It has been reported that some teachers mainly lectured while teaching online and students only listened and took notes. As a result, students did not develop high-order thinking skills. The study examined the effects of reflective writing, one of the deep learning approaches on students’ learning outcomes. Participants were 103 undergraduate students studying phonetics and phonology at a private university in Vietnam. Students had to submit 481 reflective writings over a ten-week period and did the mid-term and final tests. Five students participated in semi-structured interviews. Findings showed that there was a positive correlation between the number of assignments and their mid-term and final scores. The group that completed more assignments had higher scores. The study also revealed the impact of reflective writings on students’ retainment of the lesson content and utilization of higher-order thinking skills. The findings suggest some pedagogical implications for teachers to sustain students’ deep learning.
{"title":"Effects of Reflective Thinking On Deep Learning in Theoretical Linguistics Classes","authors":"Ton Nu My Nhat, Thinh Van Le","doi":"10.29333/iji.2023.1647a","DOIUrl":"https://doi.org/10.29333/iji.2023.1647a","url":null,"abstract":"It has been reported that some teachers mainly lectured while teaching online and students only listened and took notes. As a result, students did not develop high-order thinking skills. The study examined the effects of reflective writing, one of the deep learning approaches on students’ learning outcomes. Participants were 103 undergraduate students studying phonetics and phonology at a private university in Vietnam. Students had to submit 481 reflective writings over a ten-week period and did the mid-term and final tests. Five students participated in semi-structured interviews. Findings showed that there was a positive correlation between the number of assignments and their mid-term and final scores. The group that completed more assignments had higher scores. The study also revealed the impact of reflective writings on students’ retainment of the lesson content and utilization of higher-order thinking skills. The findings suggest some pedagogical implications for teachers to sustain students’ deep learning.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16414a
Tomo Djudin
The main objective of this research is to determine the extent of effectiveness of transfer of mathematics knowledge-model in enhancing the students’ ability of physics problem solving. In this collaborative study, a quasy-experimental method with non-equivalent control group pretest posttest design was carried out on 248 eleventh grade students of four public senior high schools (SMAN) in Pontianak-Westkalimantan, Indonesia. Experimental group consists of 125 students received instruction using the transfer of mathematics knowledge-model while the other group (123 students) serving as control was taught in conventional model. A Mathematics Prior Knolwedge Test (MPT) and a Physics Achievement Test (PAT) were developed to examine effect of the two treatments. A three-times instructional intervention on sound wave topic was implemented. The results revealed that transfer of mathematics knowledge did make students could solve the problems better than the conventional learning. It is also found that the understanding of mathematics prior knowledge could be a significant predictor to estimate students’ problem solving competencies in physics.This study not only has enriched a significant perspective of problem solving in education, but also provided a clear insight regarding the implementation of transfer of mathematics knowledge into physics learning.
{"title":"Transferring of Mathematics Knowledge into the Physics Learning to Promote Students’ Problem-Solving Skills","authors":"Tomo Djudin","doi":"10.29333/iji.2023.16414a","DOIUrl":"https://doi.org/10.29333/iji.2023.16414a","url":null,"abstract":"The main objective of this research is to determine the extent of effectiveness of transfer of mathematics knowledge-model in enhancing the students’ ability of physics problem solving. In this collaborative study, a quasy-experimental method with non-equivalent control group pretest posttest design was carried out on 248 eleventh grade students of four public senior high schools (SMAN) in Pontianak-Westkalimantan, Indonesia. Experimental group consists of 125 students received instruction using the transfer of mathematics knowledge-model while the other group (123 students) serving as control was taught in conventional model. A Mathematics Prior Knolwedge Test (MPT) and a Physics Achievement Test (PAT) were developed to examine effect of the two treatments. A three-times instructional intervention on sound wave topic was implemented. The results revealed that transfer of mathematics knowledge did make students could solve the problems better than the conventional learning. It is also found that the understanding of mathematics prior knowledge could be a significant predictor to estimate students’ problem solving competencies in physics.This study not only has enriched a significant perspective of problem solving in education, but also provided a clear insight regarding the implementation of transfer of mathematics knowledge into physics learning.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16443a
Eman Salah Daha
Digital transformation has become a basic requirement in
{"title":"Students' Preferences for Printed and Digital Materials and the Calibration Accuracy of Their Performance","authors":"Eman Salah Daha","doi":"10.29333/iji.2023.16443a","DOIUrl":"https://doi.org/10.29333/iji.2023.16443a","url":null,"abstract":"Digital transformation has become a basic requirement in","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16432a
Janina C. Sercenia, Maricar S. Prudente
Metacognition is a 21st-century lifelong skill and integrating this into a learning intervention is increasingly crucial to students' progress. However, studies have shown that there is a lack of empirical studies that focused entirely on the effect of metacognitive-based intervention on mathematics education. Thus, this meta-analysis examines the effectiveness of the metacognitive-based pedagogical intervention on students' mathematics achievement. From various meta-search engines, 23 out of 2341 empirical studies from 2015 to 2022 met the set of inclusion and exclusion criteria and were subsequently included in the analysis. Using Comprehensive-Meta-Analysis (CMA) software
{"title":"Effectiveness of the Metacognitive-based Pedagogical Intervention on Mathematics Achievement: A Meta-Analysis","authors":"Janina C. Sercenia, Maricar S. Prudente","doi":"10.29333/iji.2023.16432a","DOIUrl":"https://doi.org/10.29333/iji.2023.16432a","url":null,"abstract":"Metacognition is a 21st-century lifelong skill and integrating this into a learning intervention is increasingly crucial to students' progress. However, studies have shown that there is a lack of empirical studies that focused entirely on the effect of metacognitive-based intervention on mathematics education. Thus, this meta-analysis examines the effectiveness of the metacognitive-based pedagogical intervention on students' mathematics achievement. From various meta-search engines, 23 out of 2341 empirical studies from 2015 to 2022 met the set of inclusion and exclusion criteria and were subsequently included in the analysis. Using Comprehensive-Meta-Analysis (CMA) software","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16424a
Claudio Díaz, Mabel Ortiz, Juan Gómez, Susan Sanhueza
Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore pre-service teachers’ perceived views, skills
{"title":"English Language Assessment: Pre-service Teachers’ Self-Reported Views","authors":"Claudio Díaz, Mabel Ortiz, Juan Gómez, Susan Sanhueza","doi":"10.29333/iji.2023.16424a","DOIUrl":"https://doi.org/10.29333/iji.2023.16424a","url":null,"abstract":"Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore pre-service teachers’ perceived views, skills","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324301","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}
The present study aims to determine the pre-service teachers` attitudes towards inclusion in Romania and understand them in relation with their specialization and prior relation with a person with special needs. Research on attitudes towards inclusion has a long tradition in the scientific field. However, most of studies focus on the teachers’ and parents’ attitudes. Fewer studies have focused on pre-service teachers’ attitudes thus far and this study seeks to fill this research gap. The participants were 175 Educational Sciences pre-service teachers from the West University of Timisoara, Romania. A mixed-method approach was used to analyze the participants’ written work (i
{"title":"Pre-Service Teachers’ Attitudes toward School Inclusion in Romania","authors":"Anca Luștrea","doi":"10.29333/iji.2023.1641a","DOIUrl":"https://doi.org/10.29333/iji.2023.1641a","url":null,"abstract":"The present study aims to determine the pre-service teachers` attitudes towards inclusion in Romania and understand them in relation with their specialization and prior relation with a person with special needs. Research on attitudes towards inclusion has a long tradition in the scientific field. However, most of studies focus on the teachers’ and parents’ attitudes. Fewer studies have focused on pre-service teachers’ attitudes thus far and this study seeks to fill this research gap. The participants were 175 Educational Sciences pre-service teachers from the West University of Timisoara, Romania. A mixed-method approach was used to analyze the participants’ written work (i","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16451a
Giovanni Pelobillo
The students’ conception in learning physics profoundly influences learners’ characteristics vis-à-vis learning outcomes. This study examined the validity of the models of conceptions in learning physics based on Tsai's original framework (2004) among randomly selected University of Mindanao students (n=321). Confirmatory factor analysis revealed that the second-order factor structure (Model C) showed an acceptable fit (RMSEA=0.068, CFI=0.93, TLI=0.92) which demonstrated lower information criteria such as AIC, and BIC against other models given with the valid constructs (Raykov rho>0.7). It revealed the composition, and factor correlation (0.72) of 2 domains of conception such as quantitative and qualitative learning aspect with acceptable factor loadings (λ=0.5 to λ=0.98) of its constructs and items. The analysis via generalized partial-credit model through item response theory (IRT) analysis showed that the items could distinguish students’ conceptions via item difficulty and discrimination thresholds. Given the valid domains and constructs, this study could provide meaningful insights to improve physics instruction, inform learner characteristics and learning outcomes. It should be noted that teachers should design problem tasks that evoke students’ qualitative-quantitative reasoning to produce meaningful attention to learning. Investigation of interplay between students’ conceptions
{"title":"Conceptions of Learning Physics among University of Mindanao Students: A Validation Study","authors":"Giovanni Pelobillo","doi":"10.29333/iji.2023.16451a","DOIUrl":"https://doi.org/10.29333/iji.2023.16451a","url":null,"abstract":"The students’ conception in learning physics profoundly influences learners’ characteristics vis-à-vis learning outcomes. This study examined the validity of the models of conceptions in learning physics based on Tsai's original framework (2004) among randomly selected University of Mindanao students (n=321). Confirmatory factor analysis revealed that the second-order factor structure (Model C) showed an acceptable fit (RMSEA=0.068, CFI=0.93, TLI=0.92) which demonstrated lower information criteria such as AIC, and BIC against other models given with the valid constructs (Raykov rho>0.7). It revealed the composition, and factor correlation (0.72) of 2 domains of conception such as quantitative and qualitative learning aspect with acceptable factor loadings (λ=0.5 to λ=0.98) of its constructs and items. The analysis via generalized partial-credit model through item response theory (IRT) analysis showed that the items could distinguish students’ conceptions via item difficulty and discrimination thresholds. Given the valid domains and constructs, this study could provide meaningful insights to improve physics instruction, inform learner characteristics and learning outcomes. It should be noted that teachers should design problem tasks that evoke students’ qualitative-quantitative reasoning to produce meaningful attention to learning. Investigation of interplay between students’ conceptions","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16449a
Asri Widowati, Ibnu Siswanto, Muhkamad Wakid
The main feature of education is student academic performance. Therefore, this study aimed to assess the factors that contribute to improving students' academic performance, including digital literacy. The study included 315 university students in Indonesia
{"title":"Factors Affecting Students’ Academic Performance: Self Efficacy, Digital Literacy, and Academic Engagement Effects","authors":"Asri Widowati, Ibnu Siswanto, Muhkamad Wakid","doi":"10.29333/iji.2023.16449a","DOIUrl":"https://doi.org/10.29333/iji.2023.16449a","url":null,"abstract":"The main feature of education is student academic performance. Therefore, this study aimed to assess the factors that contribute to improving students' academic performance, including digital literacy. The study included 315 university students in Indonesia","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324283","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}
{"title":"The Effectiveness of 4MATE Teaching Model in Enhancing Creative Thinking, Attention, and Working Memory in Thai Context","authors":"Thitiporn Somsak, Ketsaraphan Punsrigate, Sanit Srikoon","doi":"10.29333/iji.2023.16441a","DOIUrl":"https://doi.org/10.29333/iji.2023.16441a","url":null,"abstract":"thinking","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16440a
Walter Miguel Fernandez Malpartida
Covid-19 lockdown. Half of participants reported a preference for face-to-face instruction, while the remaining participants were in favor of online education and merging both learning environments. Although the study results are not generalizable, they can be compared with the study findings from other higher education institutions located in developed economies
{"title":"University Students’ Perspectives of Face-to-face and Online Education: A Language Learning Comparison Prior and During Covid-19","authors":"Walter Miguel Fernandez Malpartida","doi":"10.29333/iji.2023.16440a","DOIUrl":"https://doi.org/10.29333/iji.2023.16440a","url":null,"abstract":"Covid-19 lockdown. Half of participants reported a preference for face-to-face instruction, while the remaining participants were in favor of online education and merging both learning environments. Although the study results are not generalizable, they can be compared with the study findings from other higher education institutions located in developed economies","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324296","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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