic has forced the closure of educational institutions all over the globe since it put academic schedules in peril. To maintain academic activity, the majority of academic institutions have turned to online instruction platforms, which immensely affected instructors’ and pupils’ one-on-one interactions, among other things, causing a paradigm change in the teaching–learning approach. In light of this, it is essential to examine pupils’ perceptions and difficulties associated with online learning amid of the COVID-19 epidemic. The current research adopts a sample survey and a quantitative method. In February and March 2022, a sample of 369 Iraqi school pupils was collected using a Google Form Questionnaire. Several statistical methods, including descriptive statistics, factor analysis, reliability, logistic regression, and the Chi-square test, were used to analyze the data in Statistical Package for Social Science. The findings of the study indicated that, on average, students had mixed opinions toward virtual classes during the outbreak because it became a solution to fill the learning gap. On the other hand, inadequate tools and uneven access to the internet make it difficult for students to learn online. The outcome of the logistic regression analysis demonstrates that the number of rooms, family income, father’s education, and ICT device all have a favorable impact on virtual classes. Meanwhile, students confronted a lot of challenges in taking online classes. Therefore, the findings of this study will persuade academic institutions and policymakers to improve the effectiveness of online learning with the most modern teaching techniques while also encouraging the government to advance remote regions and foster basic infrastructure and Internet access, narrowing the digital divide and making e-learning more fruitful.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90661187","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}
Despite the importance of strategy instruction in improving learners’ reading ability, several issues remain unresolved in literature. This study investigated the effect of explicit reading strategy instruction on improving grade 11 English as a foreign language (EFL) learners’ reading comprehension performance. Additionally, it attempted to see whether male or female students performed better in reading comprehension after the intervention. The quasi-experimental pre- and post-test research design was employed. Eighty-two grade 11 students from two intact classes of Kokebe Tsibah General Secondary School were randomly assigned as an experimental (EG) and control (CG) groups. While 40 students were assigned to the control, 42 (19 male and 23 female) students were assigned to the EG. The EG received explicit reading strategy instruction embedded into their English reading activities using the Cognitive Academic Language Learning Approach. While classroom observation was carried out for follow-up purposes, the reading comprehension test was used as a main data-gathering tool. The data were analyzed using percentages, means, and t-tests. The independent sample t-test results showed a significant difference in reading comprehension test scores between the CG and EG after the intervention. On the other hand, the independent sample t-test analysis indicated that there were no significant differences between male and female students in their post-test results. Finally, it was concluded that students’ reading comprehension can be improved if they are explicitly taught various reading strategies (RSs). Therefore, it is recommended that EFL teachers in Ethiopian secondary schools could consider incorporating explicit instruction of different RSs during teaching reading.
{"title":"The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students","authors":"Desta Wendaferew, Abebe Damtew","doi":"10.1155/2023/1894026","DOIUrl":"https://doi.org/10.1155/2023/1894026","url":null,"abstract":"Despite the importance of strategy instruction in improving learners’ reading ability, several issues remain unresolved in literature. This study investigated the effect of explicit reading strategy instruction on improving grade 11 English as a foreign language (EFL) learners’ reading comprehension performance. Additionally, it attempted to see whether male or female students performed better in reading comprehension after the intervention. The quasi-experimental pre- and post-test research design was employed. Eighty-two grade 11 students from two intact classes of Kokebe Tsibah General Secondary School were randomly assigned as an experimental (EG) and control (CG) groups. While 40 students were assigned to the control, 42 (19 male and 23 female) students were assigned to the EG. The EG received explicit reading strategy instruction embedded into their English reading activities using the Cognitive Academic Language Learning Approach. While classroom observation was carried out for follow-up purposes, the reading comprehension test was used as a main data-gathering tool. The data were analyzed using percentages, means, and t-tests. The independent sample t-test results showed a significant difference in reading comprehension test scores between the CG and EG after the intervention. On the other hand, the independent sample t-test analysis indicated that there were no significant differences between male and female students in their post-test results. Finally, it was concluded that students’ reading comprehension can be improved if they are explicitly taught various reading strategies (RSs). Therefore, it is recommended that EFL teachers in Ethiopian secondary schools could consider incorporating explicit instruction of different RSs during teaching reading.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84948354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometry, called cooperative teaching and learning (CTL). The proposed method stems from the need of developing a pedagogical approach that promotes understanding and interest in the learning of trigonometry based on the cooperative learning (CL). This study therefore sought to explore the features of CTL that promote students’ learning of the concepts of trigonometry. The study employed systematic review as the research approach for the collection of the data. The review analysis covered 40 research studies on a meaningful-based pedagogies that allow students to make meaning of the subject matter. The study revealed that: positive interdependence, individual accountability, promotive face-to-face interaction, social skill, and group processing characterize the features of CTL suitable for the teaching of the concept of trigonometry. The study suggests that the teaching and learning of trigonometry through the use of the features of the CTL provide students with the opportunity to actively create ideas and work through high-order trigonometric tasks. The study contends that in order to implement CTL effectively in the mathematics classroom context, the features of CTL must be conceptualized in a way that is consistent with the desired objectives of a given mathematical topic.
{"title":"Hypothetical Approach to the Teaching of Trigonometric Concepts Using Cooperative Learning","authors":"R. K. Asomah, D. D. Agyei, F. Ntow, I. Benning","doi":"10.1155/2023/2051776","DOIUrl":"https://doi.org/10.1155/2023/2051776","url":null,"abstract":"In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometry, called cooperative teaching and learning (CTL). The proposed method stems from the need of developing a pedagogical approach that promotes understanding and interest in the learning of trigonometry based on the cooperative learning (CL). This study therefore sought to explore the features of CTL that promote students’ learning of the concepts of trigonometry. The study employed systematic review as the research approach for the collection of the data. The review analysis covered 40 research studies on a meaningful-based pedagogies that allow students to make meaning of the subject matter. The study revealed that: positive interdependence, individual accountability, promotive face-to-face interaction, social skill, and group processing characterize the features of CTL suitable for the teaching of the concept of trigonometry. The study suggests that the teaching and learning of trigonometry through the use of the features of the CTL provide students with the opportunity to actively create ideas and work through high-order trigonometric tasks. The study contends that in order to implement CTL effectively in the mathematics classroom context, the features of CTL must be conceptualized in a way that is consistent with the desired objectives of a given mathematical topic.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77309005","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 objectives of this research were (1) to assess the appropriateness, (2) to study the learning achievement, and (3) to study the satisfaction of learners of the flipped-classroom model combined with online cooperative learning in the Soil Mechanics Laboratory. The research sample are 56 students enrolled in Soil Mechanics Laboratory, semester 1/2021, Civil Engineering and Education Program; Department of Teacher Training in Civil Engineering; Faculty of Technical Education; King Mongkut’s University of Technology North Bangkok. There were five experts in content and another 10 in education. The tools used in the research were online lessons and a learning achievement test. Another tool included a student satisfaction questionnaire with a flipped-classroom model combined with online cooperative learning. The statistics used in the research were percentage, mean, and standard deviation. The results showed (1) the overall suitability of the flipped-classroom model combined with online cooperative learning was at a high level of 4.30/5.00, (2) the overall mean exercise/quiz scores (E1/E2) of learning achievement with a flipped-classroom model combined with online cooperative learning were 85.18/81.01 (100), and (3) the overall learner satisfaction with the flipped-classroom model combined with online cooperative learning was at the highest level of 4.56/5.00.
{"title":"A Study of Learning Achievement Using a Flipped-Classroom Model Combined with Online Cooperative Learning in Soil Mechanics Laboratory","authors":"Surawut Saekram, Prasit Pramongudomrat, Sakda Katawaethwarag, Siriphat Maneekeaw","doi":"10.1155/2023/1534193","DOIUrl":"https://doi.org/10.1155/2023/1534193","url":null,"abstract":"The objectives of this research were (1) to assess the appropriateness, (2) to study the learning achievement, and (3) to study the satisfaction of learners of the flipped-classroom model combined with online cooperative learning in the Soil Mechanics Laboratory. The research sample are 56 students enrolled in Soil Mechanics Laboratory, semester 1/2021, Civil Engineering and Education Program; Department of Teacher Training in Civil Engineering; Faculty of Technical Education; King Mongkut’s University of Technology North Bangkok. There were five experts in content and another 10 in education. The tools used in the research were online lessons and a learning achievement test. Another tool included a student satisfaction questionnaire with a flipped-classroom model combined with online cooperative learning. The statistics used in the research were percentage, mean, and standard deviation. The results showed (1) the overall suitability of the flipped-classroom model combined with online cooperative learning was at a high level of 4.30/5.00, (2) the overall mean exercise/quiz scores (E1/E2) of learning achievement with a flipped-classroom model combined with online cooperative learning were 85.18/81.01 (100), and (3) the overall learner satisfaction with the flipped-classroom model combined with online cooperative learning was at the highest level of 4.56/5.00.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78272147","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}
C. Indrawati, Anton Subarno, Winarno Winarno, Sigit Permansah, A. Wirawan, Dede Rusmana
Vocational high schools play an important role in connecting graduates to industry to provide professional workforce input. However, modern times demand an increase in the quality of complex human resources to effectively prepare them to work in the industry. This study examined the relationship between the effects of interpersonal skills and constructive knowledge on work readiness through work motivation. A quantitatively inferential method with a population of vocational high school students was employed. Data were obtained using the structural equation model with the analysis of moment structure 2.4 version application. The research findings showed that interpersonal skills and constructive knowledge have a significant positive effect on work readiness and work motivation interferes with the influence of interpersonal skills and constructive knowledge on work readiness. The results suggest that vocational schools that focus on work readiness need to pay attention to interpersonal skills, constructive knowledge, and work motivation, since they are essential for students. Moreover, this study implies that if we want to improve students’ work readiness, we must enhance their interpersonal skills and constructive knowledge of teaching and learning in vocational schools. Further research should empirically examine this issue to explore other factors that affect students’ work readiness.
{"title":"Influence of Work Motivation, Interpersonal Skills, and Knowledge Construction on the Work Readiness of Vocational Students","authors":"C. Indrawati, Anton Subarno, Winarno Winarno, Sigit Permansah, A. Wirawan, Dede Rusmana","doi":"10.1155/2023/4956337","DOIUrl":"https://doi.org/10.1155/2023/4956337","url":null,"abstract":"Vocational high schools play an important role in connecting graduates to industry to provide professional workforce input. However, modern times demand an increase in the quality of complex human resources to effectively prepare them to work in the industry. This study examined the relationship between the effects of interpersonal skills and constructive knowledge on work readiness through work motivation. A quantitatively inferential method with a population of vocational high school students was employed. Data were obtained using the structural equation model with the analysis of moment structure 2.4 version application. The research findings showed that interpersonal skills and constructive knowledge have a significant positive effect on work readiness and work motivation interferes with the influence of interpersonal skills and constructive knowledge on work readiness. The results suggest that vocational schools that focus on work readiness need to pay attention to interpersonal skills, constructive knowledge, and work motivation, since they are essential for students. Moreover, this study implies that if we want to improve students’ work readiness, we must enhance their interpersonal skills and constructive knowledge of teaching and learning in vocational schools. Further research should empirically examine this issue to explore other factors that affect students’ work readiness.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74725734","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 recent COVID-19 pandemic brought a dramatic change in teaching and learning around the world. Almost all educational institutions shifted to the online mode of teaching so that students do not miss any academic year. In Bangladesh, such a mode of teaching was never introduced at the mass level earlier, and that is why it was quite challenging for teachers to conduct online classes initially. In some cases, teachers who did not have a certain level of technological expertise in using online teaching platforms experienced more issues in conducting classes. This qualitative study highlights the problems that teachers and parents of nine young learners (YLs) faced during their online classes. The focused group discussion among seven English teachers and nine parents revealed that many YLs could not follow the technical instructions of the teachers well, which compelled the parents to sit beside their children constantly. Moreover, this study reports on the experience of teachers in communicating and coordinating with students on online platforms in a developing country where a full-fledged online teaching mode has not been implemented before. Such a reciprocal interaction among teachers, students, and parents in an online platform provides the scope for rethinking the “parental involvement framework of online teaching” in an English for speakers of other languages (ESOL) context, where parents’ digital skills, as well as involvement with the learners’ the learning process, affect students’ academic achievement to a great extent. The findings of the study have implications for planning online English courses for YLs in ESOL contexts such as Bangladesh, where the idea of online teaching is quite new.
{"title":"Online English Classes for Bangladeshi Young Learners during the COVID-19 Pandemic: Voices of the Teachers and Parents","authors":"Sabreena Ahmed, M. M. Tajwar","doi":"10.1155/2023/9150228","DOIUrl":"https://doi.org/10.1155/2023/9150228","url":null,"abstract":"The recent COVID-19 pandemic brought a dramatic change in teaching and learning around the world. Almost all educational institutions shifted to the online mode of teaching so that students do not miss any academic year. In Bangladesh, such a mode of teaching was never introduced at the mass level earlier, and that is why it was quite challenging for teachers to conduct online classes initially. In some cases, teachers who did not have a certain level of technological expertise in using online teaching platforms experienced more issues in conducting classes. This qualitative study highlights the problems that teachers and parents of nine young learners (YLs) faced during their online classes. The focused group discussion among seven English teachers and nine parents revealed that many YLs could not follow the technical instructions of the teachers well, which compelled the parents to sit beside their children constantly. Moreover, this study reports on the experience of teachers in communicating and coordinating with students on online platforms in a developing country where a full-fledged online teaching mode has not been implemented before. Such a reciprocal interaction among teachers, students, and parents in an online platform provides the scope for rethinking the “parental involvement framework of online teaching” in an English for speakers of other languages (ESOL) context, where parents’ digital skills, as well as involvement with the learners’ the learning process, affect students’ academic achievement to a great extent. The findings of the study have implications for planning online English courses for YLs in ESOL contexts such as Bangladesh, where the idea of online teaching is quite new.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86623497","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}
Misconceptions are among the barriers that prevent students from mastering mathematics. Since teachers are essential in student education, their awareness of misconceptions helps students to learn effectively. Therefore, it is crucial to know whether teachers, especially new teachers, are capable of identifying and resolving misconceptions. The purpose of this study is to determine the degree of mathematical misconceptions awareness among the new teachers of elementary schools in Iran and their ability to provide solutions. The sample consisted of 225 new teachers who graduated from Farhangian University and worked in Gilan province, Iran. We used a multiple-choice questionnaire, followed by a semistructured oral interview, to gather data. Findings revealed that the degree of mathematical misconceptions awareness in 78.2% of new teachers is at “good” and “very good” levels. On the other hand, 72.9% of teachers have a “weak” to “medium” solution provision capability when faced with misconceptions. Also, there is no discernible difference between gender and mathematical misconceptions awareness. The study showed a significant association between new teachers’ knowledge of mathematical misconceptions and their ability to address them. By highlighting the abilities and limitations of teachers in spotting and correcting students’ misconceptions, the study’s findings serve as a basis for reform in teaching and learning mathematics.
{"title":"New Teachers’ Awareness of Mathematical Misconceptions in Elementary Students and Their Solution Provision Capabilities","authors":"M. Moosapoor","doi":"10.1155/2023/4475027","DOIUrl":"https://doi.org/10.1155/2023/4475027","url":null,"abstract":"Misconceptions are among the barriers that prevent students from mastering mathematics. Since teachers are essential in student education, their awareness of misconceptions helps students to learn effectively. Therefore, it is crucial to know whether teachers, especially new teachers, are capable of identifying and resolving misconceptions. The purpose of this study is to determine the degree of mathematical misconceptions awareness among the new teachers of elementary schools in Iran and their ability to provide solutions. The sample consisted of 225 new teachers who graduated from Farhangian University and worked in Gilan province, Iran. We used a multiple-choice questionnaire, followed by a semistructured oral interview, to gather data. Findings revealed that the degree of mathematical misconceptions awareness in 78.2% of new teachers is at “good” and “very good” levels. On the other hand, 72.9% of teachers have a “weak” to “medium” solution provision capability when faced with misconceptions. Also, there is no discernible difference between gender and mathematical misconceptions awareness. The study showed a significant association between new teachers’ knowledge of mathematical misconceptions and their ability to address them. By highlighting the abilities and limitations of teachers in spotting and correcting students’ misconceptions, the study’s findings serve as a basis for reform in teaching and learning mathematics.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85125250","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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