Pub Date : 2024-01-01DOI: 10.29333/iji.2024.17123a
M. Alabdulaziz
The aim of this research was to assess whether using video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check impacted the extent to which five primary school students with Autism Spectrum Disorder (ASD) could accurately solve problems involving fractions. The sample of the study was purely comprised of five students owing to the challenges associated with eliciting approval to extend the study to a larger sample. A single-case multiple probe between participants experimental approach in its quasi-experimental design was employed to evaluate whether a significant association could be identified between these variables. The results revealed that from baseline to intervention, all five students solved simple proper fraction problems with greater accuracy and four were able to apply this ability to solve problems involving whole proper fractions. Given these results, the researchers recommend that to cater for the disparate learning needs of students with ASD across a range of settings, teachers should consider implementing interventions comprising VM and concrete manipulatives in conjunction with certain behavioural techniques. Owing to the challenges associated with eliciting approval to extend the study to a larger sample. Keywords: primary school, autism, mathematics, video‑based instruction, concrete manipulatives, self-monitoring strategy
{"title":"The Effects of Using Video-Based Instruction in Solving Fraction Computations of Students with Autism Spectrum Disorder","authors":"M. Alabdulaziz","doi":"10.29333/iji.2024.17123a","DOIUrl":"https://doi.org/10.29333/iji.2024.17123a","url":null,"abstract":"The aim of this research was to assess whether using video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check impacted the extent to which five primary school students with Autism Spectrum Disorder (ASD) could accurately solve problems involving fractions. The sample of the study was purely comprised of five students owing to the challenges associated with eliciting approval to extend the study to a larger sample. A single-case multiple probe between participants experimental approach in its quasi-experimental design was employed to evaluate whether a significant association could be identified between these variables. The results revealed that from baseline to intervention, all five students solved simple proper fraction problems with greater accuracy and four were able to apply this ability to solve problems involving whole proper fractions. Given these results, the researchers recommend that to cater for the disparate learning needs of students with ASD across a range of settings, teachers should consider implementing interventions comprising VM and concrete manipulatives in conjunction with certain behavioural techniques. Owing to the challenges associated with eliciting approval to extend the study to a larger sample. Keywords: primary school, autism, mathematics, video‑based instruction, concrete manipulatives, self-monitoring strategy","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"96 22","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128635","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 : 2024-01-01DOI: 10.29333/iji.2024.17117a
Muhammad Athar Shah, Sofia Malik
Despite evidence for the established role of a professional learning community in supporting teacher professional learning and development, it is still among the most under-utilized resources available to teachers. The current study in a major educational institution in the Gulf sets an example for establishing professional learning communities (PLCs) in unusually challenging academic contexts. These contexts often lack support from the administration for teacher professional learning and development, and there is minimal collaboration among colleagues. While synthesizing ideas from mainstream literature and social psychology, the study expands the conceptual base for establishing PLCs and offers a strategic vision for developing highly effective teachers through participation in a synergistic PLC. Following Interpretive Research Paradigm, the study employed ethnographic research methodology to understand how the participants in the study describe themselves and their actions as well as their interactions with others. Based on a thematic analysis conducted using NVivo software, the findings suggest that goal-oriented collaboration of teachers in a PLC, where empathy, maturity, and abundance mentality are practised, can prepare teachers for professional excellence, leading to significant improvements in student learning and achievement. Keywords: ELT in the Gulf, professional learning community, student achievement, synergy, teacher professional development
{"title":"In the Crucible of a Professional Learning Community: Becoming a Highly Effective Teacher in Challenging Contexts","authors":"Muhammad Athar Shah, Sofia Malik","doi":"10.29333/iji.2024.17117a","DOIUrl":"https://doi.org/10.29333/iji.2024.17117a","url":null,"abstract":"Despite evidence for the established role of a professional learning community in supporting teacher professional learning and development, it is still among the most under-utilized resources available to teachers. The current study in a major educational institution in the Gulf sets an example for establishing professional learning communities (PLCs) in unusually challenging academic contexts. These contexts often lack support from the administration for teacher professional learning and development, and there is minimal collaboration among colleagues. While synthesizing ideas from mainstream literature and social psychology, the study expands the conceptual base for establishing PLCs and offers a strategic vision for developing highly effective teachers through participation in a synergistic PLC. Following Interpretive Research Paradigm, the study employed ethnographic research methodology to understand how the participants in the study describe themselves and their actions as well as their interactions with others. Based on a thematic analysis conducted using NVivo software, the findings suggest that goal-oriented collaboration of teachers in a PLC, where empathy, maturity, and abundance mentality are practised, can prepare teachers for professional excellence, leading to significant improvements in student learning and achievement. Keywords: ELT in the Gulf, professional learning community, student achievement, synergy, teacher professional development","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"91 12","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124999","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 : 2024-01-01DOI: 10.29333/iji.2024.17133a
B. Arcas, T. Sánchez
The aim of the study is to assess the extent to which university teacher training in Spain matches with the literature framework about teaching competencies in higher education. The absence of a generic definition of what it means to be a competent teacher and the need for a competency profile on which to base the study, leads to undertake an initial bibliometric review of the main educational research databases ERIC, PsycINFO and Psychology Database. The studies were selected to extract a categorical classification that allowed to code the content analysis of the training programs offered in 41 Spanish public universities in seven competencies: content-related competency (research), personal, pedagogical, social, communicative, digital and technological and ecological. 2425 training courses were coded and analyzed with Maxqda version 20.4.2 and Excel database. The findings show that university teachers receive more training in competencies related to technology, pedagogy, and disciplinary content-research, and less training in personal and ecological competencies. The conclusion of the study highlights the lack of consensus between literature review and programs on what constitutes good teaching among teachers and students and the fact that continuing professional development remains dependent on teacher initiative. Keywords: university teacher competence, university teacher training, descriptive analysis, Spanish context, teacher training
{"title":"What Competences Are Promoting in University Teacher Training Programs? A Study of Spanish Public Universities","authors":"B. Arcas, T. Sánchez","doi":"10.29333/iji.2024.17133a","DOIUrl":"https://doi.org/10.29333/iji.2024.17133a","url":null,"abstract":"The aim of the study is to assess the extent to which university teacher training in Spain matches with the literature framework about teaching competencies in higher education. The absence of a generic definition of what it means to be a competent teacher and the need for a competency profile on which to base the study, leads to undertake an initial bibliometric review of the main educational research databases ERIC, PsycINFO and Psychology Database. The studies were selected to extract a categorical classification that allowed to code the content analysis of the training programs offered in 41 Spanish public universities in seven competencies: content-related competency (research), personal, pedagogical, social, communicative, digital and technological and ecological. 2425 training courses were coded and analyzed with Maxqda version 20.4.2 and Excel database. The findings show that university teachers receive more training in competencies related to technology, pedagogy, and disciplinary content-research, and less training in personal and ecological competencies. The conclusion of the study highlights the lack of consensus between literature review and programs on what constitutes good teaching among teachers and students and the fact that continuing professional development remains dependent on teacher initiative. Keywords: university teacher competence, university teacher training, descriptive analysis, Spanish context, teacher training","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"28 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125334","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 : 2024-01-01DOI: 10.29333/iji.2024.17124a
P. H. Yen, Nguyen Thi Ngoc Nhung, Thanh Thao Le
Learner autonomy (LA) is proven to have a significant impact on English learning and teaching. However, almost no research has examined the impact of students’ time at university on their LA. Therefore, this study focuses on clarifying the impact of students’ time at university on their LA by comparing students’ awareness of LA in different academic years. This research stems from the hypothesis that the more students are at university, the more their LA will increase. Designed as a comparative study, the study used a questionnaire and semi-structured interviews to collect data from three groups of English majors studying in different academic years, then compared the hypothesis to check whether or not the students’ awareness of LA is affected by their time in college. The results show that the hypothesis was partly correct because the juniors and seniors had higher LA than the sophomores. However, the juniors even had higher LA than the seniors. In other words, students’ time at university changes their perception of LA. The cause of the difference in LA, besides time at university, was also the difference between high school and higher education, individual differences, or subject matters. Some suggestions profoundly given to help increase LA as well as the quality of teaching are mentioned. The big difference between teaching and learning in high school and university needs to be shortened so that students’ transition from high school to university could be smoother. Also, due to the difference between the two levels of study, first-year students need much more attention to avoid being shocked when they change their learning environment. Keywords: time in college, learner autonomy, a comparative study, English-major students, academic years
{"title":"Impact of Time in College on Learner Autonomy: A Comparative Study on English-Major Students with Different Academic Years","authors":"P. H. Yen, Nguyen Thi Ngoc Nhung, Thanh Thao Le","doi":"10.29333/iji.2024.17124a","DOIUrl":"https://doi.org/10.29333/iji.2024.17124a","url":null,"abstract":"Learner autonomy (LA) is proven to have a significant impact on English learning and teaching. However, almost no research has examined the impact of students’ time at university on their LA. Therefore, this study focuses on clarifying the impact of students’ time at university on their LA by comparing students’ awareness of LA in different academic years. This research stems from the hypothesis that the more students are at university, the more their LA will increase. Designed as a comparative study, the study used a questionnaire and semi-structured interviews to collect data from three groups of English majors studying in different academic years, then compared the hypothesis to check whether or not the students’ awareness of LA is affected by their time in college. The results show that the hypothesis was partly correct because the juniors and seniors had higher LA than the sophomores. However, the juniors even had higher LA than the seniors. In other words, students’ time at university changes their perception of LA. The cause of the difference in LA, besides time at university, was also the difference between high school and higher education, individual differences, or subject matters. Some suggestions profoundly given to help increase LA as well as the quality of teaching are mentioned. The big difference between teaching and learning in high school and university needs to be shortened so that students’ transition from high school to university could be smoother. Also, due to the difference between the two levels of study, first-year students need much more attention to avoid being shocked when they change their learning environment. Keywords: time in college, learner autonomy, a comparative study, English-major students, academic years","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"29 12","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125772","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}
Bexi Perdomo, Dora Viviana Vega Swayne, Marianella Cecilia Hernández Ordinola, Claudia Sofia Olivares Novoa, María del Carmen Galarreta Ugarte
The study aimed to assess the impact of a student-created videogame on university students’ perceptions of the risk of sexual gender-based violence (SGBV) against women. It was based on two research questions: (1) to what extent the game ‘Un día a la vez’ (UDALV) impacts students’ perceptions of SGBV? (2) How do students perceive the game’s efficiency to change their perception of SGBV? This mixed study included the qualitative analysis of the game and, quantitative and qualitative techniques to assess and understand its impact on students’ perception. The sample consisted of 51 students aged between 17 and 24. The game showed easygoing narrative and mechanics with varied dynamics. Quantitative results indicated a positive effect of UDALV on all students’ perceptions of the risks of SGBV with a statistically significant difference between the pretest and posttest for the overall sample: t (50) = 9.050 (p = .000; d = .497). However, no differences were observed for the impact between males and females: t (47) = .581 (p = .564; d = .167). The interviews indicated that students find the game effective. In the context of this research, the results seem to be beneficial for gender-equity education programs addressed to young people. Keywords: serious games; university students; higher education; gender-equity education; students’ perception
本研究旨在评估一款由学生制作的电子游戏对大学生关于针对女性的性暴力（SGBV）风险认知的影响。研究基于两个问题：(1) 游戏 "Un día a la vez" (UDALV) 在多大程度上影响了学生对 SGBV 的认知？ (2) 学生如何看待游戏在改变他们对 SGBV 认知方面的效率？这项混合研究包括对游戏的定性分析以及定量和定性技术，以评估和了解游戏对学生看法的影响。样本包括 51 名年龄在 17-24 岁之间的学生。游戏展现了轻松的叙事方式和动态变化的机制。定量结果表明，UDALV 对所有学生对性暴力和基于性别的暴力风险的认知都产生了积极影响，总体样本在前测和后测之间的差异具有统计学意义：t (50) = 9.050 (p = .000; d = .497)。然而，男女生之间的影响没有差异：t (47) = .581 (p = .564; d = .167)。访谈表明，学生们认为该游戏很有效。就本研究而言，这些结果似乎有利于针对年轻人的性别平等教育计划。关键词：严肃游戏；大学生；高等教育；性别平等教育；学生看法
{"title":"Impact of a Student-Designed Videogame on Students’ Perceptions of Sexual Genre-Based Violence Risks","authors":"Bexi Perdomo, Dora Viviana Vega Swayne, Marianella Cecilia Hernández Ordinola, Claudia Sofia Olivares Novoa, María del Carmen Galarreta Ugarte","doi":"10.29333/iji.2024.1715a","DOIUrl":"https://doi.org/10.29333/iji.2024.1715a","url":null,"abstract":"The study aimed to assess the impact of a student-created videogame on university students’ perceptions of the risk of sexual gender-based violence (SGBV) against women. It was based on two research questions: (1) to what extent the game ‘Un día a la vez’ (UDALV) impacts students’ perceptions of SGBV? (2) How do students perceive the game’s efficiency to change their perception of SGBV? This mixed study included the qualitative analysis of the game and, quantitative and qualitative techniques to assess and understand its impact on students’ perception. The sample consisted of 51 students aged between 17 and 24. The game showed easygoing narrative and mechanics with varied dynamics. Quantitative results indicated a positive effect of UDALV on all students’ perceptions of the risks of SGBV with a statistically significant difference between the pretest and posttest for the overall sample: t (50) = 9.050 (p = .000; d = .497). However, no differences were observed for the impact between males and females: t (47) = .581 (p = .564; d = .167). The interviews indicated that students find the game effective. In the context of this research, the results seem to be beneficial for gender-equity education programs addressed to young people. Keywords: serious games; university students; higher education; gender-equity education; students’ perception","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"12 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125806","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 : 2024-01-01DOI: 10.29333/iji.2024.17131a
Noriko Fujioka-Ito
Analyzing cultural characteristics is a cognitively challenging task that allows learners to increase their open-mindedness and deepen their understanding of both local and global communities by utilizing online resources, especially when in-person interaction in classroom settings was impeded, resulting in an asynchronous online course. The purpose of this paper is to examine how intercultural competence, which can foster learners’ attitudes, could be encouraged in an asynchronous online environment for a Japanese foreign language course from empirical perspectives. The population was learners who possessed Intermediate and Advanced-level proficiency of Japanese. Learners’ outcomes were compared between an online asynchronous course using Deardorff’s (2006) Process Model of Intercultural Competence in the curriculum and a face-to-face class without using Deardorff’s model. The result of using Deardorff’s process model of Intercultural Competence in the curriculum, constructed based on “Understanding by Design,” which is comprised of 3 stages: (1) identifying desired results, (2) determining acceptable evidence, and (3) planning learning experiences and instruction (Wiggins & McTighe, 2005), suggested that learners could deepen their insights toward a target culture and society through multiple opportunities for learners to investigate the relationships among perspectives, practices and products. Keywords: asynchronous online course, backward design approach, intercultural competence, process model, world-readiness standards for learning languages
{"title":"Fostering Intercultural Competence: A Case of an Asynchronous Online Japanese Language and Culture Course","authors":"Noriko Fujioka-Ito","doi":"10.29333/iji.2024.17131a","DOIUrl":"https://doi.org/10.29333/iji.2024.17131a","url":null,"abstract":"Analyzing cultural characteristics is a cognitively challenging task that allows learners to increase their open-mindedness and deepen their understanding of both local and global communities by utilizing online resources, especially when in-person interaction in classroom settings was impeded, resulting in an asynchronous online course. The purpose of this paper is to examine how intercultural competence, which can foster learners’ attitudes, could be encouraged in an asynchronous online environment for a Japanese foreign language course from empirical perspectives. The population was learners who possessed Intermediate and Advanced-level proficiency of Japanese. Learners’ outcomes were compared between an online asynchronous course using Deardorff’s (2006) Process Model of Intercultural Competence in the curriculum and a face-to-face class without using Deardorff’s model. The result of using Deardorff’s process model of Intercultural Competence in the curriculum, constructed based on “Understanding by Design,” which is comprised of 3 stages: (1) identifying desired results, (2) determining acceptable evidence, and (3) planning learning experiences and instruction (Wiggins & McTighe, 2005), suggested that learners could deepen their insights toward a target culture and society through multiple opportunities for learners to investigate the relationships among perspectives, practices and products. Keywords: asynchronous online course, backward design approach, intercultural competence, process model, world-readiness standards for learning languages","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"22 17","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127188","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}
Identifying gifted and talented students is one of the biggest challenges that face those working with them. As a result, the purpose of this research was to investigate the most effective methods of identifying gifted and talented students. Furthermore, the study employed both quantitative and qualitative methods. The study’s sample size was 465 teachers and administrators, and the results revealed that the level of effective identification methods for gifted and talented students from the teachers’ and administrators’ point of view who work with them was moderate. As well, the findings showed statistically significant differences due to the gender variable in favor of males and due to the experience variable in favor of those with more than 10 years of experience. Furthermore, the study recommended using new technologies to identify gifted and talented students, as well as rehabilitating and training teachers and administrators on methods of identifying gifted and talented students, whether before or during their service, and providing them with all the necessary knowledge and practical experiences. Keywords: exploring, identification methods, gifted, talented, gifted schools
{"title":"Exploring Effective Methods for Identifying Gifted and Talented Students","authors":"S. Ayasrah, Mo’en Alnasraween, Anas Hanandeh","doi":"10.29333/iji.2024.1717a","DOIUrl":"https://doi.org/10.29333/iji.2024.1717a","url":null,"abstract":"Identifying gifted and talented students is one of the biggest challenges that face those working with them. As a result, the purpose of this research was to investigate the most effective methods of identifying gifted and talented students. Furthermore, the study employed both quantitative and qualitative methods. The study’s sample size was 465 teachers and administrators, and the results revealed that the level of effective identification methods for gifted and talented students from the teachers’ and administrators’ point of view who work with them was moderate. As well, the findings showed statistically significant differences due to the gender variable in favor of males and due to the experience variable in favor of those with more than 10 years of experience. Furthermore, the study recommended using new technologies to identify gifted and talented students, as well as rehabilitating and training teachers and administrators on methods of identifying gifted and talented students, whether before or during their service, and providing them with all the necessary knowledge and practical experiences. Keywords: exploring, identification methods, gifted, talented, gifted schools","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"34 12","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127655","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 : 2024-01-01DOI: 10.29333/iji.2024.17115a
Siti Fatimah, F. Murwani, Ika Andrini Farida, Imanuel Hitipeuw*
Previous scholars have explored the effect of self-efficacy on academic engagement. Self-efficacy positively affects academic engagement. However, it is not known whether the impact of self-efficacy on academic engagement differs significantly depending on potential moderator variables. The study aimed to meta-analyse correlational studies on self-efficacy and academic engagement between 2015 and 2022. Meta-analysis was used to examine correlation studies on the effect of self-efficacy on academic engagement. The meta-analysis calculated 68 effect sizes for the 24 studies. In accordance with the PRISMA guidelines, this investigation was conducted in various phases, including problem identification, data collection, screening, evaluation, and extraction. The information was obtained from peer-reviewed journals indexed in databases such as Scopus, EBSCOhost, ProQuest, and Eric searching for articles published in the field. Data analysis was performed using JASP. The study found that the random effects model and the effect size were significant, with a moderate average effect size (d=0.54). The results also indicate that the effects of self-efficacy on academic engagement vary significantly depending on geographical regions. The results have pedagogical implications since they suggest that increasing the academic engagement of learners requires increasing academic self-efficacy and noticing the geographical regions of learners. Keywords: self-efficacy, academic engagement, meta-analysis, academic self-efficacy
{"title":"Academic Self-Efficacy and Its Effect on Academic Engagement: Meta-Analysis","authors":"Siti Fatimah, F. Murwani, Ika Andrini Farida, Imanuel Hitipeuw*","doi":"10.29333/iji.2024.17115a","DOIUrl":"https://doi.org/10.29333/iji.2024.17115a","url":null,"abstract":"Previous scholars have explored the effect of self-efficacy on academic engagement. Self-efficacy positively affects academic engagement. However, it is not known whether the impact of self-efficacy on academic engagement differs significantly depending on potential moderator variables. The study aimed to meta-analyse correlational studies on self-efficacy and academic engagement between 2015 and 2022. Meta-analysis was used to examine correlation studies on the effect of self-efficacy on academic engagement. The meta-analysis calculated 68 effect sizes for the 24 studies. In accordance with the PRISMA guidelines, this investigation was conducted in various phases, including problem identification, data collection, screening, evaluation, and extraction. The information was obtained from peer-reviewed journals indexed in databases such as Scopus, EBSCOhost, ProQuest, and Eric searching for articles published in the field. Data analysis was performed using JASP. The study found that the random effects model and the effect size were significant, with a moderate average effect size (d=0.54). The results also indicate that the effects of self-efficacy on academic engagement vary significantly depending on geographical regions. The results have pedagogical implications since they suggest that increasing the academic engagement of learners requires increasing academic self-efficacy and noticing the geographical regions of learners. Keywords: self-efficacy, academic engagement, meta-analysis, academic self-efficacy","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"87 16","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128752","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 : 2024-01-01DOI: 10.29333/iji.2024.17130a
Patson Yonwong, Tawan Thongsuk, Chulida Hemtasin
Creative thinking is more than just thinking; it is a practical ability based on knowledge and experience that allows a person to accomplish things better. The objectives of this research were to design science learning activities and promote the creativity of eighth-grade students who received four thinking activities with inquiry-based learning to pass the 70% requirement and to examine the satisfaction of grade 8 students toward blended learning management of four thinking activities with inquiry-based learning. A total of 31 eighth-grade secondary school students at a public school in Northeast Thailand were selected using purposive sampling in the first semester of 2022. The research tools were seven learning management plans using four thinking activities combined with inquiry-based learning on the topic of the human body, a creativity test, and a satisfaction questionnaire. The statistics used were mean, standard deviation, and percentage. The findings revealed that combining learning management with inquiry-based learning resulted in the development of learning activities. The average score for creativity was 16 (80%), from a total of 20 points. The standard deviation was 1.54, which passed the requirement of 70%. Students were satisfied with the four thinking activities and inquiry-based learning, with a mean value of 4.39, representing a high level of satisfaction. Keywords: four thinking activities, inquiry-based learning, creativity, science learning activities, action research
{"title":"Creativity Development of Secondary School Students Using Four Thinking Activities Blended Inquiry-Based Learning","authors":"Patson Yonwong, Tawan Thongsuk, Chulida Hemtasin","doi":"10.29333/iji.2024.17130a","DOIUrl":"https://doi.org/10.29333/iji.2024.17130a","url":null,"abstract":"Creative thinking is more than just thinking; it is a practical ability based on knowledge and experience that allows a person to accomplish things better. The objectives of this research were to design science learning activities and promote the creativity of eighth-grade students who received four thinking activities with inquiry-based learning to pass the 70% requirement and to examine the satisfaction of grade 8 students toward blended learning management of four thinking activities with inquiry-based learning. A total of 31 eighth-grade secondary school students at a public school in Northeast Thailand were selected using purposive sampling in the first semester of 2022. The research tools were seven learning management plans using four thinking activities combined with inquiry-based learning on the topic of the human body, a creativity test, and a satisfaction questionnaire. The statistics used were mean, standard deviation, and percentage. The findings revealed that combining learning management with inquiry-based learning resulted in the development of learning activities. The average score for creativity was 16 (80%), from a total of 20 points. The standard deviation was 1.54, which passed the requirement of 70%. Students were satisfied with the four thinking activities and inquiry-based learning, with a mean value of 4.39, representing a high level of satisfaction. Keywords: four thinking activities, inquiry-based learning, creativity, science learning activities, action research","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"10 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129336","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 : 2024-01-01DOI: 10.29333/iji.2024.17120a
Monika Pažur, Vlatka Domović, Maja Drvodelić
The goal of this paper is to determine how senior students at the end of the ECEC university graduate study program assess the level of development of preschool teachers’ competence and to explore dimensions of preschool teachers’ competence from the students’ perspective. The research was conducted in Croatia, where, in line with other European countries, the initial education of ECEC teachers has been radically reformed by upgrading all initial ECEC teacher education programs from professional studies to university programs at the undergraduate and graduate level. The research comprised 191 participants, student teachers that were at the moment of the research at the end of their master’s ECEC program. Answers were collected via online questionnaire. The collected results suggest a conclusion that preschool teachers at the end of their ECEC study program are centred towards their performance, or the aspect of “what we do” in everyday work. They focus on the child and the child’s environment (both physical and social). On the other hand, they are less involved and prepared for acting at the level of the education system and contribution to the improvement of educational theory and policy. They perceive four dimensions of preschool teachers’ competence: theory, practices, beliefs and learning environment and relationships. Keywords: early childhood education and care, learning environment and relationships, preschool teacher competence, student teacher perspective
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