Pub Date : 2024-01-01DOI: 10.29333/iji.2024.17140a
Magdeline M. Stephen
Technical vocational education and training (TVET) colleges offer technical vocational professions through a more vocational than academic curriculum. The addition of mathematics and physical science to the technical school curriculum led to a high failure rate and an increase in dropout rates because many students failed these two subjects. The department of basic education (DBE) established technical mathematics and technical science as alternatives to mathematics and physical science in these schools in an effort to address these issues. This study explored the effect of technical science on the technical high school pass rates following its implementation. Qualitative data methods was used to analyse physical science and technical content documents as well as pass rates descriptively. Findings for this study showed that technical science had less weight in the exam and less challenging content than physical science. After the advent of technical science, the pass rates for physical science rose considerably, though they were also inconsistent. Additionally, several schools stopped teaching technical science even after their students excelled in it. The study recommends that more investigation be done into the effects of technical science on learners' readiness for technical vocational careers and reasons for some schools to drop technical science. Keywords: learner performance, pass rates, physical science technical science, TVET colleges, vocational careers
{"title":"The Effects of Technical Science on Learner Performance and possible Technical Vocational Career Choices","authors":"Magdeline M. Stephen","doi":"10.29333/iji.2024.17140a","DOIUrl":"https://doi.org/10.29333/iji.2024.17140a","url":null,"abstract":"Technical vocational education and training (TVET) colleges offer technical vocational professions through a more vocational than academic curriculum. The addition of mathematics and physical science to the technical school curriculum led to a high failure rate and an increase in dropout rates because many students failed these two subjects. The department of basic education (DBE) established technical mathematics and technical science as alternatives to mathematics and physical science in these schools in an effort to address these issues. This study explored the effect of technical science on the technical high school pass rates following its implementation. Qualitative data methods was used to analyse physical science and technical content documents as well as pass rates descriptively. Findings for this study showed that technical science had less weight in the exam and less challenging content than physical science. After the advent of technical science, the pass rates for physical science rose considerably, though they were also inconsistent. Additionally, several schools stopped teaching technical science even after their students excelled in it. The study recommends that more investigation be done into the effects of technical science on learners' readiness for technical vocational careers and reasons for some schools to drop technical science. Keywords: learner performance, pass rates, physical science technical science, TVET colleges, vocational careers","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"5 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126740","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.2024.17114a
A. Martín-Ezpeleta, Mario Díaz-Díaz, Y. Echegoyen-Sanz
The main aim of this study is to analyse whether scholarly creativity can be linked to the reading process (reading preferences and reading metacognition) of preservice teachers. The research was carried out using a quantitative, descriptive, exploratory, cross-sectional design. The sample consisted of 254 Spanish and Chilean preservice teachers, who were administered online three previously validated questionnaires on creative self-perception, reading preferences and reading strategies. Both descriptive and inferential statistical analysis have been used. The results show a medium-high level of reading metacognition, with a preference for the use of problem-solving strategies while reading and for reading in digital format for academic purposes. There were statistically significant differences both in reading preferences, strategies and creative self-perception according to country (with Chilean students scoring higher in all of them), but no differences were found according to gender. There were positive correlations between creative self-perception in the scholarly domain and reading preferences (=.275 for academic digital and =.433 for academic print) and metacognition (=.445). Academic reading in printed format and global reading metacognition were also found to be significant predictors of self-perception in scholarly creativity, which support the theories of the need of skills in a specific domain to be able to develop creativity in such domain. The study concludes by assessing the implications of this relationship between reading and creativity, proposing the suitability of promoting both metacognitive reflections on the way to consolidating a learning focusing on the process, especially important in the case of future teachers. Keywords: reading preferences, reading metacognition, scholarly creativity, preservice teacher
{"title":"Reading and Scholarly Creativity: A Study with Spanish and Chilean Preservice Teachers","authors":"A. Martín-Ezpeleta, Mario Díaz-Díaz, Y. Echegoyen-Sanz","doi":"10.29333/iji.2024.17114a","DOIUrl":"https://doi.org/10.29333/iji.2024.17114a","url":null,"abstract":"The main aim of this study is to analyse whether scholarly creativity can be linked to the reading process (reading preferences and reading metacognition) of preservice teachers. The research was carried out using a quantitative, descriptive, exploratory, cross-sectional design. The sample consisted of 254 Spanish and Chilean preservice teachers, who were administered online three previously validated questionnaires on creative self-perception, reading preferences and reading strategies. Both descriptive and inferential statistical analysis have been used. The results show a medium-high level of reading metacognition, with a preference for the use of problem-solving strategies while reading and for reading in digital format for academic purposes. There were statistically significant differences both in reading preferences, strategies and creative self-perception according to country (with Chilean students scoring higher in all of them), but no differences were found according to gender. There were positive correlations between creative self-perception in the scholarly domain and reading preferences (=.275 for academic digital and =.433 for academic print) and metacognition (=.445). Academic reading in printed format and global reading metacognition were also found to be significant predictors of self-perception in scholarly creativity, which support the theories of the need of skills in a specific domain to be able to develop creativity in such domain. The study concludes by assessing the implications of this relationship between reading and creativity, proposing the suitability of promoting both metacognitive reflections on the way to consolidating a learning focusing on the process, especially important in the case of future teachers. Keywords: reading preferences, reading metacognition, scholarly creativity, preservice teacher","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"30 45","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129209","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}
Teaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades. Keywords: case study, Master of Arts in Teaching, online learning, self-efficacy, sense-making process, social cognitive career, motivation theory, student-teaching internship
{"title":"Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme","authors":"Luis Miguel Dos Santos","doi":"10.29333/iji.2024.1712a","DOIUrl":"https://doi.org/10.29333/iji.2024.1712a","url":null,"abstract":"Teaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades. Keywords: case study, Master of Arts in Teaching, online learning, self-efficacy, sense-making process, social cognitive career, motivation theory, student-teaching internship","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"20 7","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125851","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.2024.17132a
Y. Nissim, Eitan Simon
The study aims to evaluate in real time the level of PTs’ satisfaction with distance learning in three main aspects: lecturers, college’s functioning and self-appraisal of learning practices with distance learning in a teacher training campus. It can be defined as an action research, to understand and improve the quality of the educative process in an agile way during the crisis. Through the lens of performance improvement theory, we sought to determine if Preservice Teachers satisfaction with learning remotely would change over time because of institutional preparedness and faculty support. The sample group consisted of n=183 PTs ’in the first semester (31% Return percentage), N=193 in the second semester (32% Return percentage) and N=284 (47% Return percentage in the third semester (out of 600 Preservice Teachers’). The findings indicate both challenges and successes. In the second and third semesters, PTs’ reported higher levels of motivation, desire to learn, concentration taking an active part in class, and interest in the studied material, focusing on the lesson and ignoring distracting factors compared to the first semester. Preservice Teachers’’ coping with distance learning during the third semester were significantly better than the previous two semesters. Their evaluation of the lecturers’ at third semester was significantly higher. Preservice Teachers has perceived the lecturers’ role as an anchor of stability in the sea of change. The findings indicate the speed at which PTs’s adopted the innovative changes during the crisis. However, their evaluation of the college at the second semester was better than at the first and third semesters. These findings are important, as they shine a spotlight on associations between PTs’ satisfactions during times of change. Keywords: comfort zoom, distance learning, Covid-19, teacher training, teacher satisfaction
{"title":"The “Comfort Zoom”: Preservice Teachers’ (PTs’) Perceptions on Distance Learning During the Pandemic","authors":"Y. Nissim, Eitan Simon","doi":"10.29333/iji.2024.17132a","DOIUrl":"https://doi.org/10.29333/iji.2024.17132a","url":null,"abstract":"The study aims to evaluate in real time the level of PTs’ satisfaction with distance learning in three main aspects: lecturers, college’s functioning and self-appraisal of learning practices with distance learning in a teacher training campus. It can be defined as an action research, to understand and improve the quality of the educative process in an agile way during the crisis. Through the lens of performance improvement theory, we sought to determine if Preservice Teachers satisfaction with learning remotely would change over time because of institutional preparedness and faculty support. The sample group consisted of n=183 PTs ’in the first semester (31% Return percentage), N=193 in the second semester (32% Return percentage) and N=284 (47% Return percentage in the third semester (out of 600 Preservice Teachers’). The findings indicate both challenges and successes. In the second and third semesters, PTs’ reported higher levels of motivation, desire to learn, concentration taking an active part in class, and interest in the studied material, focusing on the lesson and ignoring distracting factors compared to the first semester. Preservice Teachers’’ coping with distance learning during the third semester were significantly better than the previous two semesters. Their evaluation of the lecturers’ at third semester was significantly higher. Preservice Teachers has perceived the lecturers’ role as an anchor of stability in the sea of change. The findings indicate the speed at which PTs’s adopted the innovative changes during the crisis. However, their evaluation of the college at the second semester was better than at the first and third semesters. These findings are important, as they shine a spotlight on associations between PTs’ satisfactions during times of change. Keywords: comfort zoom, distance learning, Covid-19, teacher training, teacher satisfaction","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"21 7","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126666","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.2024.17128a
Michelle A. Duffy, Doreen L. Mazzye, Michelle Storie, Richard L. Lamb
The purpose of this 5-year longitudinal study was to examine the rate of growth of oral reading fluency (ORF) scores in response to professional development and coaching related to the Science of Reading (SoR) in one urban public school district in the northeast United States. A non-random sample of all grade 1-5 students (n=434) enrolled in the school over a five-year period was used. Analysis of the growth in ORF scores was conducted using a latent growth curve analysis within a structural equation model framework. This model allowed comparison of growth between the sample and established national norms. Results indicate that across the grades over time, the sample demonstrated significantly greater growth (9%) when compared to the national norms (6%), despite interrupted instruction due to the covid-19 pandemic. These results suggest that repeated Professional Development (PD) and ongoing coaching to implement the SoR can lead to long-term growth in student ORF. The implications support SoR as an effective instructional framework which may mitigate against loss of instructional time in the classroom and serve as a protective factor against school interruptions, especially for at-risk learners. Keywords: science of reading, oral reading fluency, teacher professional development, teacher coaching
{"title":"Professional Development and Coaching in the Science of Reading: Impacts on Oral Reading Fluency in Comparison to National Norms","authors":"Michelle A. Duffy, Doreen L. Mazzye, Michelle Storie, Richard L. Lamb","doi":"10.29333/iji.2024.17128a","DOIUrl":"https://doi.org/10.29333/iji.2024.17128a","url":null,"abstract":"The purpose of this 5-year longitudinal study was to examine the rate of growth of oral reading fluency (ORF) scores in response to professional development and coaching related to the Science of Reading (SoR) in one urban public school district in the northeast United States. A non-random sample of all grade 1-5 students (n=434) enrolled in the school over a five-year period was used. Analysis of the growth in ORF scores was conducted using a latent growth curve analysis within a structural equation model framework. This model allowed comparison of growth between the sample and established national norms. Results indicate that across the grades over time, the sample demonstrated significantly greater growth (9%) when compared to the national norms (6%), despite interrupted instruction due to the covid-19 pandemic. These results suggest that repeated Professional Development (PD) and ongoing coaching to implement the SoR can lead to long-term growth in student ORF. The implications support SoR as an effective instructional framework which may mitigate against loss of instructional time in the classroom and serve as a protective factor against school interruptions, especially for at-risk learners. Keywords: science of reading, oral reading fluency, teacher professional development, teacher coaching","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"100 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128710","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.2024.17122a
Leonidas Chalkiadakis, Ingrid Noguera
The K-12 education has lived an upsetting period where teachers have been forced to incorporate technologies intensively, bringing to light numerous issues and opportunities, whose assessment can result in educational renewal. This scoping review’s objective is to examine the positive impact of the pandemic on digital technologies appropriation and innovative instruction across EU from K-12 teachers’ point of view. Within a total of 77 articles, published between 2020 and 2022, research showed that K-12 teachers perceived the lockdown as an opportunity to increase their competences to teach through digital tools and apply novel instructional strategies. Additionally, they have progressed on digital appropriation for assessing and interacting with students and colleagues. K-12 teachers consider the pandemic as an opportunity for professional development in terms of establishment of new digital skills, despite the lack of necessary equipment and the psychological well-being creating challenges in distance education. In conclusion the Covid-19 pandemic enabled K-12 teachers to expand their professional skills to respond to the needs of future schooling. Keywords: digital technologies, innovative instruction, European Union, K-12 teachers, perceptions
{"title":"K-12 Teacher’s Appropriation of Digital Technologies and Innovative Instruction Across EU: A Scoping Review","authors":"Leonidas Chalkiadakis, Ingrid Noguera","doi":"10.29333/iji.2024.17122a","DOIUrl":"https://doi.org/10.29333/iji.2024.17122a","url":null,"abstract":"The K-12 education has lived an upsetting period where teachers have been forced to incorporate technologies intensively, bringing to light numerous issues and opportunities, whose assessment can result in educational renewal. This scoping review’s objective is to examine the positive impact of the pandemic on digital technologies appropriation and innovative instruction across EU from K-12 teachers’ point of view. Within a total of 77 articles, published between 2020 and 2022, research showed that K-12 teachers perceived the lockdown as an opportunity to increase their competences to teach through digital tools and apply novel instructional strategies. Additionally, they have progressed on digital appropriation for assessing and interacting with students and colleagues. K-12 teachers consider the pandemic as an opportunity for professional development in terms of establishment of new digital skills, despite the lack of necessary equipment and the psychological well-being creating challenges in distance education. In conclusion the Covid-19 pandemic enabled K-12 teachers to expand their professional skills to respond to the needs of future schooling. Keywords: digital technologies, innovative instruction, European Union, K-12 teachers, perceptions","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"87 24","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128751","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.2024.17112a
Mona Qutaifan Ershed Alfayez
The present research aimed at investigating the availability of the requirements of the STEAM approach among intermediate-stage teachers and their attitudes towards the STEAM approach in public schools of Amman city, Jordan. This was a cross-sectional study that recruited a sample of 294 intermediate-stage mathematics teachers. A researcher-developed questionnaire was used in this study. It comprised 46 items (30 items for the availability of the STEAM approach requirements and 16 items for teachers' attitudes towards the STEAM approach). The data gathered in this study was analyzed using the SPSS. The results showed that the requirements of the STEAM education approach were high. Exploring the domains of STEAM requirements revealed that the implementation domain was the highest available requirement (3.90±0.54), followed by the planning domain (3.81±0.68) was available at a high degree, and lastly the assessment domain (3.11±0.76) at a moderate degree. In addition, the results showed that the enrolled mathematics teachers had positive attitudes toward using the STEAM education approach in teaching mathematics. It was found the most positive attitudes were within the desire to apply the strategy domain (4.18±0.60), followed by the motivation and self-learning domain (4.06±0.83), thinking and problem-solving domain (3.66±1.08) and the last one was collaboration and communication domain (3.21±0.59). The study concluded that STEAM approach requirements are available to a high degree as perceived by intermediate-stage mathematics teachers and they had positive attitudes towards using the STEAM approach in teaching mathematics in the public schools in Amman city, Jordan. Keywords: STEAM, requirements, attitudes, intermediate stage, mathematics, Jordan
{"title":"Availability of STEAM Approach Requirements among Intermediate-Stage Mathematics Teachers and Their Attitudes towards It","authors":"Mona Qutaifan Ershed Alfayez","doi":"10.29333/iji.2024.17112a","DOIUrl":"https://doi.org/10.29333/iji.2024.17112a","url":null,"abstract":"The present research aimed at investigating the availability of the requirements of the STEAM approach among intermediate-stage teachers and their attitudes towards the STEAM approach in public schools of Amman city, Jordan. This was a cross-sectional study that recruited a sample of 294 intermediate-stage mathematics teachers. A researcher-developed questionnaire was used in this study. It comprised 46 items (30 items for the availability of the STEAM approach requirements and 16 items for teachers' attitudes towards the STEAM approach). The data gathered in this study was analyzed using the SPSS. The results showed that the requirements of the STEAM education approach were high. Exploring the domains of STEAM requirements revealed that the implementation domain was the highest available requirement (3.90±0.54), followed by the planning domain (3.81±0.68) was available at a high degree, and lastly the assessment domain (3.11±0.76) at a moderate degree. In addition, the results showed that the enrolled mathematics teachers had positive attitudes toward using the STEAM education approach in teaching mathematics. It was found the most positive attitudes were within the desire to apply the strategy domain (4.18±0.60), followed by the motivation and self-learning domain (4.06±0.83), thinking and problem-solving domain (3.66±1.08) and the last one was collaboration and communication domain (3.21±0.59). The study concluded that STEAM approach requirements are available to a high degree as perceived by intermediate-stage mathematics teachers and they had positive attitudes towards using the STEAM approach in teaching mathematics in the public schools in Amman city, Jordan. Keywords: STEAM, requirements, attitudes, intermediate stage, mathematics, Jordan","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"2 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124983","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.2024.17139a
Rastislav Metruk, Patrícia Rafajdusová
Using L1 (mother tongue) for the purposes of the target language teaching and learning has been the subject of ample debate throughout the years, generating considerable controversy among instructors and researchers. Although the principles of CLT (communicative language teaching) somehow “delimit” to a certain extent its use at EFL (English as a foreign language) classes, attitudes towards the implementation of L1 into foreign language classes may vary considerably. Thus, this article endeavours to plug this gap by examining the Slovak in-service EFL teachers’ (n = 140) perceptions of using L1 at English classes by acquiring and interpreting the data derived from the research method of a questionnaire, employing a 5-point likers scale items. The research outcomes indicate that although it is the tactful, sound, and judicious use of L1 that is favoured by the teachers, the mother tongue appears to take on a relatively high importance in the realms of EFL teaching and learning. Finally, pedagogical implications are discussed, and suggestions are provided regarding the use of L1 at L2 classes. It is vital that further exploration in this area takes place by performing future studies in this regard. Keywords: EFL teacher, in-service English language teacher, EFL learner, teaching English, L1, native language, mother tongue, L2, foreign language
{"title":"Slovak EFL Teachers' Perceptions of Using L1 at English Lessons","authors":"Rastislav Metruk, Patrícia Rafajdusová","doi":"10.29333/iji.2024.17139a","DOIUrl":"https://doi.org/10.29333/iji.2024.17139a","url":null,"abstract":"Using L1 (mother tongue) for the purposes of the target language teaching and learning has been the subject of ample debate throughout the years, generating considerable controversy among instructors and researchers. Although the principles of CLT (communicative language teaching) somehow “delimit” to a certain extent its use at EFL (English as a foreign language) classes, attitudes towards the implementation of L1 into foreign language classes may vary considerably. Thus, this article endeavours to plug this gap by examining the Slovak in-service EFL teachers’ (n = 140) perceptions of using L1 at English classes by acquiring and interpreting the data derived from the research method of a questionnaire, employing a 5-point likers scale items. The research outcomes indicate that although it is the tactful, sound, and judicious use of L1 that is favoured by the teachers, the mother tongue appears to take on a relatively high importance in the realms of EFL teaching and learning. Finally, pedagogical implications are discussed, and suggestions are provided regarding the use of L1 at L2 classes. It is vital that further exploration in this area takes place by performing future studies in this regard. Keywords: EFL teacher, in-service English language teacher, EFL learner, teaching English, L1, native language, mother tongue, L2, foreign language","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"35 49","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125697","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.2024.17116a
Senthilkumaran Piramanayagam, Arul Alanvijay, Partho Pratim Seal
The Covid-19 pandemic prompted drastic changes in education, including the closure of institutions and transition in the mode of teaching and learning. However, the effect of disruption is not equal across the spectrum of education. The transition to online mode of teaching created challenges to teachers of vocational education including hospitality. In the current study, we aimed to identify the factors of motivation, online teaching satisfaction and intention to adopt online teaching in the future by the teachers of hospitality education using Herzberg’s Theory of Motivation. A cross-sectional survey was conducted among hospitality teachers in India, and the data was collected using Google Forms. Structural Equation Modelling (SEM) is employed to test the hypothesis proposed in the study. The IBM AMOS 25 software was used for data analysis and testing of hypothesis. The results of the study indicate that motivational factors are the significant predictors of online teaching satisfaction and teachers’ intention to adopt online teaching in the future. The finding signifies that institutional administrators and policymakers of hospitality education in the study context needs to focus on improving both motivational and hygiene element to enhance teachers’ satisfaction and behavioural intention in online teaching. Keywords: Herzberg theory, motivation, teacher, online teaching, hospitality, vocational education
Covid-19 大流行引发了教育领域的巨变，包括机构的关闭和教学模式的转型。然而，教育领域受到的影响并不相同。向在线教学模式的过渡给包括酒店管理专业在内的职业教育教师带来了挑战。在本研究中，我们旨在利用赫茨伯格的动机理论，确定酒店管理专业教师的动机、在线教学满意度和未来采用在线教学的意向等因素。我们对印度的酒店管理专业教师进行了横向调查，并使用谷歌表格收集数据。采用结构方程模型（SEM）来检验研究中提出的假设。数据分析和假设检验使用了 IBM AMOS 25 软件。研究结果表明，动机因素是在线教学满意度和教师未来采用在线教学意向的重要预测因素。这一结果表明，在研究背景下，酒店管理教育的机构管理者和决策者需要重点改善动机和卫生两个因素，以提高教师对在线教学的满意度和行为意向。关键词赫茨伯格理论、激励、教师、在线教学、酒店管理、职业教育
{"title":"Assessing Online Teaching Motivation, Satisfaction, and Intention among Teachers: A Structural Equation Modeling Approach","authors":"Senthilkumaran Piramanayagam, Arul Alanvijay, Partho Pratim Seal","doi":"10.29333/iji.2024.17116a","DOIUrl":"https://doi.org/10.29333/iji.2024.17116a","url":null,"abstract":"The Covid-19 pandemic prompted drastic changes in education, including the closure of institutions and transition in the mode of teaching and learning. However, the effect of disruption is not equal across the spectrum of education. The transition to online mode of teaching created challenges to teachers of vocational education including hospitality. In the current study, we aimed to identify the factors of motivation, online teaching satisfaction and intention to adopt online teaching in the future by the teachers of hospitality education using Herzberg’s Theory of Motivation. A cross-sectional survey was conducted among hospitality teachers in India, and the data was collected using Google Forms. Structural Equation Modelling (SEM) is employed to test the hypothesis proposed in the study. The IBM AMOS 25 software was used for data analysis and testing of hypothesis. The results of the study indicate that motivational factors are the significant predictors of online teaching satisfaction and teachers’ intention to adopt online teaching in the future. The finding signifies that institutional administrators and policymakers of hospitality education in the study context needs to focus on improving both motivational and hygiene element to enhance teachers’ satisfaction and behavioural intention in online teaching. Keywords: Herzberg theory, motivation, teacher, online teaching, hospitality, vocational education","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"16 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126704","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.2024.17119a
Aaron A. Funa, J. Ricafort, Frances Grace J. Jetomo, Nestor L. Lasala, Jr.
This study explores the effectiveness of brain-based learning (BBL) as a pedagogical approach to address the challenges of poor conceptual understanding, which may have worsened due to the COVID-19 pandemic aftermath. In this meta-analysis, 14 studies qualified using the Publish or Perish software and the Preferred Reporting Items for Systematic Reviews and Meta-analyses. Statistical analysis conducted using Comprehensive Meta-Analysis (CMA) Version 4 software by Biostat, Inc. Based on the results, the overall effect size (ES = 3.135) indicates that the use and integration of BBL principles and strategies have a significantly large and positive effect on student conceptual understanding. The moderator analysis revealed a significant difference between individual studies (p < .001); however, the overall results for academic level (p > .05) and discipline (p > .05) revealed no significant differences. Hence, each study included in this analysis may differ from one another due to the differences in various BBL strategies implemented; however, when grouped, they shared common effect sizes. With these findings, the researchers advocate the use of BBL principles and strategies to improve students' conceptual understanding at various levels in basic education, be it in English and STEM. Moreover, empirical studies focusing on a particular BBL variable, such as health and nutrition, are recommended for in-depth analysis and discussion. Keywords: brain, brain-based pedagogy, education, learning poverty, reading comprehension, meta-analysis
{"title":"Effectiveness of Brain-Based Learning Toward Improving Students’ Conceptual Understanding: A Meta-Analysis","authors":"Aaron A. Funa, J. Ricafort, Frances Grace J. Jetomo, Nestor L. Lasala, Jr.","doi":"10.29333/iji.2024.17119a","DOIUrl":"https://doi.org/10.29333/iji.2024.17119a","url":null,"abstract":"This study explores the effectiveness of brain-based learning (BBL) as a pedagogical approach to address the challenges of poor conceptual understanding, which may have worsened due to the COVID-19 pandemic aftermath. In this meta-analysis, 14 studies qualified using the Publish or Perish software and the Preferred Reporting Items for Systematic Reviews and Meta-analyses. Statistical analysis conducted using Comprehensive Meta-Analysis (CMA) Version 4 software by Biostat, Inc. Based on the results, the overall effect size (ES = 3.135) indicates that the use and integration of BBL principles and strategies have a significantly large and positive effect on student conceptual understanding. The moderator analysis revealed a significant difference between individual studies (p < .001); however, the overall results for academic level (p > .05) and discipline (p > .05) revealed no significant differences. Hence, each study included in this analysis may differ from one another due to the differences in various BBL strategies implemented; however, when grouped, they shared common effect sizes. With these findings, the researchers advocate the use of BBL principles and strategies to improve students' conceptual understanding at various levels in basic education, be it in English and STEM. Moreover, empirical studies focusing on a particular BBL variable, such as health and nutrition, are recommended for in-depth analysis and discussion. Keywords: brain, brain-based pedagogy, education, learning poverty, reading comprehension, meta-analysis","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"3 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127428","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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