Using disparate datasets, one on the quality of higher education institutions (HEIs) in India comprising 348 HEIs that were accredited over the years 2004–2008, and another on the investment potential of states based on four indicators, we fail to find a correlation between the investment potential of a state and the mean efficiency of its HEIs computed using nonparametric data envelopment analysis (DEA). However, interactions of investment potential indicators with HEI scores on seven quality assessment criteria exhibit a significant impact on efficiency scores thereby suggesting a latent moderating effect. We conclude that the investment potential moderates the quality assessment of HEIs, but these indicators do not affect the efficiency of HEIs. A direct policy implication of the study is a latent link between HEI quality and investment potential of a state but not an overt one. Moreover, a state’s infrastructure interacts with teaching and learning to affect HEI efficiency positively, whereas research output and good political governance interact to affect efficiency positively and significantly.
{"title":"Linkages between Investment Potential and Quality of Educational Institutions: Evidence from India","authors":"P. Prakash","doi":"10.1155/2023/7134548","DOIUrl":"https://doi.org/10.1155/2023/7134548","url":null,"abstract":"Using disparate datasets, one on the quality of higher education institutions (HEIs) in India comprising 348 HEIs that were accredited over the years 2004–2008, and another on the investment potential of states based on four indicators, we fail to find a correlation between the investment potential of a state and the mean efficiency of its HEIs computed using nonparametric data envelopment analysis (DEA). However, interactions of investment potential indicators with HEI scores on seven quality assessment criteria exhibit a significant impact on efficiency scores thereby suggesting a latent moderating effect. We conclude that the investment potential moderates the quality assessment of HEIs, but these indicators do not affect the efficiency of HEIs. A direct policy implication of the study is a latent link between HEI quality and investment potential of a state but not an overt one. Moreover, a state’s infrastructure interacts with teaching and learning to affect HEI efficiency positively, whereas research output and good political governance interact to affect efficiency positively and significantly.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90747890","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}
Medical schools in the United States, as well as across the world, have undergone curriculum reform in the delivery of anatomy courses, which recently required social distancing during the COVID-19 pandemic. The aim of this study was to compare total teaching time across three major types of anatomy curricular formats in preclerkship and clerkship phases of US medical education, and quantitatively describe which tools/teaching modalities are used within different curricula structures across preclinical and clinical anatomy courses as well as evaluate the relative percent of the curricular time their use comprised prior to and during the pandemic. An optional survey instrument (with skip patterns), developed using Qualtrics Software and approved by the author’s home Institutional Review Board, was sent to anatomy course directors at 152 allopathic medical schools, from all four geographic and size categories delineated by the Association of American Medical Colleges. Data were analyzed using Qualtrics XM Stats iQ software. Thirty allopathic US medical institutions were represented in this survey, among which there existed an even distribution across the three integration formats with the majority of instruction occurring in the first-year curriculum. Total anatomy teaching time varied widely, but cadaveric dissection and lectures were the predominant teaching modalities, even during the pandemic. Traditional dissection comprised the majority of contact time compared to alternative modalities, but less than half of respondents currently incorporate new modalities. Approximately half of the schools changed to an all-virtual format for 2020–2021. Among those that were fully virtual, time using 3D anatomy significantly increased. Our results demonstrate that traditional anatomic educational practices remain the mainstay of medical education. Surprisingly, total contact hours in anatomic education varied widely, but there were striking similarities in the use of traditional tools.
{"title":"Assessment of Anatomy Education Teaching Modalities before and during COVID-19 in US Medical Schools","authors":"Gaia Cicerchia, K. Lumpkins, Adam C. Puche","doi":"10.1155/2023/2108105","DOIUrl":"https://doi.org/10.1155/2023/2108105","url":null,"abstract":"Medical schools in the United States, as well as across the world, have undergone curriculum reform in the delivery of anatomy courses, which recently required social distancing during the COVID-19 pandemic. The aim of this study was to compare total teaching time across three major types of anatomy curricular formats in preclerkship and clerkship phases of US medical education, and quantitatively describe which tools/teaching modalities are used within different curricula structures across preclinical and clinical anatomy courses as well as evaluate the relative percent of the curricular time their use comprised prior to and during the pandemic. An optional survey instrument (with skip patterns), developed using Qualtrics Software and approved by the author’s home Institutional Review Board, was sent to anatomy course directors at 152 allopathic medical schools, from all four geographic and size categories delineated by the Association of American Medical Colleges. Data were analyzed using Qualtrics XM Stats iQ software. Thirty allopathic US medical institutions were represented in this survey, among which there existed an even distribution across the three integration formats with the majority of instruction occurring in the first-year curriculum. Total anatomy teaching time varied widely, but cadaveric dissection and lectures were the predominant teaching modalities, even during the pandemic. Traditional dissection comprised the majority of contact time compared to alternative modalities, but less than half of respondents currently incorporate new modalities. Approximately half of the schools changed to an all-virtual format for 2020–2021. Among those that were fully virtual, time using 3D anatomy significantly increased. Our results demonstrate that traditional anatomic educational practices remain the mainstay of medical education. Surprisingly, total contact hours in anatomic education varied widely, but there were striking similarities in the use of traditional tools.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79632994","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}
Teachers’ talk is a key tool for engaging students in learning. This research is carried out to examine the correlation between students’ attitude and teachers’ talk in learning English at secondary schools in Indonesia in which English is taught as a foreign language. These two aspects are substantial when learning objectives are to be achieved. Unlike the previous studies that focused more on the nature of teachers’ talk and its effect on the development of specific language skills, this study scrutinizes the interrelation between teachers’ talk and one of the individual differences possessed by language learners, i.e., attitude. Two research questions are formulated to be answered by this study. First, what types of attitude possessed by the learners and how they are classified? Second, how does teachers’ talk correlate with the learners’ attitude in the attempt of achieving the learning goals? A quantitative approach is applied in this study involving learners of two secondary schools, namely, SMAN 6 and SMKs Harapan Bangsa as research population in Sidrap, a district in South Sulawesi Province, Indonesia. The researcher used purposive sampling technique in choosing 160 research samples from these two secondary schools. The data were collected using questionnaire and a set of hypotheses testing is utilized to measure the normality, linearity/regression, validity, and the reliability of the instrument. Pearson correlation value formula by Pearson was used to determine whether correlation existed between teachers’ talk and students’ attitude in learning English. The result of the analysis shows the correlation coefficient between teachers’ talk (X) and students’ attitude (Y), which confirms that both variables have correlation, which was interpreted as fair. The Pearson correlation value, which in this case is 0.350, shows a tenuous positive correlation. The implication of this study lies on the importance of teachers’ talk in shaping the learners’ attitude, which in turn leads to the success of language learning.
{"title":"Teachers’ Talk and Students’ Attitude in Learning English at Secondary Schools in Indonesia: A Correlational Analysis","authors":"Nasmilah Nasmilah","doi":"10.1155/2023/8959615","DOIUrl":"https://doi.org/10.1155/2023/8959615","url":null,"abstract":"Teachers’ talk is a key tool for engaging students in learning. This research is carried out to examine the correlation between students’ attitude and teachers’ talk in learning English at secondary schools in Indonesia in which English is taught as a foreign language. These two aspects are substantial when learning objectives are to be achieved. Unlike the previous studies that focused more on the nature of teachers’ talk and its effect on the development of specific language skills, this study scrutinizes the interrelation between teachers’ talk and one of the individual differences possessed by language learners, i.e., attitude. Two research questions are formulated to be answered by this study. First, what types of attitude possessed by the learners and how they are classified? Second, how does teachers’ talk correlate with the learners’ attitude in the attempt of achieving the learning goals? A quantitative approach is applied in this study involving learners of two secondary schools, namely, SMAN 6 and SMKs Harapan Bangsa as research population in Sidrap, a district in South Sulawesi Province, Indonesia. The researcher used purposive sampling technique in choosing 160 research samples from these two secondary schools. The data were collected using questionnaire and a set of hypotheses testing is utilized to measure the normality, linearity/regression, validity, and the reliability of the instrument. Pearson correlation value formula by Pearson was used to determine whether correlation existed between teachers’ talk and students’ attitude in learning English. The result of the analysis shows the correlation coefficient between teachers’ talk (X) and students’ attitude (Y), which confirms that both variables have correlation, which was interpreted as fair. The Pearson correlation value, which in this case is 0.350, shows a tenuous positive correlation. The implication of this study lies on the importance of teachers’ talk in shaping the learners’ attitude, which in turn leads to the success of language learning.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77285475","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}
Balachandran Vadivel, Sohaib Alam, Iman Nikpoo, Bemnet Ajanil
A child’s educational achievements are based on multiple factors, including their family, their family’s behavior, socioeconomic status, their behavior toward their parents, etc. The main objective of the study is to establish the relationship between the socioeconomic background of the children and their educational achievements and how it impacts their psychology. A descriptive survey research design was used to conduct this study. The target population was 50 students and either of their parents. The target was selected through random sampling. Focus group discussions, in-depth interviews, and different types of observation techniques were implied while collecting the data. The study concluded that most of the students with low socioeconomic status had poor achievements in their academics, which led them into the labor market at an early age. It has been found that parents with low socioeconomic backgrounds were less interested in educating their children. Kids from low socioeconomic backgrounds are more focused on employment instead of pursuing their studies after completing their secondary education. Such students end up in unskilled or blue-collar jobs. This study recommends free-of-cost vocational and technical education to such children to provide them with better livelihood opportunities. There is a need for parental education and awareness programs as well conducted by schools/universities and other concerned authorities.
{"title":"The Impact of Low Socioeconomic Background on a Child’s Educational Achievements","authors":"Balachandran Vadivel, Sohaib Alam, Iman Nikpoo, Bemnet Ajanil","doi":"10.1155/2023/6565088","DOIUrl":"https://doi.org/10.1155/2023/6565088","url":null,"abstract":"A child’s educational achievements are based on multiple factors, including their family, their family’s behavior, socioeconomic status, their behavior toward their parents, etc. The main objective of the study is to establish the relationship between the socioeconomic background of the children and their educational achievements and how it impacts their psychology. A descriptive survey research design was used to conduct this study. The target population was 50 students and either of their parents. The target was selected through random sampling. Focus group discussions, in-depth interviews, and different types of observation techniques were implied while collecting the data. The study concluded that most of the students with low socioeconomic status had poor achievements in their academics, which led them into the labor market at an early age. It has been found that parents with low socioeconomic backgrounds were less interested in educating their children. Kids from low socioeconomic backgrounds are more focused on employment instead of pursuing their studies after completing their secondary education. Such students end up in unskilled or blue-collar jobs. This study recommends free-of-cost vocational and technical education to such children to provide them with better livelihood opportunities. There is a need for parental education and awareness programs as well conducted by schools/universities and other concerned authorities.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76360143","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}
N. Sukmana, Aan Koamriah, Bunyod Bazarov, Indrajit Patra, Tawfeeq Abdulameer Hashim Alghazali, Forqan Ali Hussein Al-Khafaji, Fariba Farhangi
As using cue cards is not common in Iranian EFL classes, this research aimed at examining the impacts of applying cue cards on developing the speaking accuracy and fluency of Iranian EFL students. Additionally, this study looked at how employing cue cards helped Iranian EFL learners reduce their speaking anxiety. Sixty of the 97 Iranian EFL students who took the Oxford Quick Placement Test were selected as the target sample for the current research. The selected participants were then indiscriminately designated into two groups: control and experimental of equal size. Afterward, the pretests of speaking fluency and accuracy and speaking anxiety were administered to both groups. After pretesting, the experimental group was instructed by using cue cards, and the control group was instructed by a traditional speaking method. After the instruction finished, both groups took the posttests of the mentioned variables. The data analysis revealed that on their speaking accuracy, fluency, and anxiety posttests, the experimental group outperformed the control group. According to results, applying cue cards led to positive effects on speaking fluency, accuracy, and anxiety. Ultimately, based on the findings, some implications and conclusions were proposed.
{"title":"Examining the Effects of Cue Cards on EFL Learners’ Speaking Fluency, Accuracy, and Speaking Anxiety","authors":"N. Sukmana, Aan Koamriah, Bunyod Bazarov, Indrajit Patra, Tawfeeq Abdulameer Hashim Alghazali, Forqan Ali Hussein Al-Khafaji, Fariba Farhangi","doi":"10.1155/2023/8428325","DOIUrl":"https://doi.org/10.1155/2023/8428325","url":null,"abstract":"As using cue cards is not common in Iranian EFL classes, this research aimed at examining the impacts of applying cue cards on developing the speaking accuracy and fluency of Iranian EFL students. Additionally, this study looked at how employing cue cards helped Iranian EFL learners reduce their speaking anxiety. Sixty of the 97 Iranian EFL students who took the Oxford Quick Placement Test were selected as the target sample for the current research. The selected participants were then indiscriminately designated into two groups: control and experimental of equal size. Afterward, the pretests of speaking fluency and accuracy and speaking anxiety were administered to both groups. After pretesting, the experimental group was instructed by using cue cards, and the control group was instructed by a traditional speaking method. After the instruction finished, both groups took the posttests of the mentioned variables. The data analysis revealed that on their speaking accuracy, fluency, and anxiety posttests, the experimental group outperformed the control group. According to results, applying cue cards led to positive effects on speaking fluency, accuracy, and anxiety. Ultimately, based on the findings, some implications and conclusions were proposed.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78702136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to reveal the effect of nationalism, historical knowledge, religious moderation, Islamism, and radical thinking on radical behavior of the young generation in public high schools in Padang, West Sumatra, Indonesia. The samples were grade XII students from four schools out of 16 schools. All indicators met the requirements of the validity and reliability test with Cronbach’s alpha and confirmatory factor analysis (CFA). Convergent validity test (variance extracted (VE) ≥ 0.50) obtained three constructs that meet the requirements to proceed to the analysis structure mode. The finding showed that nationalism construct did not affect the radical behavior construct with Sig. 0.203 > 0.05, while religious moderation construct did not affect radical behavior construct with Sig. 0.629 > 0.05. Meanwhile, the results of the multiple regression analysis showed that the constructs of nationalism and religious moderation simultaneously did not affect the construct of radical behavior. The finding illustrated that public high school students in Padang had a good understanding of nationalism and a moderate attitude in religious life so that there was no potential for the radicalism behavior among the young generation, especially for public high school students in Padang, West Sumatra. The practical implication of this research is that the school leaderships will formulate controlled regulations regarding the implementation of religious and clerical activities carried out by the Intraschool Student Organization (ISSO). In short, they will not be infiltrated by radical ideas from external parties.
{"title":"The Effect of National Insight and Religious Moderation on Radical Behavior of Secondary School Students","authors":"M. Kustati, Ristapawa Indra, Efendi, Mahyudin Ritonga, Nelmawarni, Yulia, Awis Karni","doi":"10.1155/2023/2919611","DOIUrl":"https://doi.org/10.1155/2023/2919611","url":null,"abstract":"The study aimed to reveal the effect of nationalism, historical knowledge, religious moderation, Islamism, and radical thinking on radical behavior of the young generation in public high schools in Padang, West Sumatra, Indonesia. The samples were grade XII students from four schools out of 16 schools. All indicators met the requirements of the validity and reliability test with Cronbach’s alpha and confirmatory factor analysis (CFA). Convergent validity test (variance extracted (VE) ≥ 0.50) obtained three constructs that meet the requirements to proceed to the analysis structure mode. The finding showed that nationalism construct did not affect the radical behavior construct with Sig. 0.203 > 0.05, while religious moderation construct did not affect radical behavior construct with Sig. 0.629 > 0.05. Meanwhile, the results of the multiple regression analysis showed that the constructs of nationalism and religious moderation simultaneously did not affect the construct of radical behavior. The finding illustrated that public high school students in Padang had a good understanding of nationalism and a moderate attitude in religious life so that there was no potential for the radicalism behavior among the young generation, especially for public high school students in Padang, West Sumatra. The practical implication of this research is that the school leaderships will formulate controlled regulations regarding the implementation of religious and clerical activities carried out by the Intraschool Student Organization (ISSO). In short, they will not be infiltrated by radical ideas from external parties.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89511050","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}
H. Quarshie, R. Maalman, M. A. Ali, Y. O. Donkor, Kingsley Ampong, Jerry Quaye, R. Safianu, I. E. Ennin, Joseph K. Korpisah
Introduction. Cadaveric dissection is an established effective teaching method in anatomical science education. Cadaver acquisition for dissection is, however, based on voluntary body bequeathment. As a result of the increasing numbers of medical schools and student intake, the challenges of inadequate bodies for education became obvious in most parts of the world as the main cadaver source remains anonymous corpses in the custody of the state. Cultural and religious beliefs or commercial purposes are among the several factors that influence the decision about body bequeathal. This study investigates the knowledge, attitude, and perceptions of body bequeathing among health science students who benefitted or are potential beneficiaries of cadaveric studies and identified factors influencing the bequest of bodies in Ghana for educational purposes among students in the University of Health and Allied Sciences. Method. This was a cross-sectional descriptive study. The study recruited 513 students in the bachelor programs in medicine, physician assistantship, nursing, midwifery, pharmacy, and allied health sciences at various levels. Both closed- and open-ended questions contained in the designed questionnaire were administered. Result. About 74.1% of the respondents had heard of body bequeathal. Majority (98.3%) agreed body bequeathal was important. However, only 39.6% knew the requirements and processes of body bequeathal. Most (>90%) had a negative attitude toward body bequeathal. Conclusion. The study concluded that there was a high awareness of the importance of body bequeathal for medical education and research but very low procedural knowledge on bequeathing, amongst health science students. Moreover, most were unwillingness to donate their bodies or even encourage others to donate their bodies. It is, therefore, recommended that medical schools should setup accessible body bequeathal programs that provide opportunities for interested individuals to be readily assisted through the process of body bequeathal.
{"title":"Knowledge, Attitudes, and Perceptions on Bequeathing of Bodies for Medical Education and Research among Health Science Students of the University of Health and Allied Sciences","authors":"H. Quarshie, R. Maalman, M. A. Ali, Y. O. Donkor, Kingsley Ampong, Jerry Quaye, R. Safianu, I. E. Ennin, Joseph K. Korpisah","doi":"10.1155/2022/5315814","DOIUrl":"https://doi.org/10.1155/2022/5315814","url":null,"abstract":"Introduction. Cadaveric dissection is an established effective teaching method in anatomical science education. Cadaver acquisition for dissection is, however, based on voluntary body bequeathment. As a result of the increasing numbers of medical schools and student intake, the challenges of inadequate bodies for education became obvious in most parts of the world as the main cadaver source remains anonymous corpses in the custody of the state. Cultural and religious beliefs or commercial purposes are among the several factors that influence the decision about body bequeathal. This study investigates the knowledge, attitude, and perceptions of body bequeathing among health science students who benefitted or are potential beneficiaries of cadaveric studies and identified factors influencing the bequest of bodies in Ghana for educational purposes among students in the University of Health and Allied Sciences. Method. This was a cross-sectional descriptive study. The study recruited 513 students in the bachelor programs in medicine, physician assistantship, nursing, midwifery, pharmacy, and allied health sciences at various levels. Both closed- and open-ended questions contained in the designed questionnaire were administered. Result. About 74.1% of the respondents had heard of body bequeathal. Majority (98.3%) agreed body bequeathal was important. However, only 39.6% knew the requirements and processes of body bequeathal. Most (>90%) had a negative attitude toward body bequeathal. Conclusion. The study concluded that there was a high awareness of the importance of body bequeathal for medical education and research but very low procedural knowledge on bequeathing, amongst health science students. Moreover, most were unwillingness to donate their bodies or even encourage others to donate their bodies. It is, therefore, recommended that medical schools should setup accessible body bequeathal programs that provide opportunities for interested individuals to be readily assisted through the process of body bequeathal.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81005777","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}
Le Thi Bich Diep, Dhameer A. Mutlak, Tribhuwan Kumar, Fotima Sapoeva, Isyaku Hassan, Abdolsatar Sorkheh
The emergence of the COVID-19 pandemic in 2020 led to many changes in people’s lifestyles and governments’ policies worldwide. In the education area, there has been an increase in the use of online learning due to the necessity of social distancing and an interruption in the transmission of information. The present study aimed to determine differences between online and in-person education systems regarding teachers’ perceptions of educational knowledge and pedagogical skills during the COVID-19 pandemic. In total, 1,500 teachers were selected from universities with in-person classes and 1,400 instructors were chosen from online universities in the cities of Tehran, Shiraz, Isfahan, Yazd, Tabriz, Ahvaz, Zanjan, and Arak, Iran, in 2022. Notably, the teachers were active in the fields of general and business English. Overall, a questionnaire including 30 items was applied, and each item scored teachers’ educational knowledge and pedagogical skills based on their perceptions using a 5-point Likert scale. Data analysis was performed using MANOVA. According to the results, there was a significant difference between online and in-person education systems regarding general English teachers’ perceptions of their educational knowledge and pedagogical skills. Similar results were obtained for business English teachers. In fact, general and business English teachers of in-person universities had a higher perception of their educational knowledge and pedagogical skills compared with teachers of online universities.
{"title":"An Account of University Professors’ Perceptions of Educational Knowledge and Pedagogical Skills in an Individual and Online Learning Education System: A Comparative Study","authors":"Le Thi Bich Diep, Dhameer A. Mutlak, Tribhuwan Kumar, Fotima Sapoeva, Isyaku Hassan, Abdolsatar Sorkheh","doi":"10.1155/2022/8503867","DOIUrl":"https://doi.org/10.1155/2022/8503867","url":null,"abstract":"The emergence of the COVID-19 pandemic in 2020 led to many changes in people’s lifestyles and governments’ policies worldwide. In the education area, there has been an increase in the use of online learning due to the necessity of social distancing and an interruption in the transmission of information. The present study aimed to determine differences between online and in-person education systems regarding teachers’ perceptions of educational knowledge and pedagogical skills during the COVID-19 pandemic. In total, 1,500 teachers were selected from universities with in-person classes and 1,400 instructors were chosen from online universities in the cities of Tehran, Shiraz, Isfahan, Yazd, Tabriz, Ahvaz, Zanjan, and Arak, Iran, in 2022. Notably, the teachers were active in the fields of general and business English. Overall, a questionnaire including 30 items was applied, and each item scored teachers’ educational knowledge and pedagogical skills based on their perceptions using a 5-point Likert scale. Data analysis was performed using MANOVA. According to the results, there was a significant difference between online and in-person education systems regarding general English teachers’ perceptions of their educational knowledge and pedagogical skills. Similar results were obtained for business English teachers. In fact, general and business English teachers of in-person universities had a higher perception of their educational knowledge and pedagogical skills compared with teachers of online universities.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83029760","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}
D. Sulisworo, V. Erviana, Bambang Robiin, Yovi Sepriansyah, A. Soleh
Technology development promotes different learning strategies for varying levels of education. This technology provides opportunities for more engaging learning and encourages motivation to understand concepts and values. This research focuses on the development of 3D virtual reality (VR), which explains the living environment, especially animals, in the original habitat in the context of elementary school learning. This VR application is called Zoo-VR, which can be used in various learning models to achieve learning competencies. Zoo-VR includes 30 types of animals with their original sounds and explanations in audio and text form. The animals move freely in their habitat according to natural conditions. Users can move from one place to another, approach particular objects, and run virtual menus using programs installed on Oculus. The feasibility of Zoo-VR is reviewed from the perception of teachers and students after using it. The snowball effect interview model measured the perceptions of teachers and students. The teacher’s experience is observed in four aspects of the experience: conformity with the subject matter, feasible learning models, competencies, and the adequacy of menus in the application. The student experience is observed in five aspects: immersion, interest, the comfort of the tool, intention to share, and practicality of existing features. This experience gives the basis for a broader analyzing the use of Zoo-VR both in and outside the classroom. The results of the review and observation explain that Zoo-VR is feasible to apply to real learning situations. The challenge of Zoo-VR is integrating this application with learning objectives on various subjects. However, the result from the limited number of participants cannot be applied to generalize comprehensively. Studies on the application of Zoo-VR to actual learning conditions need to be carried out to reveal the real potential of VR.
{"title":"The Feasibility of Enhancing Environmental Awareness using Virtual Reality 3D in the Primary Education","authors":"D. Sulisworo, V. Erviana, Bambang Robiin, Yovi Sepriansyah, A. Soleh","doi":"10.1155/2022/4811544","DOIUrl":"https://doi.org/10.1155/2022/4811544","url":null,"abstract":"Technology development promotes different learning strategies for varying levels of education. This technology provides opportunities for more engaging learning and encourages motivation to understand concepts and values. This research focuses on the development of 3D virtual reality (VR), which explains the living environment, especially animals, in the original habitat in the context of elementary school learning. This VR application is called Zoo-VR, which can be used in various learning models to achieve learning competencies. Zoo-VR includes 30 types of animals with their original sounds and explanations in audio and text form. The animals move freely in their habitat according to natural conditions. Users can move from one place to another, approach particular objects, and run virtual menus using programs installed on Oculus. The feasibility of Zoo-VR is reviewed from the perception of teachers and students after using it. The snowball effect interview model measured the perceptions of teachers and students. The teacher’s experience is observed in four aspects of the experience: conformity with the subject matter, feasible learning models, competencies, and the adequacy of menus in the application. The student experience is observed in five aspects: immersion, interest, the comfort of the tool, intention to share, and practicality of existing features. This experience gives the basis for a broader analyzing the use of Zoo-VR both in and outside the classroom. The results of the review and observation explain that Zoo-VR is feasible to apply to real learning situations. The challenge of Zoo-VR is integrating this application with learning objectives on various subjects. However, the result from the limited number of participants cannot be applied to generalize comprehensively. Studies on the application of Zoo-VR to actual learning conditions need to be carried out to reveal the real potential of VR.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87436615","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}
K. C. Nwosu, W. Wahl, Edna Nkechi Ofojebe, Augustina Ukamaka Okafor, E. Okwuduba
Although students’ test preparation tendencies are related to their test-taking confidence, empirical evidence on how students’ test preparation strategies relate to their test anxiety is still lacking. Framed within the skills deficit model, we examined the associations between students’ test preparation strategies (cognitive, metacognitive, and social preparation strategies) and their test anxiety (worry, cognitive, tension, and physiological test anxiety). Students’ gender, age, and parents’ level of education served as control variables. Participants were 248 students in two randomly selected secondary schools in Awka, Anambra state, Nigeria. Survey questionnaires were used for data collection. Major findings revealed that cognitive and metacognitive test preparation strategies significantly predicted worry and physiological indicators components of test anxiety, respectively. When the sociodemographic variables were controlled, the ΔR2 was significant only in the worry and physiological subscale. We concluded that test preparation strategies could be more associated with the worry subscale than the affective-physiological subscale. Furthermore, test preparation strategies involving monitoring and regulation could be associated to physiological indicators of test anxiety.
{"title":"Associations between Students’ Test Preparation Strategies and Test Anxiety: Gender, Age, and Parents’ Level of Education as Control Variables","authors":"K. C. Nwosu, W. Wahl, Edna Nkechi Ofojebe, Augustina Ukamaka Okafor, E. Okwuduba","doi":"10.1155/2022/9228910","DOIUrl":"https://doi.org/10.1155/2022/9228910","url":null,"abstract":"Although students’ test preparation tendencies are related to their test-taking confidence, empirical evidence on how students’ test preparation strategies relate to their test anxiety is still lacking. Framed within the skills deficit model, we examined the associations between students’ test preparation strategies (cognitive, metacognitive, and social preparation strategies) and their test anxiety (worry, cognitive, tension, and physiological test anxiety). Students’ gender, age, and parents’ level of education served as control variables. Participants were 248 students in two randomly selected secondary schools in Awka, Anambra state, Nigeria. Survey questionnaires were used for data collection. Major findings revealed that cognitive and metacognitive test preparation strategies significantly predicted worry and physiological indicators components of test anxiety, respectively. When the sociodemographic variables were controlled, the ΔR2 was significant only in the worry and physiological subscale. We concluded that test preparation strategies could be more associated with the worry subscale than the affective-physiological subscale. Furthermore, test preparation strategies involving monitoring and regulation could be associated to physiological indicators of test anxiety.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80338502","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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