Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16431a
Wagiran Wagiran, Pardjono Pardjono, Mochamad Bruri Triyono, Galeh Nur Indriatno Putra Pratama, Thomas Köhler
This study aims to formulate the future competencies of vocational needed by the world of work
{"title":"The Future of Vocational Competence: Perspective of Vocational Teachers, Industries, and Educational Expert","authors":"Wagiran Wagiran, Pardjono Pardjono, Mochamad Bruri Triyono, Galeh Nur Indriatno Putra Pratama, Thomas Köhler","doi":"10.29333/iji.2023.16431a","DOIUrl":"https://doi.org/10.29333/iji.2023.16431a","url":null,"abstract":"This study aims to formulate the future competencies of vocational needed by the world of work","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324293","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16419a
Mónica Arnal-Palacián
Currently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used.
{"title":"The Use of Social Networks by Pre-Service Teachers for the Design of Mathematical Activities","authors":"Mónica Arnal-Palacián","doi":"10.29333/iji.2023.16419a","DOIUrl":"https://doi.org/10.29333/iji.2023.16419a","url":null,"abstract":"Currently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323791","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16455a
Alyaa Omar Kamel Faraj
The 2030 Agenda for Sustainable Development has revitalized the concept of lifelong learning and re-linked it to its human origins, especially Sustainable Development Goal 4 (SDG4) which calls for ensuring “inclusive and equitable quality education and promoting lifelong education opportunities for all”. Motivated by this goal, this study explored the contribution of Saudi public universities to the promotion of their students’ lifelong learning culture (hereafter LLC). To this end, the perceptions of 252 senior students and 168 postgraduate students on the contribution of their universities to the promotion of their LLC, the obstacles to the promotion of this culture in universities, and ways to enhance the universities’ potential to promote students’ LLC were surveyed. The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis. Data was collected by means of a questionnaire administered to 420 students enrolled in undergraduate and postgraduate programs in theoretical and applied colleges at three Saudi public universities. There were also follow-up interviews with 15 students to elaborate on their perceptions. The results revealed that the participants’ rating of Saudi universities’ contribution to the promotion of their students’ LLC was high with a total mean of 4.17 out of 5. However, the participants reported several obstacles to the promotion of LLC in Saudi universities. These included, lack of academic courses addressing LLC, separation between the majors available to the students and the requirements of the labor market, and poor communication between the university and the private sector to finance lifelong learning programs.
{"title":"The Contribution of Saudi Public Universities to the Promotion of their Students’ Lifelong Learning Culture","authors":"Alyaa Omar Kamel Faraj","doi":"10.29333/iji.2023.16455a","DOIUrl":"https://doi.org/10.29333/iji.2023.16455a","url":null,"abstract":"The 2030 Agenda for Sustainable Development has revitalized the concept of lifelong learning and re-linked it to its human origins, especially Sustainable Development Goal 4 (SDG4) which calls for ensuring “inclusive and equitable quality education and promoting lifelong education opportunities for all”. Motivated by this goal, this study explored the contribution of Saudi public universities to the promotion of their students’ lifelong learning culture (hereafter LLC). To this end, the perceptions of 252 senior students and 168 postgraduate students on the contribution of their universities to the promotion of their LLC, the obstacles to the promotion of this culture in universities, and ways to enhance the universities’ potential to promote students’ LLC were surveyed. The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis. Data was collected by means of a questionnaire administered to 420 students enrolled in undergraduate and postgraduate programs in theoretical and applied colleges at three Saudi public universities. There were also follow-up interviews with 15 students to elaborate on their perceptions. The results revealed that the participants’ rating of Saudi universities’ contribution to the promotion of their students’ LLC was high with a total mean of 4.17 out of 5. However, the participants reported several obstacles to the promotion of LLC in Saudi universities. These included, lack of academic courses addressing LLC, separation between the majors available to the students and the requirements of the labor market, and poor communication between the university and the private sector to finance lifelong learning programs.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323802","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16459a
Desi Rahmatina, Toto Nusantara, I Nengah Parta, Hery Susanto
This study aims to explore students’ reasoning about variability when they compare two groups of data from the perspective of commognitive. The task contains two questions, namely comparing the distribution of the patient’s recovery time in the two treatments and choosing one of the two treatments that the patient should use. Data on the assignment were given in the form of ogive graphs. Interviews were conducted to get in-depth information about students’ reasoning on variability. Fifty-nine mathematics education students were involved in this study (16 male and 43 female). The students have studied material about measures of dispersion. Eight of them were chosen as the subjects of the study. The assignment was given to the students to be completed by thinking aloud. Data on the assignment were given in the form of ogive graphs. The finding of this study was that there are four categories of students' reasoning when they interpret variability, namely quantitative, confirmation, single center point, and informal categories. The educators can introduce students to various types of data displays that can foster the development of students' reasoning about variability. Further research can be carried out by assessing students' reasoning about the variability of various levels of education.
{"title":"Students’ Reasoning about Variability When Comparing Two Sets of Data from the Perspective of Commognitive","authors":"Desi Rahmatina, Toto Nusantara, I Nengah Parta, Hery Susanto","doi":"10.29333/iji.2023.16459a","DOIUrl":"https://doi.org/10.29333/iji.2023.16459a","url":null,"abstract":"This study aims to explore students’ reasoning about variability when they compare two groups of data from the perspective of commognitive. The task contains two questions, namely comparing the distribution of the patient’s recovery time in the two treatments and choosing one of the two treatments that the patient should use. Data on the assignment were given in the form of ogive graphs. Interviews were conducted to get in-depth information about students’ reasoning on variability. Fifty-nine mathematics education students were involved in this study (16 male and 43 female). The students have studied material about measures of dispersion. Eight of them were chosen as the subjects of the study. The assignment was given to the students to be completed by thinking aloud. Data on the assignment were given in the form of ogive graphs. The finding of this study was that there are four categories of students' reasoning when they interpret variability, namely quantitative, confirmation, single center point, and informal categories. The educators can introduce students to various types of data displays that can foster the development of students' reasoning about variability. Further research can be carried out by assessing students' reasoning about the variability of various levels of education.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323805","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16438a
Juan García-Rubio, Eunice Macedo
active participation of students and the investment in the relationship with their surroundings. These elements could also be the basis of a transformative educational proposal for mainstream schools.
{"title":"Second Chance Schools in Portugal and Spain: Educational Proposals for Students in Greatest Vulnerability","authors":"Juan García-Rubio, Eunice Macedo","doi":"10.29333/iji.2023.16438a","DOIUrl":"https://doi.org/10.29333/iji.2023.16438a","url":null,"abstract":"active participation of students and the investment in the relationship with their surroundings. These elements could also be the basis of a transformative educational proposal for mainstream schools.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324290","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16460a
Lih-Ching Chen Wang
Chinese-as-a-Foreign-Language
{"title":"Experiences of Chinese-as-a-Foreign-Language Teachers in Implementation of Emergency Remote Teaching During the Covid-19 Pandemic","authors":"Lih-Ching Chen Wang","doi":"10.29333/iji.2023.16460a","DOIUrl":"https://doi.org/10.29333/iji.2023.16460a","url":null,"abstract":"Chinese-as-a-Foreign-Language","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined student acceptability and experience with gamification in an elementary school mathematics course utilizing flipbook digital learning media. The technology acceptance model (TAM) (Davis, 1989) was used to assess student acceptability in digital learning media, which consisted of four components: perceived utility, perceived ease of use, behavioral intention, and actual use. The study employed a mixed-method approach, including a quantitative approach to student acceptance of technology and a qualitative approach to analyzing student experiences. The participants in this study were second-year students from the department of elementary school teacher education who took mathematics education courses in elementary school. There were 222 students in the research sample. Structural equation modeling (SEM) was used for quantitative analysis, while interactive models were used for qualitative analysis. All of the research variables were found to be positively and significantly correlated in this study. The gamification of flipbooks was well received by students, and it was backed up by the pleasant experiences that students had with gamification flipbooks during the instructional period. Significantly, the gamification flipbook's wide range of characteristics were found to contribute to its effectiveness in promoting student engagement and collaborative learning. The study revealed that gamification flipbooks can be an effective tool for promoting collaborative learning. Also, the study contributes to the growing body of literature on the use of gamification in education. The findings of this research highlight the potential benefits of incorporating gamification in the classroom, and suggest that educators should consider utilizing gamification flipbooks as a collaborative learning tool.
{"title":"Promoting Collaborative Learning in Elementary Mathematics through the Use of Gamification Flipbooks: A Mixed-Methods Study","authors":"Fery Muhamad Firdaus, Rahmat Fadhli, Zaenal Abidin","doi":"10.29333/iji.2023.16454a","DOIUrl":"https://doi.org/10.29333/iji.2023.16454a","url":null,"abstract":"This study examined student acceptability and experience with gamification in an elementary school mathematics course utilizing flipbook digital learning media. The technology acceptance model (TAM) (Davis, 1989) was used to assess student acceptability in digital learning media, which consisted of four components: perceived utility, perceived ease of use, behavioral intention, and actual use. The study employed a mixed-method approach, including a quantitative approach to student acceptance of technology and a qualitative approach to analyzing student experiences. The participants in this study were second-year students from the department of elementary school teacher education who took mathematics education courses in elementary school. There were 222 students in the research sample. Structural equation modeling (SEM) was used for quantitative analysis, while interactive models were used for qualitative analysis. All of the research variables were found to be positively and significantly correlated in this study. The gamification of flipbooks was well received by students, and it was backed up by the pleasant experiences that students had with gamification flipbooks during the instructional period. Significantly, the gamification flipbook's wide range of characteristics were found to contribute to its effectiveness in promoting student engagement and collaborative learning. The study revealed that gamification flipbooks can be an effective tool for promoting collaborative learning. Also, the study contributes to the growing body of literature on the use of gamification in education. The findings of this research highlight the potential benefits of incorporating gamification in the classroom, and suggest that educators should consider utilizing gamification flipbooks as a collaborative learning tool.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323793","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16452a
Patricia Vázquez-Villegas, Claudia Lizette Garay-Rondero, Bingxin Deng, Luis Alberto Mejía-Manzano, Dongping Chen, Jorge Membrillo-Hernández
Engagement increases the success rate of students in higher education. This work aimed to determine the effect of extended reality learning (XR) experience on student engagement in science and engineering courses, using the Marzano and Kendall´s taxonomy of education. Higher education students’ perception of relevance, motivation, self-efficacy
{"title":"Effect of Extended Reality Learning Experience on Student Engagement in Science and Engineering Courses","authors":"Patricia Vázquez-Villegas, Claudia Lizette Garay-Rondero, Bingxin Deng, Luis Alberto Mejía-Manzano, Dongping Chen, Jorge Membrillo-Hernández","doi":"10.29333/iji.2023.16452a","DOIUrl":"https://doi.org/10.29333/iji.2023.16452a","url":null,"abstract":"Engagement increases the success rate of students in higher education. This work aimed to determine the effect of extended reality learning (XR) experience on student engagement in science and engineering courses, using the Marzano and Kendall´s taxonomy of education. Higher education students’ perception of relevance, motivation, self-efficacy","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323797","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16426a
Xuan Mai Le, Bich My Hinh, Thanh Thao Le
Several studies have indicated the benefits of role-playing (RP) and retelling stories (RS) in English language teaching. However, almost none of them has examined the users’ preferences for these techniques in English as a foreign language (EFL) teaching and learning, especially in the post-reading stage. Consequently, this current study was conducted to investigate the EFL teachers’ and students’ perceptions of the benefits and challenges of using the two techniques as post-reading activities. Besides, the stakeholders’ preferences between RP and RS were examined. There were three EFL teachers and 109 students participating in this current study. The study used a questionnaire, semi-structured interviews
{"title":"Role-Playing or Retelling Stories: Which One is Preferable in the Post-Reading Stage? - Answers from Direct Stakeholders in English Classes","authors":"Xuan Mai Le, Bich My Hinh, Thanh Thao Le","doi":"10.29333/iji.2023.16426a","DOIUrl":"https://doi.org/10.29333/iji.2023.16426a","url":null,"abstract":"Several studies have indicated the benefits of role-playing (RP) and retelling stories (RS) in English language teaching. However, almost none of them has examined the users’ preferences for these techniques in English as a foreign language (EFL) teaching and learning, especially in the post-reading stage. Consequently, this current study was conducted to investigate the EFL teachers’ and students’ perceptions of the benefits and challenges of using the two techniques as post-reading activities. Besides, the stakeholders’ preferences between RP and RS were examined. There were three EFL teachers and 109 students participating in this current study. The study used a questionnaire, semi-structured interviews","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324018","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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