Although the discussion about the influence of the instructor-present videos has become a hot issue in recent years, the potential moderators on the effectiveness of an on-screen instructor have not been thoroughly synthesized. The present review systematically retrieves 47 empirical studies on how the instructors’ behaviors moderated online education quality as measured by learning performance via a bibliographic study using VOSviewer and meta-analysis using Stata/MP 14.0. The bibliographic networks illustrate instructors’ eye gaze, gestures, and facial expressions attract more researchers’ attention. The meta-analysis results further reveal that better learning performance can be realized by integrating the instructor’s gestures, eye guidance, and expressive faces with their speech in video lectures. Future studies can further explore the impact of instructors’ other characteristics on learning perception and visual attention including voice, gender, age, etc. The underlying neural mechanism should also be considered via more objective technologies.
{"title":"A Bibliographic Review and Meta-Analysis of the Effect of Teaching Behaviors on Learners’ Performance in Videotaped Lectures","authors":"Qinghong Zhang, Zhonggen Yu","doi":"10.1155/2023/9292513","DOIUrl":"https://doi.org/10.1155/2023/9292513","url":null,"abstract":"Although the discussion about the influence of the instructor-present videos has become a hot issue in recent years, the potential moderators on the effectiveness of an on-screen instructor have not been thoroughly synthesized. The present review systematically retrieves 47 empirical studies on how the instructors’ behaviors moderated online education quality as measured by learning performance via a bibliographic study using VOSviewer and meta-analysis using Stata/MP 14.0. The bibliographic networks illustrate instructors’ eye gaze, gestures, and facial expressions attract more researchers’ attention. The meta-analysis results further reveal that better learning performance can be realized by integrating the instructor’s gestures, eye guidance, and expressive faces with their speech in video lectures. Future studies can further explore the impact of instructors’ other characteristics on learning perception and visual attention including voice, gender, age, etc. The underlying neural mechanism should also be considered via more objective technologies.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80780106","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}
Inuusah Mahama, Bakari Yusuf Dramanu, K. Asamoah-Gyimah
The study looked at how learners innate possessions (motivation, curiosity, curiosity) affect their performance (science and mathematics). A total of 568 high school students were surveyed through a quantitative-correlational research design. Data for the study were gathered using an adapted curiosity measure, an adapted creativity measure, an adapted motivation measure, and an expert-developed academic performance measure. Multiple multivariate was used to test the hypothesis. The study revealed that students’ motivated behaviors, curious abilities, creative potentials jointly explained 15.5% change or variance in science score and 33.1% change or variance in mathematics score. In this sense, it is evident that students’ who become curious, creative, and motivated in their learning situation could improve upon their academic performance and achieve their academic goals. Therefore, school managers of high schools should call for intersubject workshops, as it is evident that science and mathematics are related. Furthermore, the Ghana Education Service should revise the way and manner in which it organizes professional development programs for practitioners in order to make them cross-curricular.
{"title":"Predictive Abilities of Curiosity, Creativity, and Motivation on Academic Performance of High School Students in Ghana","authors":"Inuusah Mahama, Bakari Yusuf Dramanu, K. Asamoah-Gyimah","doi":"10.1155/2023/4626945","DOIUrl":"https://doi.org/10.1155/2023/4626945","url":null,"abstract":"The study looked at how learners innate possessions (motivation, curiosity, curiosity) affect their performance (science and mathematics). A total of 568 high school students were surveyed through a quantitative-correlational research design. Data for the study were gathered using an adapted curiosity measure, an adapted creativity measure, an adapted motivation measure, and an expert-developed academic performance measure. Multiple multivariate was used to test the hypothesis. The study revealed that students’ motivated behaviors, curious abilities, creative potentials jointly explained 15.5% change or variance in science score and 33.1% change or variance in mathematics score. In this sense, it is evident that students’ who become curious, creative, and motivated in their learning situation could improve upon their academic performance and achieve their academic goals. Therefore, school managers of high schools should call for intersubject workshops, as it is evident that science and mathematics are related. Furthermore, the Ghana Education Service should revise the way and manner in which it organizes professional development programs for practitioners in order to make them cross-curricular.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74549991","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 present study aims to investigate the components of spiritual intelligence that predict mental toughness and emotional creativity. It also reveals the statistically significant differences in spiritual intelligence, mental toughness, and emotional creativity in terms of the gender and academic specialization variables. The measurements of spiritual intelligence, mental toughness, and the measurement of emotional creativity have been applied to a sample study consisting of 192 male and female students from Prince Sattam Bin Abdulaziz University. The results of the study have proven that it is possible to predict mental toughness through the components of spiritual intelligence. In addition, the positive diagnosis of difficulties was considered to be the most significant component in predicting emotional creativity, followed by awareness and transcendence. The results also showed that there are no statistically significant differences between spiritual intelligence and mental toughness concerning the gender variable or the academic specialization and the same case applies to emotional creativity in terms of specialization. However, there are statistically significant differences in emotional creativity which can be accounted for by the gender variable for males.
{"title":"The Components of the Spiritual Intelligence Predicting the Mental Toughness and Emotional Creativity for the University Students","authors":"A. Hassan","doi":"10.1155/2023/1631978","DOIUrl":"https://doi.org/10.1155/2023/1631978","url":null,"abstract":"The present study aims to investigate the components of spiritual intelligence that predict mental toughness and emotional creativity. It also reveals the statistically significant differences in spiritual intelligence, mental toughness, and emotional creativity in terms of the gender and academic specialization variables. The measurements of spiritual intelligence, mental toughness, and the measurement of emotional creativity have been applied to a sample study consisting of 192 male and female students from Prince Sattam Bin Abdulaziz University. The results of the study have proven that it is possible to predict mental toughness through the components of spiritual intelligence. In addition, the positive diagnosis of difficulties was considered to be the most significant component in predicting emotional creativity, followed by awareness and transcendence. The results also showed that there are no statistically significant differences between spiritual intelligence and mental toughness concerning the gender variable or the academic specialization and the same case applies to emotional creativity in terms of specialization. However, there are statistically significant differences in emotional creativity which can be accounted for by the gender variable for males.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79664360","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}
A. Ahmad, Mansour Saleh Albarrak, Samreen Akhtar, H. Akram
This study aims to explore Saudi students’ entrepreneurial orientation (EO) toward e-businesses in the line of achieving the strategic objectives of Saudi Vision 2030. Saudi Vision 2030 (hereafter, Vision 2030) is a strategic framework to attain the sustainable development of Saudi Arabia. It was first announced by Crown Prince Mohammad bin Salman in April 2016. Authors have proposed a Saudi Vision Linkages Model to show the role and importance of university education (UE) and entrepreneurial culture in fulfilling the specific requirements of the Saudi labor market to attain the ultimate strategic objectives of Vision 2030. The authors also proposed a conceptual model of the study to depict the relationships of EO with their entrepreneurial intention toward online businesses (e-EI). The study used a multidimensional model of the EO where three subdimensions, namely risk-taking propensities (RTP), innovativeness (INV), and pro-activeness (P-ACT), are used. The conceptual model of the study also shows UE and gender (GEN) as moderating variables. The authors used convenience sampling to collect cross-sectional data and conducted an online survey among the students at Saudi Electronic University (SEU) using a 5-point Likert-type scale to collect the data through a questionnaire, observing a total of 17 items and 408 filled questionnaires were received. Authors proposed six hypotheses where four hypotheses build the direct relations, namely, RTP (H1), INV (H2), P-ACT (H3), and UE (H4) with e-EI and hypotheses H5 and H6 are further divided into the subhypotheses, respectively, in H5a, H5b, H5c and H6a, H6b, H6c to show the moderating effect of UE (H5) and GEN (H6). SmartPLS 4.0 software is used to apply structural equation modeling for the analysis of data. Reliability, composite validity, discriminant validity, and model-fit indices of the measurement model are assessed before running a bootstrapping to measure the significance and standardized β estimates of the paths of hypotheses (structural model analysis). After analyzing the results, in the suggestions section, the authors have suggested that the university build a university business incubator for the students to promote entrepreneurial activities on all the campuses with a head office in the Riyadh campus.
{"title":"Sustainable Development and Saudi Vision 2030: Entrepreneurial Orientation of Students Toward E-Businesses and Proposed Model of “Virtual Business Incubator” for SEU","authors":"A. Ahmad, Mansour Saleh Albarrak, Samreen Akhtar, H. Akram","doi":"10.1155/2023/6106580","DOIUrl":"https://doi.org/10.1155/2023/6106580","url":null,"abstract":"This study aims to explore Saudi students’ entrepreneurial orientation (EO) toward e-businesses in the line of achieving the strategic objectives of Saudi Vision 2030. Saudi Vision 2030 (hereafter, Vision 2030) is a strategic framework to attain the sustainable development of Saudi Arabia. It was first announced by Crown Prince Mohammad bin Salman in April 2016. Authors have proposed a Saudi Vision Linkages Model to show the role and importance of university education (UE) and entrepreneurial culture in fulfilling the specific requirements of the Saudi labor market to attain the ultimate strategic objectives of Vision 2030. The authors also proposed a conceptual model of the study to depict the relationships of EO with their entrepreneurial intention toward online businesses (e-EI). The study used a multidimensional model of the EO where three subdimensions, namely risk-taking propensities (RTP), innovativeness (INV), and pro-activeness (P-ACT), are used. The conceptual model of the study also shows UE and gender (GEN) as moderating variables. The authors used convenience sampling to collect cross-sectional data and conducted an online survey among the students at Saudi Electronic University (SEU) using a 5-point Likert-type scale to collect the data through a questionnaire, observing a total of 17 items and 408 filled questionnaires were received. Authors proposed six hypotheses where four hypotheses build the direct relations, namely, RTP (H1), INV (H2), P-ACT (H3), and UE (H4) with e-EI and hypotheses H5 and H6 are further divided into the subhypotheses, respectively, in H5a, H5b, H5c and H6a, H6b, H6c to show the moderating effect of UE (H5) and GEN (H6). SmartPLS 4.0 software is used to apply structural equation modeling for the analysis of data. Reliability, composite validity, discriminant validity, and model-fit indices of the measurement model are assessed before running a bootstrapping to measure the significance and standardized β estimates of the paths of hypotheses (structural model analysis). After analyzing the results, in the suggestions section, the authors have suggested that the university build a university business incubator for the students to promote entrepreneurial activities on all the campuses with a head office in the Riyadh campus.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90196072","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 number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms of WCF. Thus, this study first investigated the role of WCF students’ writing achievement; it then investigated if there was a statistically significant difference in writing achievement between groups that received direct and indirect WCF forms. To this end, a quasi-experimental research design involving three intact first-year classes from a university found in northwest Ethiopia was used. Two experimental groups and one comparison group of learners were participants in this study. Test scores analyzed by analysis of covariance (ANCOVA) revealed that WCF has an influential role in enhancing learners’ writing performance. Moreover, this study showed that learners in the direct WCF accompanied by a metalinguistic explanation group outperformed their counterparts in the indirect WCF group in writing paragraphs. Based on the study’s findings, it is possible to conclude that the provision of WCF is vital in the Ethiopian context; moreover, learners could benefit more from using linguistic structures correctly if metalinguistic explanations accompany the provision of direct WCF.
{"title":"Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students","authors":"Baymot Mekuriaw Wondim, Kassie Shifere Bishaw, Yinager Teklesellassie Zeleke","doi":"10.1155/2023/7129978","DOIUrl":"https://doi.org/10.1155/2023/7129978","url":null,"abstract":"An increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms of WCF. Thus, this study first investigated the role of WCF students’ writing achievement; it then investigated if there was a statistically significant difference in writing achievement between groups that received direct and indirect WCF forms. To this end, a quasi-experimental research design involving three intact first-year classes from a university found in northwest Ethiopia was used. Two experimental groups and one comparison group of learners were participants in this study. Test scores analyzed by analysis of covariance (ANCOVA) revealed that WCF has an influential role in enhancing learners’ writing performance. Moreover, this study showed that learners in the direct WCF accompanied by a metalinguistic explanation group outperformed their counterparts in the indirect WCF group in writing paragraphs. Based on the study’s findings, it is possible to conclude that the provision of WCF is vital in the Ethiopian context; moreover, learners could benefit more from using linguistic structures correctly if metalinguistic explanations accompany the provision of direct WCF.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82475118","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}
Dictionaries are an integral part of language learning process to fulfill learners’ linguistic and academic needs. Recently, COVID-19 pandemic has had many effects on students’ life and learning styles, forcing them to switch to electronic learning during lockdown restrictions. As a result, electronic and Internet-based dictionaries became more available, altering learners’ attitudes in dealing with various types of dictionaries. This study aims at presenting an overview of Iranian university students’ attitudes, habits, and preferences in dictionary use in light of recent changes in their learning environment. Our goal is to gather data from Iranian students of translation studies through conducting a small-scale survey, adopted from the literature, and a number of semistructured interviews in order to explore their dictionary use and habits, means of obtaining dictionaries, types of dictionaries used for translation purposes, and the instructions they received on using dictionaries. The findings presented that the majority of students prefer electronic dictionaries; however, gender does not have a significant effect on the educational use of dictionaries. This study has some implications that could help authorities to advance electronic-based learning at universities.
{"title":"A Study of Electronic Dictionary Use and Attitudes among Iranian Students of Translation during COVID-19 Pandemic","authors":"Samaneh Karami, Mohammad Javad Riasati","doi":"10.1155/2023/7616256","DOIUrl":"https://doi.org/10.1155/2023/7616256","url":null,"abstract":"Dictionaries are an integral part of language learning process to fulfill learners’ linguistic and academic needs. Recently, COVID-19 pandemic has had many effects on students’ life and learning styles, forcing them to switch to electronic learning during lockdown restrictions. As a result, electronic and Internet-based dictionaries became more available, altering learners’ attitudes in dealing with various types of dictionaries. This study aims at presenting an overview of Iranian university students’ attitudes, habits, and preferences in dictionary use in light of recent changes in their learning environment. Our goal is to gather data from Iranian students of translation studies through conducting a small-scale survey, adopted from the literature, and a number of semistructured interviews in order to explore their dictionary use and habits, means of obtaining dictionaries, types of dictionaries used for translation purposes, and the instructions they received on using dictionaries. The findings presented that the majority of students prefer electronic dictionaries; however, gender does not have a significant effect on the educational use of dictionaries. This study has some implications that could help authorities to advance electronic-based learning at universities.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77872879","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}
F. Ariyani, Riyan Hidayatullah, G. E. Putrawan, R. Perdana, Dedi Sulaeman, Hisham Dzakiria
A large body of data concerning oral literature around the globe have been reported. Moreover, in Indonesia, a country with multilingual and multicultural contexts, the study of oral literature has become an important aspect of investigation. One of the oral pieces of literature that exists in Indonesia is Pisaan, an oral tradition that can be found in Lampung, a province located on the southern tip of the island of Sumatra. Although a considerable amount of oral literature research has been conducted in the Indonesian context; however, to our best knowledge, little research has been paid to Pisaan oral literature, which plays an essential role in the Lampung community. Therefore, this study aimed to examine the oral literature by translating and transforming the Pisaan oral literature into lyrics and musical elements to educate future generations. This study adopted a qualitative approach using several instruments, i.e., semistructured interviews and recording tools, for data collection. A total of four women who were cultural activists in the age range of 37–76 years of age took part in the current study. The collected data were analyzed using a content analysis and a melody structure analysis. The results show that Pisaan has simple syllabification, which dominantly consists of consonant–vowel (CV) and consonant–vowel–consonant (CVC). The rhythm of Pisaan is categorized into syllabic time syllables, emphasizing the stress word based on its syllables. From a musical perspective, the Pisaan oral literature has been successfully translated and written into musical notation with the aim of preservation, which, as far as we are aware, has never before been done. However, we realize that the Western music notation in this study only serves as the initial stage of analysis and does not aim to replace the distinctive native-cultural values of Pisaan, offering an alternative instructional path for improving Lampung oral literature teaching methods and a valuable strategy to diversify undergraduate courses through comparable interdisciplinary inquiries. Therefore, limitations and suggestions for future research are also discussed.
{"title":"Translating the Lampung Oral Literature into Music for Educational Purpose: A Case Study of Pisaan on the Indonesian Island of Sumatra","authors":"F. Ariyani, Riyan Hidayatullah, G. E. Putrawan, R. Perdana, Dedi Sulaeman, Hisham Dzakiria","doi":"10.1155/2023/8643881","DOIUrl":"https://doi.org/10.1155/2023/8643881","url":null,"abstract":"A large body of data concerning oral literature around the globe have been reported. Moreover, in Indonesia, a country with multilingual and multicultural contexts, the study of oral literature has become an important aspect of investigation. One of the oral pieces of literature that exists in Indonesia is Pisaan, an oral tradition that can be found in Lampung, a province located on the southern tip of the island of Sumatra. Although a considerable amount of oral literature research has been conducted in the Indonesian context; however, to our best knowledge, little research has been paid to Pisaan oral literature, which plays an essential role in the Lampung community. Therefore, this study aimed to examine the oral literature by translating and transforming the Pisaan oral literature into lyrics and musical elements to educate future generations. This study adopted a qualitative approach using several instruments, i.e., semistructured interviews and recording tools, for data collection. A total of four women who were cultural activists in the age range of 37–76 years of age took part in the current study. The collected data were analyzed using a content analysis and a melody structure analysis. The results show that Pisaan has simple syllabification, which dominantly consists of consonant–vowel (CV) and consonant–vowel–consonant (CVC). The rhythm of Pisaan is categorized into syllabic time syllables, emphasizing the stress word based on its syllables. From a musical perspective, the Pisaan oral literature has been successfully translated and written into musical notation with the aim of preservation, which, as far as we are aware, has never before been done. However, we realize that the Western music notation in this study only serves as the initial stage of analysis and does not aim to replace the distinctive native-cultural values of Pisaan, offering an alternative instructional path for improving Lampung oral literature teaching methods and a valuable strategy to diversify undergraduate courses through comparable interdisciplinary inquiries. Therefore, limitations and suggestions for future research are also discussed.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87503308","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}
Sarah Abed, M. Al-Mansour, Sabina Nisar Ahmed, M. A. Khan, Pedrito Nolasco Martin, Syed Waqas Shah, S. Aga
Background. A culture of quality is believed to drive institutes toward excellence through feedback. Multiple surveys at educational institute help to get a deeper insight into institutional performance and curricular execution. Since problem-based learning (PBL) is an important component of the hybrid curriculum, thus stakeholders’ opinion on PBL satisfaction is worth discussing. This study intended to determine the trends in students’ satisfaction with PBL over the years and to report on the importance of curricular changes that can be incorporated based on students’ needs. Methods. This is a descriptive cross-sectional study that was conducted at the College of Medicine (COM), King Saud Bin Abdul Aziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia. All male and female medical students, using consecutive sampling technique, were included in the study. End-of-course evaluation reports for the academic years ranging from 2013 to 2019 on PBL satisfaction, with a response rate of ≥60%, were included in this study. Results. Overall, students at the COM, Jeddah were satisfied with PBL. A declining but satisfactory trend followed by a sharp rise in satisfaction was observed in this study. Pearson correlation reported a positive relationship between PBL problems, tutors, and PBL sessions (r = 0.82, p < 0.001 ). Conclusions. Transition from three sessions to two sessions per PBL case can be considered as an effective and efficient way of curricular execution. We found that the tutor, the case, and session dynamics were positively correlated after the incorporation of the feedback. Thus, highlighting the facts that inculcating a culture of responding to feedback can lead to innovations in medical teaching and can help to improve the curricular execution and students’ satisfaction.
背景。质量文化被认为是通过反馈推动学院走向卓越的动力。在教育机构进行的多次调查有助于更深入地了解机构绩效和课程执行情况。由于基于问题的学习(PBL)是混合课程的重要组成部分，因此利益相关者对PBL满意度的看法值得讨论。本研究旨在确定多年来学生对PBL的满意度趋势，并报告课程改革的重要性，这些课程改革可以根据学生的需求进行。方法。这是一项描述性横断面研究，在沙特阿拉伯吉达沙特国王本阿卜杜勒阿齐兹健康科学大学医学院(COM)进行。采用连续抽样方法，对所有男、女医科学生进行研究。本研究纳入2013 - 2019学年对PBL满意度的期末评估报告，反应率≥60%。结果。总体而言，吉达COM的学生对PBL感到满意。在这项研究中观察到，满意度先是下降，但令人满意，然后急剧上升。Pearson相关报告了PBL问题、导师和PBL课程之间的正相关(r = 0.82, p < 0.001)。结论。从每个PBL案例的三节课到两节课的转变可以被认为是一种有效和高效的课程执行方式。我们发现导师、案例和会话动态在加入反馈后呈正相关。因此，强调灌输一种对反馈作出反应的文化可以导致医学教学的创新，并有助于提高课程执行和学生满意度。
{"title":"Evaluation of Problem-Based Learning in College of Medicine: An Indicator of Quality Education in a Hybrid Curriculum","authors":"Sarah Abed, M. Al-Mansour, Sabina Nisar Ahmed, M. A. Khan, Pedrito Nolasco Martin, Syed Waqas Shah, S. Aga","doi":"10.1155/2023/9955409","DOIUrl":"https://doi.org/10.1155/2023/9955409","url":null,"abstract":"Background. A culture of quality is believed to drive institutes toward excellence through feedback. Multiple surveys at educational institute help to get a deeper insight into institutional performance and curricular execution. Since problem-based learning (PBL) is an important component of the hybrid curriculum, thus stakeholders’ opinion on PBL satisfaction is worth discussing. This study intended to determine the trends in students’ satisfaction with PBL over the years and to report on the importance of curricular changes that can be incorporated based on students’ needs. Methods. This is a descriptive cross-sectional study that was conducted at the College of Medicine (COM), King Saud Bin Abdul Aziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia. All male and female medical students, using consecutive sampling technique, were included in the study. End-of-course evaluation reports for the academic years ranging from 2013 to 2019 on PBL satisfaction, with a response rate of ≥60%, were included in this study. Results. Overall, students at the COM, Jeddah were satisfied with PBL. A declining but satisfactory trend followed by a sharp rise in satisfaction was observed in this study. Pearson correlation reported a positive relationship between PBL problems, tutors, and PBL sessions (r = 0.82, \u0000 \u0000 p\u0000 <\u0000 0.001\u0000 \u0000 ). Conclusions. Transition from three sessions to two sessions per PBL case can be considered as an effective and efficient way of curricular execution. We found that the tutor, the case, and session dynamics were positively correlated after the incorporation of the feedback. Thus, highlighting the facts that inculcating a culture of responding to feedback can lead to innovations in medical teaching and can help to improve the curricular execution and students’ satisfaction.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91192089","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}
Avita Katal, Vijay K. Singh, T. Choudhury, F. Imran, Md. Sabbir Hossain
The difficulty of allocating a balanced educational syllabus to academic periods of a curriculum, also known as curriculum balancing, has long been a source of consternation for any institution of higher education attempting to connect learners and teachers. The balanced academic curriculum challenge entails assigning courses to academic times while adhering to all load restrictions and prerequisite requirements. The balanced academic curriculum problem (BACP) includes assigning subjects to class hours that fulfill standards even while managing students’ burden in terms of credits, course load, and perquisites that includes subjects covered in the previous semesters/periods. The number of credits every semester corresponds to the academic load. As a result, educational frameworks must be “balanced,” which means the credits for each period should be equivalent in order for students to bear minimum work. As a result, it is desirable to reduce this cost by developing a study plan that employs an algorithm that conducts this work automatically. Using an optimization method, this article provides a solution to the challenge of curricula balancing based on the discrete firefly algorithm (DFA). In research, FA has already been used to solve the BACP problem. However, the basic FA is modified to DFA with a local search mechanism inbuilt that helps to reach optimum solution in less number of iterations. A series of tests on standard and real data instances are done to check the efficiency of the suggested approach, with the objective of producing a platform that would simplify the procedure of building a curriculum system at institutions of higher learning. The results show that the proposed solution obtained a rather rapid solution and hit the recognized optimum in most of the iterations.
{"title":"Balancing Academic Curriculum Problem Solution: A Discrete Firefly-Based Approach","authors":"Avita Katal, Vijay K. Singh, T. Choudhury, F. Imran, Md. Sabbir Hossain","doi":"10.1155/2023/4300472","DOIUrl":"https://doi.org/10.1155/2023/4300472","url":null,"abstract":"The difficulty of allocating a balanced educational syllabus to academic periods of a curriculum, also known as curriculum balancing, has long been a source of consternation for any institution of higher education attempting to connect learners and teachers. The balanced academic curriculum challenge entails assigning courses to academic times while adhering to all load restrictions and prerequisite requirements. The balanced academic curriculum problem (BACP) includes assigning subjects to class hours that fulfill standards even while managing students’ burden in terms of credits, course load, and perquisites that includes subjects covered in the previous semesters/periods. The number of credits every semester corresponds to the academic load. As a result, educational frameworks must be “balanced,” which means the credits for each period should be equivalent in order for students to bear minimum work. As a result, it is desirable to reduce this cost by developing a study plan that employs an algorithm that conducts this work automatically. Using an optimization method, this article provides a solution to the challenge of curricula balancing based on the discrete firefly algorithm (DFA). In research, FA has already been used to solve the BACP problem. However, the basic FA is modified to DFA with a local search mechanism inbuilt that helps to reach optimum solution in less number of iterations. A series of tests on standard and real data instances are done to check the efficiency of the suggested approach, with the objective of producing a platform that would simplify the procedure of building a curriculum system at institutions of higher learning. The results show that the proposed solution obtained a rather rapid solution and hit the recognized optimum in most of the iterations.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80744355","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 paper is to assess the status of mathematics subject matter knowledge competency of student teachers and show the role of subject matter knowledge in teaching secondary school mathematics. This study involved 70 student teachers attending postgraduate diploma training program of teacher training modality. An achievement test was used to collect the data from the participant. The result has shown that the overall subject matter knowledge competency of the trainee is remarkably low. However, algebra received relatively higher competency with a mean score of 2.2, and mathematics as communication and reasoning competency was considerably lower with a mean score of 0.56. In addition to these, a comparison among subject matter knowledge competency areas identified shows that there is a significant difference between algebra (higher competency) and the remaining 12 selected subject matter knowledge competency areas. This study concluded that student teachers have a deficiency in mathematics subject matter knowledge competency in general and lack uniformity within selected mathematics subject matter knowledge competency areas. Based on the findings, it is recommended that subject matter knowledge is particularly required for secondary school mathematics teaching needed in the teacher training program and the teacher training program needs amendment toward the direct purpose.
{"title":"Competency Level of Teachers’ Subject Matter Knowledge as a Compulsory for Teaching Secondary School Mathematics: A Case Study on Postgraduate Diploma Trainee","authors":"Dejene Girma Denbel","doi":"10.1155/2023/8287791","DOIUrl":"https://doi.org/10.1155/2023/8287791","url":null,"abstract":"The purpose of this paper is to assess the status of mathematics subject matter knowledge competency of student teachers and show the role of subject matter knowledge in teaching secondary school mathematics. This study involved 70 student teachers attending postgraduate diploma training program of teacher training modality. An achievement test was used to collect the data from the participant. The result has shown that the overall subject matter knowledge competency of the trainee is remarkably low. However, algebra received relatively higher competency with a mean score of 2.2, and mathematics as communication and reasoning competency was considerably lower with a mean score of 0.56. In addition to these, a comparison among subject matter knowledge competency areas identified shows that there is a significant difference between algebra (higher competency) and the remaining 12 selected subject matter knowledge competency areas. This study concluded that student teachers have a deficiency in mathematics subject matter knowledge competency in general and lack uniformity within selected mathematics subject matter knowledge competency areas. Based on the findings, it is recommended that subject matter knowledge is particularly required for secondary school mathematics teaching needed in the teacher training program and the teacher training program needs amendment toward the direct purpose.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87856594","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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