Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16422a
Flavia Aurelia Hidajat
367-384
{"title":"The Development of Digital E-books to Improve Students' Creativity Skills: A Self-Regulation Strategies Approach","authors":"Flavia Aurelia Hidajat","doi":"10.29333/iji.2023.16422a","DOIUrl":"https://doi.org/10.29333/iji.2023.16422a","url":null,"abstract":"367-384","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"38 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":"135324021","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.2023.16450a
Abdullah Ahmad Al-Awamleh, Khamisah Mohammed Ali Ayash
The current research paper aims to explore the reality of the competency of Imam Abdulrahman bin Faisal University (IAU) graduates to meet labor market requirements from the viewpoint of employers in service and production organizations in the Eastern Region. To achieve the objectives of the study, the descriptive approach is used and the adapted questionnaire was used to collect the data. The study sample consists of (254) direct employers of (IAU) graduates selected using the availability sample method. The results indicate that the level of overall competency of (IAU) graduates from the point of view of employers is of a high degree, whereas the level of professional and ethical competency is of a very high degree, while the dimensions of personal competency, cognitive competency, and technical and digital competency are a high degree. The findings also show that there are statistically significant differences at the significance between the mean of the employers' responses about the level of overall competency of (IAU) ersity graduates according to the difference in the graduate specialization domain in favor of the graduates of the educational domain. The study recommends working to enable (IAU) graduates to analyze data or digital information, focusing on enabling graduates to master the English language skill, both spoken and written.
{"title":"The Competency Assessment of Imam Abdulrahman Bin Faisal University (IAU) Graduates","authors":"Abdullah Ahmad Al-Awamleh, Khamisah Mohammed Ali Ayash","doi":"10.29333/iji.2023.16450a","DOIUrl":"https://doi.org/10.29333/iji.2023.16450a","url":null,"abstract":"The current research paper aims to explore the reality of the competency of Imam Abdulrahman bin Faisal University (IAU) graduates to meet labor market requirements from the viewpoint of employers in service and production organizations in the Eastern Region. To achieve the objectives of the study, the descriptive approach is used and the adapted questionnaire was used to collect the data. The study sample consists of (254) direct employers of (IAU) graduates selected using the availability sample method. The results indicate that the level of overall competency of (IAU) graduates from the point of view of employers is of a high degree, whereas the level of professional and ethical competency is of a very high degree, while the dimensions of personal competency, cognitive competency, and technical and digital competency are a high degree. The findings also show that there are statistically significant differences at the significance between the mean of the employers' responses about the level of overall competency of (IAU) ersity graduates according to the difference in the graduate specialization domain in favor of the graduates of the educational domain. The study recommends working to enable (IAU) graduates to analyze data or digital information, focusing on enabling graduates to master the English language skill, both spoken and written.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"15 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":"135324279","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}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16423a
Moe Greene, Sheng-Lun Cheng, Monty Jones
Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers' technology integration knowledge development. It provides a new way to conceptualize and measure preservice teachers' technology integration knowledge growth in context. Multilevel modeling analysis was conducted to analyze the data gathered from 53 preservice teachers over two-time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants’ main TPACK knowledge domains were more stable than their integrated knowledge domains. It was also found that the technological knowledge (TK) domain played a more significant role in explaining the development of teachers’ TPACK. TK is critical for developing pre-service teachers’ TPACK integrated knowledge domains, which can explain why some preservice teachers achieve a high level of Technological Content Knowledge (TCK) and Technological Pedagogical knowledge (TPK) at each time point while others do not. The findings and their implications provide guidance for the development of preservice teachers' technological knowledge that facilitates technology-supported learning environments.
{"title":"Preservice Teachers’ Technology Integration Knowledge Development in an Online Technology-Based Course","authors":"Moe Greene, Sheng-Lun Cheng, Monty Jones","doi":"10.29333/iji.2023.16423a","DOIUrl":"https://doi.org/10.29333/iji.2023.16423a","url":null,"abstract":"Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers' technology integration knowledge development. It provides a new way to conceptualize and measure preservice teachers' technology integration knowledge growth in context. Multilevel modeling analysis was conducted to analyze the data gathered from 53 preservice teachers over two-time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants’ main TPACK knowledge domains were more stable than their integrated knowledge domains. It was also found that the technological knowledge (TK) domain played a more significant role in explaining the development of teachers’ TPACK. TK is critical for developing pre-service teachers’ TPACK integrated knowledge domains, which can explain why some preservice teachers achieve a high level of Technological Content Knowledge (TCK) and Technological Pedagogical knowledge (TPK) at each time point while others do not. The findings and their implications provide guidance for the development of preservice teachers' technological knowledge that facilitates technology-supported learning environments.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"49 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":"135324302","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.2023.16418a
Alwaely Suad, Olga Tapalova, Anna Berestova, Svetlana Vlasova
The central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students’ motivation, students’ readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students’ abilities related to independent learning.
{"title":"The Impact of Moodle Learning Analytics on Students’ Performance and Motivation","authors":"Alwaely Suad, Olga Tapalova, Anna Berestova, Svetlana Vlasova","doi":"10.29333/iji.2023.16418a","DOIUrl":"https://doi.org/10.29333/iji.2023.16418a","url":null,"abstract":"The central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students’ motivation, students’ readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students’ abilities related to independent learning.","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":"135323785","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.2023.16419a
Mónica Arnal-Palacián
Currently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used.
{"title":"The Use of Social Networks by Pre-Service Teachers for the Design of Mathematical Activities","authors":"Mónica Arnal-Palacián","doi":"10.29333/iji.2023.16419a","DOIUrl":"https://doi.org/10.29333/iji.2023.16419a","url":null,"abstract":"Currently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used.","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":"135323791","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.2023.16455a
Alyaa Omar Kamel Faraj
The 2030 Agenda for Sustainable Development has revitalized the concept of lifelong learning and re-linked it to its human origins, especially Sustainable Development Goal 4 (SDG4) which calls for ensuring “inclusive and equitable quality education and promoting lifelong education opportunities for all”. Motivated by this goal, this study explored the contribution of Saudi public universities to the promotion of their students’ lifelong learning culture (hereafter LLC). To this end, the perceptions of 252 senior students and 168 postgraduate students on the contribution of their universities to the promotion of their LLC, the obstacles to the promotion of this culture in universities, and ways to enhance the universities’ potential to promote students’ LLC were surveyed. The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis. Data was collected by means of a questionnaire administered to 420 students enrolled in undergraduate and postgraduate programs in theoretical and applied colleges at three Saudi public universities. There were also follow-up interviews with 15 students to elaborate on their perceptions. The results revealed that the participants’ rating of Saudi universities’ contribution to the promotion of their students’ LLC was high with a total mean of 4.17 out of 5. However, the participants reported several obstacles to the promotion of LLC in Saudi universities. These included, lack of academic courses addressing LLC, separation between the majors available to the students and the requirements of the labor market, and poor communication between the university and the private sector to finance lifelong learning programs.
{"title":"The Contribution of Saudi Public Universities to the Promotion of their Students’ Lifelong Learning Culture","authors":"Alyaa Omar Kamel Faraj","doi":"10.29333/iji.2023.16455a","DOIUrl":"https://doi.org/10.29333/iji.2023.16455a","url":null,"abstract":"The 2030 Agenda for Sustainable Development has revitalized the concept of lifelong learning and re-linked it to its human origins, especially Sustainable Development Goal 4 (SDG4) which calls for ensuring “inclusive and equitable quality education and promoting lifelong education opportunities for all”. Motivated by this goal, this study explored the contribution of Saudi public universities to the promotion of their students’ lifelong learning culture (hereafter LLC). To this end, the perceptions of 252 senior students and 168 postgraduate students on the contribution of their universities to the promotion of their LLC, the obstacles to the promotion of this culture in universities, and ways to enhance the universities’ potential to promote students’ LLC were surveyed. The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis. Data was collected by means of a questionnaire administered to 420 students enrolled in undergraduate and postgraduate programs in theoretical and applied colleges at three Saudi public universities. There were also follow-up interviews with 15 students to elaborate on their perceptions. The results revealed that the participants’ rating of Saudi universities’ contribution to the promotion of their students’ LLC was high with a total mean of 4.17 out of 5. However, the participants reported several obstacles to the promotion of LLC in Saudi universities. These included, lack of academic courses addressing LLC, separation between the majors available to the students and the requirements of the labor market, and poor communication between the university and the private sector to finance lifelong learning programs.","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":"135323802","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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