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}
Sabina N. Valente, Abílio A. Lourenço, Sergio Dominguez-Lara, Tamara Mohorić, Vladimir Takšić
The Emotional Skills and Competence Questionnaire, as an emotional intelligence self-report measure
{"title":"Psychometric Properties of the Emotional Skills and Competence Questionnaire for Teachers","authors":"Sabina N. Valente, Abílio A. Lourenço, Sergio Dominguez-Lara, Tamara Mohorić, Vladimir Takšić","doi":"10.29333/iji.2023.1644a","DOIUrl":"https://doi.org/10.29333/iji.2023.1644a","url":null,"abstract":"The Emotional Skills and Competence Questionnaire, as an emotional intelligence self-report measure","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"54 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":"135324025","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.2023.16448a
Asmahan Masry-Herzallah, Peleg Dor-Haim
This study examined Jewish and Arab graduate students` satisfaction and success in an asynchronous online course (OC) in Israel, analyzing the correlations between student characteristics/background, design features and learning outcomes. Guided by Bronfenbrener`s ecological model, the study employed quantitative and qualitative approaches. 174 students studying for master's degrees in education at a college in central Israel participated in the research, responding to a specially constructed online questionnaire as well as 12 semi-structured interviews. Additionally, the grades received by the students for their course assignments were analysed. Quantitative data analysis found: 1. Students` technological self-efficacy (TSE) predicts a correlation between intrinsic motivation and OC satisfaction. 2. The variables that predict the students' satisfaction with the OC: positive perception of the course assignments as understandable and useful; effectiveness of the learning process and good quality of communication with the lecturer. 3. The sector variable (Arab / Jewish) was found to moderate the correlation of the Jewish students' (JS) and Arab students' (AS) final grades with a contribution from various means of learning. Thus, when AS felt that they received a contribution from the use of more learning means, they achieved higher grades. The AS found it difficult to adapt to the independent learning style needed for the OC. Qualitative data, gathered from the open-ended questions and interviews with the students` were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed three categories described the differences in satisfaction between the JS and AS throughout the course: Learners' attitude toward a course built from assignments, learning independently, Contacting the lecturer for assistance. Theoretical and practical implications are noted.
{"title":"Higher Education Student Satisfaction and Success in Online Learning: An Ecological Perspective","authors":"Asmahan Masry-Herzallah, Peleg Dor-Haim","doi":"10.29333/iji.2023.16448a","DOIUrl":"https://doi.org/10.29333/iji.2023.16448a","url":null,"abstract":"This study examined Jewish and Arab graduate students` satisfaction and success in an asynchronous online course (OC) in Israel, analyzing the correlations between student characteristics/background, design features and learning outcomes. Guided by Bronfenbrener`s ecological model, the study employed quantitative and qualitative approaches. 174 students studying for master's degrees in education at a college in central Israel participated in the research, responding to a specially constructed online questionnaire as well as 12 semi-structured interviews. Additionally, the grades received by the students for their course assignments were analysed. Quantitative data analysis found: 1. Students` technological self-efficacy (TSE) predicts a correlation between intrinsic motivation and OC satisfaction. 2. The variables that predict the students' satisfaction with the OC: positive perception of the course assignments as understandable and useful; effectiveness of the learning process and good quality of communication with the lecturer. 3. The sector variable (Arab / Jewish) was found to moderate the correlation of the Jewish students' (JS) and Arab students' (AS) final grades with a contribution from various means of learning. Thus, when AS felt that they received a contribution from the use of more learning means, they achieved higher grades. The AS found it difficult to adapt to the independent learning style needed for the OC. Qualitative data, gathered from the open-ended questions and interviews with the students` were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed three categories described the differences in satisfaction between the JS and AS throughout the course: Learners' attitude toward a course built from assignments, learning independently, Contacting the lecturer for assistance. Theoretical and practical implications are noted.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"147 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":"135324288","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.2023.16431a
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.2023.16438a
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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