The notion of radicalism or extremism is currently a problem faced in the world. Many organizations or institutions adhere to this ideology with the aim of their own interests on behalf of the Islamic religion. In dealing with these problems, various efforts have been made by the government, one of which is implementing interfaith literacy at the tertiary level to suppress radical views. Universities are the target of this organization because students are considered to have souls that are still unstable and volatile. This research aims to study the effectiveness of this interreligious literacy in suppressing radicalism in several universities. This study used a qualitative approach with a narrative inquiry design as its research methodology. This study involves students and stakeholders who play an important role in this interfaith literacy. The research findings show that this interreligious literacy program can prevent and suppress radical understanding among students by changing the pattern of religious education from a closed doctrinal pattern to shifting to using a functional humanistic approach. The increase in students' interfaith literacy skills can be seen from the change in their perspective or mindset towards the teachings of Christianity and other religions. It can be concluded that interreligious literacy is effective in counteracting and preventing the spread of radicalism in the campus environment. The implication of this research is that this inter-religious literacy program provides an alternative to revitalizing religious education and its models in increasing students' religious knowledge and socializing religious values in an inclusive and humanistic manner. Keywords: interreligious literacy, radicalism, education, Islamic, higher education
{"title":"Effectiveness of Interreligious Literacy in Preventing Radical Views in Higher Education: Narrative Inquiry Research","authors":"M. Tahir, Ida Suryani Wijaya","doi":"10.29333/iji.2024.1719a","DOIUrl":"https://doi.org/10.29333/iji.2024.1719a","url":null,"abstract":"The notion of radicalism or extremism is currently a problem faced in the world. Many organizations or institutions adhere to this ideology with the aim of their own interests on behalf of the Islamic religion. In dealing with these problems, various efforts have been made by the government, one of which is implementing interfaith literacy at the tertiary level to suppress radical views. Universities are the target of this organization because students are considered to have souls that are still unstable and volatile. This research aims to study the effectiveness of this interreligious literacy in suppressing radicalism in several universities. This study used a qualitative approach with a narrative inquiry design as its research methodology. This study involves students and stakeholders who play an important role in this interfaith literacy. The research findings show that this interreligious literacy program can prevent and suppress radical understanding among students by changing the pattern of religious education from a closed doctrinal pattern to shifting to using a functional humanistic approach. The increase in students' interfaith literacy skills can be seen from the change in their perspective or mindset towards the teachings of Christianity and other religions. It can be concluded that interreligious literacy is effective in counteracting and preventing the spread of radicalism in the campus environment. The implication of this research is that this inter-religious literacy program provides an alternative to revitalizing religious education and its models in increasing students' religious knowledge and socializing religious values in an inclusive and humanistic manner. Keywords: interreligious literacy, radicalism, education, Islamic, higher education","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"69 11","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127536","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.2024.17110a
E. Albay, Ronald L. Aquino
The flipped classroom approach has been used as a variation of digital learning even before the covid-19 pandemic. Using this approach and the First Principles of Effective Instruction, this study determined and compared the proving skills of higher education students in finite geometries using true experimental research involving two equivalent classes in Modern Geometry. Data on proving competencies were gathered from the 27 pairs of randomly selected respondents and were subjected to data exploratory analysis to ensure the appropriateness of statistical tools for data analysis. Results reveal that both classes performed equivalently in the pretest. However, the flipped class exhibited a statistically significant improvement in the posttest and in-class activities than the non-flipped class. Additionally, the flipped class was found to have equivalent performances in both individual and group in-class activities. The results showed that necessary competencies in proving theorems can be attained using the flipped classroom approach following the activation, demonstration, application, and integration phases of instruction. The study recommended using the approach to support students learning achievement, performance enhancement, and active learning environment. It can also be incorporated into crafting an adaptive learning continuity plan for the post-pandemic recovery period and beyond. Keywords: active learning, critical thinking and problem-solving skills, finite geometry, first principles of effective instruction, flipped classroom, pandemic, proving theorems
{"title":"Utilizing Flipped Classroom and the First Principles of Effective Instruction in Teaching Finite Geometry","authors":"E. Albay, Ronald L. Aquino","doi":"10.29333/iji.2024.17110a","DOIUrl":"https://doi.org/10.29333/iji.2024.17110a","url":null,"abstract":"The flipped classroom approach has been used as a variation of digital learning even before the covid-19 pandemic. Using this approach and the First Principles of Effective Instruction, this study determined and compared the proving skills of higher education students in finite geometries using true experimental research involving two equivalent classes in Modern Geometry. Data on proving competencies were gathered from the 27 pairs of randomly selected respondents and were subjected to data exploratory analysis to ensure the appropriateness of statistical tools for data analysis. Results reveal that both classes performed equivalently in the pretest. However, the flipped class exhibited a statistically significant improvement in the posttest and in-class activities than the non-flipped class. Additionally, the flipped class was found to have equivalent performances in both individual and group in-class activities. The results showed that necessary competencies in proving theorems can be attained using the flipped classroom approach following the activation, demonstration, application, and integration phases of instruction. The study recommended using the approach to support students learning achievement, performance enhancement, and active learning environment. It can also be incorporated into crafting an adaptive learning continuity plan for the post-pandemic recovery period and beyond. Keywords: active learning, critical thinking and problem-solving skills, finite geometry, first principles of effective instruction, flipped classroom, pandemic, proving theorems","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"46 12","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127621","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 research aimed to determine the outcomes of concept analysis and to create and assess the viability of game applications for enhancing reading skills. This is R&D (Research and Development) utilizing the MLDC (Multimedia Development Life Cycle) model. This study was conducted in several elementary schools in Palopo City. The data for the needs analysis was collected from 10 students and two teachers in fourth grade. The number of participants in the effectiveness test phase was 268 students. Observation sheets, documentation, interview guidelines, product validation questionnaires, practicality, and product efficacy were among the data collection instruments. The method of analysis employed is the mixed sequential exploratory technique. The results of the concept analysis determine the type of game application to be developed using contextual media based on local culture and android-based interactivity that promotes independent reading achievement indicator learning. The development of a video game included character introduction features, learning features based on curriculum-based reading, and playing features based on adopting ethnic characters, skin color, clothing, and local genre instrumental music. Through Blackbox testing, the product's feasibility is determined. Practicality test results obtained on average are convenient. The effectiveness test results showed an increase in reading ability by using the developed game product. Keywords: educational game, media development, reading skills, cultural context, elementary school
{"title":"Cultural Context as the Basis for Developing Reading Game Applications","authors":"E. Rustan, Syela Rachmat","doi":"10.29333/iji.2024.1718a","DOIUrl":"https://doi.org/10.29333/iji.2024.1718a","url":null,"abstract":"This research aimed to determine the outcomes of concept analysis and to create and assess the viability of game applications for enhancing reading skills. This is R&D (Research and Development) utilizing the MLDC (Multimedia Development Life Cycle) model. This study was conducted in several elementary schools in Palopo City. The data for the needs analysis was collected from 10 students and two teachers in fourth grade. The number of participants in the effectiveness test phase was 268 students. Observation sheets, documentation, interview guidelines, product validation questionnaires, practicality, and product efficacy were among the data collection instruments. The method of analysis employed is the mixed sequential exploratory technique. The results of the concept analysis determine the type of game application to be developed using contextual media based on local culture and android-based interactivity that promotes independent reading achievement indicator learning. The development of a video game included character introduction features, learning features based on curriculum-based reading, and playing features based on adopting ethnic characters, skin color, clothing, and local genre instrumental music. Through Blackbox testing, the product's feasibility is determined. Practicality test results obtained on average are convenient. The effectiveness test results showed an increase in reading ability by using the developed game product. Keywords: educational game, media development, reading skills, cultural context, elementary school","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"17 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127888","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.2024.17127a
Mercè Navarro Calafell, Caterina Calderon, José Gustems
This goal of this research was to find out the extent and type of engagement, motivation, stress, coping strategies and academic performance in students undertaking teacher training degrees (early childhood education, primary education and double degrees) with a view to establishing relationships between these variables and designing proposals to improve and complement tutorial plans for these programmes. This was a cross-cutting, prospective, exploratory study that combined descriptive and correlational methodologies by means of questionnaires. The sample consisted of 610 students undertaking the early childhood education degree, primary education degree or double degree at the UB. The results indicate a moderate degree of academic engagement. Among the variables involved, the highest scores were obtained for academic engagement, achievement goals and, as a hindering variable, psychological distress. Academic performance (average grade) and the subscales of vigour, dedication and absorption (as facilitating variables) were identified as being involved in the development and maintenance of academic engagement. It is hoped that this research will serve to disseminate data relevant to tutorial action plans for teacher training degrees among the scientific community and, consequently, to improve the academic engagement of these students. Keywords: academic engagement, academic achievement, teacher training, tutorial action plan, academic motivation, coping strategies
{"title":"Engagement and Factors Associated with Academic Performance in Spanish Students Undertaking Teacher Training Degrees","authors":"Mercè Navarro Calafell, Caterina Calderon, José Gustems","doi":"10.29333/iji.2024.17127a","DOIUrl":"https://doi.org/10.29333/iji.2024.17127a","url":null,"abstract":"This goal of this research was to find out the extent and type of engagement, motivation, stress, coping strategies and academic performance in students undertaking teacher training degrees (early childhood education, primary education and double degrees) with a view to establishing relationships between these variables and designing proposals to improve and complement tutorial plans for these programmes. This was a cross-cutting, prospective, exploratory study that combined descriptive and correlational methodologies by means of questionnaires. The sample consisted of 610 students undertaking the early childhood education degree, primary education degree or double degree at the UB. The results indicate a moderate degree of academic engagement. Among the variables involved, the highest scores were obtained for academic engagement, achievement goals and, as a hindering variable, psychological distress. Academic performance (average grade) and the subscales of vigour, dedication and absorption (as facilitating variables) were identified as being involved in the development and maintenance of academic engagement. It is hoped that this research will serve to disseminate data relevant to tutorial action plans for teacher training degrees among the scientific community and, consequently, to improve the academic engagement of these students. Keywords: academic engagement, academic achievement, teacher training, tutorial action plan, academic motivation, coping strategies","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"139 22","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128271","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}
Edgar Omar López-Caudana, José Carlos Vázquez-Parra, Marco Cruz-Sandoval, J. Baena-Rojas
The purpose of this article is to present the results of a study conducted on a population of students from two technological universities in Mexico. The intention was to contrast the perceived achievement of the complex thinking competency and its sub-competencies among students in the last levels of their training. Then, to identify areas of opportunity for developing professional competencies it was applied a sample of 551 Engineering and Business school students from two higher education institutions in this Latin American country. In this manner, 60,61% corresponded to public universities while 39,39% remaining corresponded to private universities. Methodologically, a statistical descriptive analysis was carried out. The study was conducted with a convenience sample answered by students from technological universities located in western Mexico through Google Forms. After analyzing the results, it was possible to identify a gap in the students' perceived achievement in both institutions, with the private institution having a significantly higher mean. This study raises the importance of guaranteeing the development of professional competencies equitably among all students, intending to avoid differences that impact their perceptions of their abilities. All of this considering that complex thinking as a set of disciplinary and meta-competences should be similarly taught indifferent the type of university or higher education institution. Keywords: professional education, educational innovation, future of education, complex thinking, public, private universities
{"title":"Comparison of Complex Thinking Skills between Students from Public and Private Institutions in Mexico","authors":"Edgar Omar López-Caudana, José Carlos Vázquez-Parra, Marco Cruz-Sandoval, J. Baena-Rojas","doi":"10.29333/iji.2024.1713a","DOIUrl":"https://doi.org/10.29333/iji.2024.1713a","url":null,"abstract":"The purpose of this article is to present the results of a study conducted on a population of students from two technological universities in Mexico. The intention was to contrast the perceived achievement of the complex thinking competency and its sub-competencies among students in the last levels of their training. Then, to identify areas of opportunity for developing professional competencies it was applied a sample of 551 Engineering and Business school students from two higher education institutions in this Latin American country. In this manner, 60,61% corresponded to public universities while 39,39% remaining corresponded to private universities. Methodologically, a statistical descriptive analysis was carried out. The study was conducted with a convenience sample answered by students from technological universities located in western Mexico through Google Forms. After analyzing the results, it was possible to identify a gap in the students' perceived achievement in both institutions, with the private institution having a significantly higher mean. This study raises the importance of guaranteeing the development of professional competencies equitably among all students, intending to avoid differences that impact their perceptions of their abilities. All of this considering that complex thinking as a set of disciplinary and meta-competences should be similarly taught indifferent the type of university or higher education institution. Keywords: professional education, educational innovation, future of education, complex thinking, public, private universities","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"60 12","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125183","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.2024.17135a
Maroua Rogti
Recent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a post-treatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students’ thinking engagement and cooperation. Keywords: integrative multimedia, thinking skills, EFL students, cooperation, Algeria
最近的研究表明，在阿尔及利亚，关于开发有效解决批判性思维、交流、合作和创 造力等 21 世纪技能的学习多媒体的研究十分有限。然而，随着数字多媒体和信息技术的不断发展，人们迫切希望利用 21 世纪技能，并通过交互式多媒体工具与他人互动。本研究旨在探讨基于手机的交互式多媒体对培养高校英语专业学生思维参与、合作能力的影响。研究采用方便抽样法，选取了接受治疗后测试的一个学生样本（n= 60）。通过描述性统计和单样本 t 检验对数据进行了分析。研究结果表明，基于移动设备的交互式多媒体一直在影响着教育环境，并有可能积极促进学生的思维参与和合作。关键词：综合多媒体；思维能力；EFL 学生；合作；阿尔及利亚
{"title":"The Effect of Mobile-based Interactive Multimedia on Thinking Engagement and Cooperation","authors":"Maroua Rogti","doi":"10.29333/iji.2024.17135a","DOIUrl":"https://doi.org/10.29333/iji.2024.17135a","url":null,"abstract":"Recent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a post-treatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students’ thinking engagement and cooperation. Keywords: integrative multimedia, thinking skills, EFL students, cooperation, Algeria","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"44 44","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125551","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.2024.17126a
Zsuzsanna Zsubrinszky
This study explores the unique linguistic characteristics of bitcoin, which has significantly changed the financial world over the past few years. As the concept of bitcoin, cryptocurrency and the digital network behind them are not dealt with in LSP (Language for Specific Purposes) coursebooks yet, this small-scale research is intended to fill this niche. In order to see what terminology has to be acquired to be able to understand the basic issues about bitcoin, online sources dealing with this innovative technology and its regulatory systems have been used. The selected online texts are analysed by TextStat software, which is capable of making word counts and collocation frequency. The results show us the most common collocations with bitcoin, and blockchain processing within context, as well as the most frequently used words (e.g., cryptocurrency or exchange), which definitely need to be learned by students majoring in Business English. My aim with this research is that LSP teachers get a comprehensive picture of what terminology to teach to their student when dealing with the topic of cryptocurrencies. In addition, bitcoin-related vocabulary can be integrated into other subjects, such as economics, finance or technology, allowing students to explore the connections between different fields of knowledge. Keywords: Bitcoin, cryptocurrency, blockchain, collocation, online
{"title":"An Exploratory Corpus-Based Linguistic Analysis of ‘Bitcoin’ in Online Articles","authors":"Zsuzsanna Zsubrinszky","doi":"10.29333/iji.2024.17126a","DOIUrl":"https://doi.org/10.29333/iji.2024.17126a","url":null,"abstract":"This study explores the unique linguistic characteristics of bitcoin, which has significantly changed the financial world over the past few years. As the concept of bitcoin, cryptocurrency and the digital network behind them are not dealt with in LSP (Language for Specific Purposes) coursebooks yet, this small-scale research is intended to fill this niche. In order to see what terminology has to be acquired to be able to understand the basic issues about bitcoin, online sources dealing with this innovative technology and its regulatory systems have been used. The selected online texts are analysed by TextStat software, which is capable of making word counts and collocation frequency. The results show us the most common collocations with bitcoin, and blockchain processing within context, as well as the most frequently used words (e.g., cryptocurrency or exchange), which definitely need to be learned by students majoring in Business English. My aim with this research is that LSP teachers get a comprehensive picture of what terminology to teach to their student when dealing with the topic of cryptocurrencies. In addition, bitcoin-related vocabulary can be integrated into other subjects, such as economics, finance or technology, allowing students to explore the connections between different fields of knowledge. Keywords: Bitcoin, cryptocurrency, blockchain, collocation, online","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"32 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128143","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}
Joaquín Ayerbe López, Francisco Javier Perales Palacios
Well into the 21st century, the environmental crisis is more relevant than ever. To face this challenge, citizens with pro-environmental attitudes and adequate levels of environmental awareness are needed. As future adult citizens, adolescents should be a priority for environmental educators. The objective of the study is to determine the effectiveness of the Project-Based Learning (PBL) methodology in the improvement of the level of environmental awareness of secondary school students. To this end, a project related to the surrounding environment was designed and applied in the Spanish educational context. The nature of the research methodology was mixed (quantitative-qualitative), with the application of a pretest-posttest single group design. The instrument used was an environmental awareness test with a Likert-type scale and a set of open questions. The results obtained indicate a statistically significant rise in the level of environmental awareness in the participant group-class, leaving the effectiveness of the PBL in the referred level and educative context patent. There were some limitations in the research, including small sample size and the particular conditions of the exposed context, which should be resolved for future research in other educational contexts in order to generalise the findings of this study. Keywords: project based learning, environmental education, environmental awareness, environmental literacy, secondary education, Spain
{"title":"Effects of a Project-Based Learning Methodology on Environmental Awareness of Secondary School Students","authors":"Joaquín Ayerbe López, Francisco Javier Perales Palacios","doi":"10.29333/iji.2024.1711a","DOIUrl":"https://doi.org/10.29333/iji.2024.1711a","url":null,"abstract":"Well into the 21st century, the environmental crisis is more relevant than ever. To face this challenge, citizens with pro-environmental attitudes and adequate levels of environmental awareness are needed. As future adult citizens, adolescents should be a priority for environmental educators. The objective of the study is to determine the effectiveness of the Project-Based Learning (PBL) methodology in the improvement of the level of environmental awareness of secondary school students. To this end, a project related to the surrounding environment was designed and applied in the Spanish educational context. The nature of the research methodology was mixed (quantitative-qualitative), with the application of a pretest-posttest single group design. The instrument used was an environmental awareness test with a Likert-type scale and a set of open questions. The results obtained indicate a statistically significant rise in the level of environmental awareness in the participant group-class, leaving the effectiveness of the PBL in the referred level and educative context patent. There were some limitations in the research, including small sample size and the particular conditions of the exposed context, which should be resolved for future research in other educational contexts in order to generalise the findings of this study. Keywords: project based learning, environmental education, environmental awareness, environmental literacy, secondary education, Spain","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"121 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128574","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.2024.17138a
D. Joshi, Jiban Khadka, Bishnu Khanal, K. Adhikari
The demands for virtual learning have exponentially increased because of the COVID-19 pandemic. The aim of the research was to explore learners’ expectations towards virtual learning and its effect on mathematics achievement. A total of 2,350 students from basic to university levels in Nepal participated in the cross-sectional survey. T-test, ANOVA, and SEM were employed for data analysis. The findings indicate that the expectation of learners towards virtual learning from the government, educational institutions, teachers, and parents found to be significantly high. Parents’ level of education, gender, and the types of educational institutions are key predictors of the expectation of learners. Expectations of learners towards virtual learning from government, institutions, and parents have negative and expectations from teachers have a positive effect on mathematics performance. Keywords: achievement, expectation, mathematics, Nepal, virtual learning
由于 COVID-19 的流行，对虚拟学习的需求急剧增加。本研究旨在探讨学习者对虚拟学习的期望及其对数学成绩的影响。尼泊尔共有 2350 名从基础教育到大学教育的学生参与了横向调查。数据分析采用了 T 检验、方差分析和 SEM。调查结果表明，政府、教育机构、教师和家长对学习者进行虚拟学习的期望很高。家长的教育水平、性别和教育机构的类型是预测学习者期望的主要因素。政府、教育机构和家长对学习者虚拟学习的期望对数学成绩有负面影响，而教师的期望对数学成绩有正面影响。关键词： 成绩、期望、数学、尼泊尔、虚拟学习
{"title":"Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance","authors":"D. Joshi, Jiban Khadka, Bishnu Khanal, K. Adhikari","doi":"10.29333/iji.2024.17138a","DOIUrl":"https://doi.org/10.29333/iji.2024.17138a","url":null,"abstract":"The demands for virtual learning have exponentially increased because of the COVID-19 pandemic. The aim of the research was to explore learners’ expectations towards virtual learning and its effect on mathematics achievement. A total of 2,350 students from basic to university levels in Nepal participated in the cross-sectional survey. T-test, ANOVA, and SEM were employed for data analysis. The findings indicate that the expectation of learners towards virtual learning from the government, educational institutions, teachers, and parents found to be significantly high. Parents’ level of education, gender, and the types of educational institutions are key predictors of the expectation of learners. Expectations of learners towards virtual learning from government, institutions, and parents have negative and expectations from teachers have a positive effect on mathematics performance. Keywords: achievement, expectation, mathematics, Nepal, virtual learning","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"30 16","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129232","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}
Today, access to publications is available in digital environments rather than printed materials. Therefore, databases become very important in accessing scientific publications. With databases, instant and easy access to current publications from all over the world is possible. Scilit (www.scilit.net) is one of these important databases. Scilit is a free database developed by MDPI AG. Scilit includes journal articles, book chapters, monographs, and preprints. It provides services to scientists, academics and everyone who is interested. Keywords: Scilit, databases, indexes, scientists, scholars, search, publications
如今，人们可以通过数字环境而不是印刷材料获取出版物。因此，数据库在获取科学出版物方面变得非常重要。有了数据库，就可以即时、方便地查阅世界各地的最新出版物。Scilit (www.scilit.net) 就是这些重要的数据库之一。Scilit 是由 MDPI AG 开发的免费数据库。Scilit 包括期刊论文、书籍章节、专著和预印本。它为科学家、学者和所有感兴趣的人提供服务。关键词：ScilitScilit、数据库、索引、科学家、学者、搜索、出版物
{"title":"The World's Scholarly Publications at Your Fingertips with Scilit from Basel, Switzerland","authors":"Asım Arı","doi":"10.29333/iji.2024.1710a","DOIUrl":"https://doi.org/10.29333/iji.2024.1710a","url":null,"abstract":"Today, access to publications is available in digital environments rather than printed materials. Therefore, databases become very important in accessing scientific publications. With databases, instant and easy access to current publications from all over the world is possible. Scilit (www.scilit.net) is one of these important databases. Scilit is a free database developed by MDPI AG. Scilit includes journal articles, book chapters, monographs, and preprints. It provides services to scientists, academics and everyone who is interested. Keywords: Scilit, databases, indexes, scientists, scholars, search, publications","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"38 16","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129797","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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