Cronbach’s alpha is a reliability coefficient commonly reported in second language (L2) and English language teaching (ELT) studies. The alpha coefficient provides information on the internal consistency of a measuring instrument. The reported alpha coefficients are obtained from, and apply only to, the research sample. However, the estimation of the alpha coefficient for the population has not received the attention of L2 and ELT researchers. This study aims to provide an overview of the alpha coefficient estimation procedure of a measuring instrument for a population with the reliability generalization method, commonly known as alpha coefficient meta-analysis. An example alpha coefficient meta-analysis study—using empirical data of the 29-item English Language Teaching Reflection Inventory (ELTRI) from 27 independent study samples—was conducted to provide an overview of the procedure for applying the method and the information that needs to be reported from the results of the analysis. The results of the study using a random-effect model show that the population alpha of ELTRI was 0.872, indicating excellent reliability; this is followed by application of a mixed-effect model that shows that article type and means of teaching experience significantly impacted ELTRI reliability. Implications for future research are discussed.
{"title":"Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory","authors":"Bahrul Hayat","doi":"10.5430/jct.v13n2p231","DOIUrl":"https://doi.org/10.5430/jct.v13n2p231","url":null,"abstract":"Cronbach’s alpha is a reliability coefficient commonly reported in second language (L2) and English language teaching (ELT) studies. The alpha coefficient provides information on the internal consistency of a measuring instrument. The reported alpha coefficients are obtained from, and apply only to, the research sample. However, the estimation of the alpha coefficient for the population has not received the attention of L2 and ELT researchers. This study aims to provide an overview of the alpha coefficient estimation procedure of a measuring instrument for a population with the reliability generalization method, commonly known as alpha coefficient meta-analysis. An example alpha coefficient meta-analysis study—using empirical data of the 29-item English Language Teaching Reflection Inventory (ELTRI) from 27 independent study samples—was conducted to provide an overview of the procedure for applying the method and the information that needs to be reported from the results of the analysis. The results of the study using a random-effect model show that the population alpha of ELTRI was 0.872, indicating excellent reliability; this is followed by application of a mixed-effect model that shows that article type and means of teaching experience significantly impacted ELTRI reliability. Implications for future research are discussed.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":" September","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141127725","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}
Sun Shi, Abu Bakar Razali, Habibah Ab. Jalil, Lilliati Ismail
Peer feedback is widely acknowledged as a valuable addition to English language learning, with several research confirming its various benefits in improving English writing skills (Liu & Edwards, 2018). WeChat is the main communication tool in China, especially among young people. However, its potential for peer evaluation in English writing has not been thoroughly explored especially for English language learning, and more specifically for giving and receiving peer feedback for English writing. Current research mostly centers on Chinese college students, neglecting English majors who have comparable difficulties in mastering English writing abilities (Gan et al., 2004). Therefore, this study aims to investigate the perceptions of Chinese English majors on using WeChat for peer feedback. Data was gathered using a structured questionnaire that was designed based on the Technology Acceptance Model (TAM). The results show that most respondents have a good attitude towards using WeChat for peer feedback. Respondents have positive views on the platform's effectiveness in enabling peer feedback, along with factors like output quality, results demonstrability, and perceived ease of use. Participants also positively view aspects, such as external control, behavioral intention, voluntariness, and perceived enjoyment in using WeChat for peer feedback in English writing. Integrating WeChat as a peer feedback platform is considered beneficial for enhancing the teachinglearning process, which is important for educators and curriculum designers. The researchers posit that the use of WeChat as a platform can facilitate peer feedback for students’ English writing learning as a second language teaching tool as it shows the potential to improve the effectiveness of English education whilst also promoting the use of technology outside the classroom for peer feedback and interactive English language learning.
{"title":"Perceptions of Chinese University English Majors on the Use of WeChat as a Platform for Peer Feedback in English Writing","authors":"Sun Shi, Abu Bakar Razali, Habibah Ab. Jalil, Lilliati Ismail","doi":"10.5430/jct.v13n2p216","DOIUrl":"https://doi.org/10.5430/jct.v13n2p216","url":null,"abstract":"Peer feedback is widely acknowledged as a valuable addition to English language learning, with several research confirming its various benefits in improving English writing skills (Liu & Edwards, 2018). WeChat is the main communication tool in China, especially among young people. However, its potential for peer evaluation in English writing has not been thoroughly explored especially for English language learning, and more specifically for giving and receiving peer feedback for English writing. Current research mostly centers on Chinese college students, neglecting English majors who have comparable difficulties in mastering English writing abilities (Gan et al., 2004). Therefore, this study aims to investigate the perceptions of Chinese English majors on using WeChat for peer feedback. Data was gathered using a structured questionnaire that was designed based on the Technology Acceptance Model (TAM). The results show that most respondents have a good attitude towards using WeChat for peer feedback. Respondents have positive views on the platform's effectiveness in enabling peer feedback, along with factors like output quality, results demonstrability, and perceived ease of use. Participants also positively view aspects, such as external control, behavioral intention, voluntariness, and perceived enjoyment in using WeChat for peer feedback in English writing. Integrating WeChat as a peer feedback platform is considered beneficial for enhancing the teachinglearning process, which is important for educators and curriculum designers. The researchers posit that the use of WeChat as a platform can facilitate peer feedback for students’ English writing learning as a second language teaching tool as it shows the potential to improve the effectiveness of English education whilst also promoting the use of technology outside the classroom for peer feedback and interactive English language learning.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128154","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}
Mohamed Essafi, Latifa Belfakir, Mohammed Moubtassime
The market for mobile-assisted language learning (MALL) apps has experienced remarkable growth in recent years, with many learners now relying on these apps to learn languages. However, research on the effectiveness of such language learning tools remains scant. In this study, we provide an adapted app evaluation rubric to fill the gap in the literature. We evaluate three selected apps based on the standards of design, content, and pedagogy, aiming to offer teachers and learners tools and tips for selecting effective language learning apps. We employ qualitative content analysis to examine Babbel, Memrise, and Duolingo. We first analyze the selected apps based on direct contact and then evaluate them using an app evaluation tool adapted for this purpose. The findings show that although they target language learners in general and can help in simply learning basic and intermediate language, MALL apps also offer many features that are beneficial for learners, mainly regarding offline functions, app support, learning goals, learning activities, and gamification. Finally, we propose implications of such results and put forward recommendations for future research.
{"title":"Investigating Mobile-Assisted Language Learning Apps: Babbel, Memrise, and Duolingo as a Case Study","authors":"Mohamed Essafi, Latifa Belfakir, Mohammed Moubtassime","doi":"10.5430/jct.v13n2p197","DOIUrl":"https://doi.org/10.5430/jct.v13n2p197","url":null,"abstract":"The market for mobile-assisted language learning (MALL) apps has experienced remarkable growth in recent years, with many learners now relying on these apps to learn languages. However, research on the effectiveness of such language learning tools remains scant. In this study, we provide an adapted app evaluation rubric to fill the gap in the literature. We evaluate three selected apps based on the standards of design, content, and pedagogy, aiming to offer teachers and learners tools and tips for selecting effective language learning apps. We employ qualitative content analysis to examine Babbel, Memrise, and Duolingo. We first analyze the selected apps based on direct contact and then evaluate them using an app evaluation tool adapted for this purpose. The findings show that although they target language learners in general and can help in simply learning basic and intermediate language, MALL apps also offer many features that are beneficial for learners, mainly regarding offline functions, app support, learning goals, learning activities, and gamification. Finally, we propose implications of such results and put forward recommendations for future research.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141127940","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 significance of integrating technology in education, especially the widely and frequently used platform “YouTube”, is found in its ability to provide accessible and various educational resources, meeting the needs of diverse learning styles and enhancing active engagement. Since YouTube is one of the preferred applications utilized by Saudi individuals, this study investigated the impact of using YouTube on enhancing the speaking skills of EFL male and female Saudi students from different Saudi universities. This study was conducted during the first semester of the academic year 2021- 2022. A questionnaire was used as the study instrument. It was adapted from Binmahboob’s (2020) study and modified according to the study’s purposes. The questionnaire contained 17 items divided into two sections. 79 EFL students from different Saudi universities participated. Fifty-nine of them were females, while 20 were males. The findings of the study revealed that YouTube videos had a high positive perspective from the participants. In other words, it can be concluded that YouTube videos enhance the speaking skills of EFL university students. Based on these finding, some recommendations and implications were provided.
{"title":"Saudi EFL Students’ Perceptions Towards the Impact of YouTube on Improving Speaking Skills","authors":"Amani I Albargash, F. N. Algraini","doi":"10.5430/jct.v13n1p151","DOIUrl":"https://doi.org/10.5430/jct.v13n1p151","url":null,"abstract":"The significance of integrating technology in education, especially the widely and frequently used platform “YouTube”, is found in its ability to provide accessible and various educational resources, meeting the needs of diverse learning styles and enhancing active engagement. Since YouTube is one of the preferred applications utilized by Saudi individuals, this study investigated the impact of using YouTube on enhancing the speaking skills of EFL male and female Saudi students from different Saudi universities. This study was conducted during the first semester of the academic year 2021- 2022. A questionnaire was used as the study instrument. It was adapted from Binmahboob’s (2020) study and modified according to the study’s purposes. The questionnaire contained 17 items divided into two sections. 79 EFL students from different Saudi universities participated. Fifty-nine of them were females, while 20 were males. The findings of the study revealed that YouTube videos had a high positive perspective from the participants. In other words, it can be concluded that YouTube videos enhance the speaking skills of EFL university students. Based on these finding, some recommendations and implications were provided.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"4 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959029","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 use of interactive digital technology in learning is an alternative strategy to create joyful learning activities. Therefore, interactive digital worksheet requires development by considering the critical thinking skills of elementary school students. This research determined the interactive digital media worksheet necessity based on critical thinking skills, compiling design, feasibility identification, and effectiveness test of the interactive digital media worksheet based on critical thinking skills for elementary school students. This research and development applied seven steps: (1) potential and problem identification; (2) data collection; (3) product design; (4) design validation; (5) design revision; (6) product test; and (7) product revision. The researchers collected the data with interviews, observations, questionnaires, and tests. The research results found the necessity of interactive digital student worksheets in managing mathematics learning to improve students' critical thinking skills. The interactive digital LKS design was based on critical thinking skills. The development considered the three components, such as (1) Planning; (2) implementing; and (3) evaluating. Planning consists of (1) the analysis of student characteristics; (2) the analysis of learning achievements (CP); (3) the determination of the learning objectives (TP) and the learning objective flow (ATP) and the assessment; (4) the selections of media, learning methods, and teaching materials. The implementation of the interactive digital student worksheets in learning was based on the problem-based learning model and formative and summative tests for the evaluation. The expert validation found the interactive digital worksheet was valid and reliable. The teacher responses reached the percentage of 87.5% while the student with 90%. The product test obtained an average of N-gain for the control group was 0.31 while the experimental group was 0.50, indicating an increment of students' critical thinking skills in mathematics. Thus, interactive digital worksheet implementation is useful in managing learning. The implementation was also useful for further development to manage various challenging activities and to realize meaningful learning.
{"title":"Management of Mathematics Learning Based on Interactive Digital Worksheets to Improve Students' Critical Thinking Ability","authors":"Sri Utaminingsih, Isna Amalia, Sumaji Sumaji","doi":"10.5430/jct.v13n1p159","DOIUrl":"https://doi.org/10.5430/jct.v13n1p159","url":null,"abstract":"The use of interactive digital technology in learning is an alternative strategy to create joyful learning activities. Therefore, interactive digital worksheet requires development by considering the critical thinking skills of elementary school students. This research determined the interactive digital media worksheet necessity based on critical thinking skills, compiling design, feasibility identification, and effectiveness test of the interactive digital media worksheet based on critical thinking skills for elementary school students. This research and development applied seven steps: (1) potential and problem identification; (2) data collection; (3) product design; (4) design validation; (5) design revision; (6) product test; and (7) product revision. The researchers collected the data with interviews, observations, questionnaires, and tests. The research results found the necessity of interactive digital student worksheets in managing mathematics learning to improve students' critical thinking skills. The interactive digital LKS design was based on critical thinking skills. The development considered the three components, such as (1) Planning; (2) implementing; and (3) evaluating. Planning consists of (1) the analysis of student characteristics; (2) the analysis of learning achievements (CP); (3) the determination of the learning objectives (TP) and the learning objective flow (ATP) and the assessment; (4) the selections of media, learning methods, and teaching materials. The implementation of the interactive digital student worksheets in learning was based on the problem-based learning model and formative and summative tests for the evaluation. The expert validation found the interactive digital worksheet was valid and reliable. The teacher responses reached the percentage of 87.5% while the student with 90%. The product test obtained an average of N-gain for the control group was 0.31 while the experimental group was 0.50, indicating an increment of students' critical thinking skills in mathematics. Thus, interactive digital worksheet implementation is useful in managing learning. The implementation was also useful for further development to manage various challenging activities and to realize meaningful learning.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959144","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}
Online learning is significant to promote education equality in high school sector. This research aims to explore the factors affecting students' acceptance of online learning, construct a structural equation model of high school students' online learning behavior, and propose measures to promote educational equity. The study employed quantitative research methods, utilizing online questionnaires to gather 633 data from high school students in Dazhou, Bazhong, and Liangshan regions. A comprehensive approach to data analysis was adopted, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, structural equation modeling, and path analysis. Key findings revealed the significant influence of online teaching quality and course content on students' perceived usefulness, ease of use, subjective norms, attitudes towards online learning, and their subsequent learning intentions and behaviors. The study confirmed the mediating roles of these perceptions and attitudes in shaping students' engagement with online learning platforms. In conclusion, the research provides vital insights into the dynamics of online education in a high school setting. It highlights the need for enhanced teaching quality and course design to improve online learning experiences. The findings offer valuable implications for educators, policymakers, technology developers, and other stakeholders, emphasizing the importance of a collaborative approach to create more effective and equitable online learning environments. This study lays a foundation for future research and strategies aimed at optimizing the potential of online education, ensuring it is accessible and beneficial to all students.
{"title":"Factors Affecting Online Teaching and Learning among Chinese High School Students: Education Equality Perspectives","authors":"Jinzhu Shi, Thitinant Wareewanich","doi":"10.5430/jct.v13n1p206","DOIUrl":"https://doi.org/10.5430/jct.v13n1p206","url":null,"abstract":"Online learning is significant to promote education equality in high school sector. This research aims to explore the factors affecting students' acceptance of online learning, construct a structural equation model of high school students' online learning behavior, and propose measures to promote educational equity. The study employed quantitative research methods, utilizing online questionnaires to gather 633 data from high school students in Dazhou, Bazhong, and Liangshan regions. A comprehensive approach to data analysis was adopted, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, structural equation modeling, and path analysis. Key findings revealed the significant influence of online teaching quality and course content on students' perceived usefulness, ease of use, subjective norms, attitudes towards online learning, and their subsequent learning intentions and behaviors. The study confirmed the mediating roles of these perceptions and attitudes in shaping students' engagement with online learning platforms. In conclusion, the research provides vital insights into the dynamics of online education in a high school setting. It highlights the need for enhanced teaching quality and course design to improve online learning experiences. The findings offer valuable implications for educators, policymakers, technology developers, and other stakeholders, emphasizing the importance of a collaborative approach to create more effective and equitable online learning environments. This study lays a foundation for future research and strategies aimed at optimizing the potential of online education, ensuring it is accessible and beneficial to all students.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139964683","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}
Yuliia Lushchyk, M. Bilotserkovets, T. Fomenko, Tetiana Klochkova, O. Berestok, Hanna Tsyhanok, Yuliia Shcherbyna, V. Bilokopytov
The study examined Ukrainian HEI students’ opinions and perceptions of media literacy and critical thinking skills in EFL learning before and after participation in the set of trainings. Being created in the framework of the Jean Monnet Module project “EU strategies extrapolation for boosting students’ media literacy in Ukrainian higher education”, it was aimed to empower students with essential skills for navigating the complexities of the modern media landscape, evaluating information sources, forming such students’ competencies as critical thinking, fact-checking, digital security, resistance to media manipulation. A sample of 40 second-year undergraduate students, aged 19 to 23, willing to develop their media literacy and EFL capacities, who demonstrated at least A2 level of English language proficiency, were questioned through Google Forms by means of the specially designed questionnaires. The outcomes of the study revealed that the issues of media literacy and critical thinking were of particular importance among the young people, but they also pointed out their awareness of being insufficiently skilled in working with media products, their concerns about the quality of digital content they had consumed and priorities of being independent in media consumption choices. The activities conducted during the study significantly affected students’ gaining knowledge of media development, their value-meaningful attitude to the media space, the desire to detect false information, and distinguish fakes, manipulation, propaganda, and disinformation.
{"title":"Ukrainian HEI Students’ Perceptions and Attitudes Towards Fostering Media Literacy and Critical Thinking in EFL Learning","authors":"Yuliia Lushchyk, M. Bilotserkovets, T. Fomenko, Tetiana Klochkova, O. Berestok, Hanna Tsyhanok, Yuliia Shcherbyna, V. Bilokopytov","doi":"10.5430/jct.v13n1p180","DOIUrl":"https://doi.org/10.5430/jct.v13n1p180","url":null,"abstract":"The study examined Ukrainian HEI students’ opinions and perceptions of media literacy and critical thinking skills in EFL learning before and after participation in the set of trainings. Being created in the framework of the Jean Monnet Module project “EU strategies extrapolation for boosting students’ media literacy in Ukrainian higher education”, it was aimed to empower students with essential skills for navigating the complexities of the modern media landscape, evaluating information sources, forming such students’ competencies as critical thinking, fact-checking, digital security, resistance to media manipulation. A sample of 40 second-year undergraduate students, aged 19 to 23, willing to develop their media literacy and EFL capacities, who demonstrated at least A2 level of English language proficiency, were questioned through Google Forms by means of the specially designed questionnaires. The outcomes of the study revealed that the issues of media literacy and critical thinking were of particular importance among the young people, but they also pointed out their awareness of being insufficiently skilled in working with media products, their concerns about the quality of digital content they had consumed and priorities of being independent in media consumption choices. The activities conducted during the study significantly affected students’ gaining knowledge of media development, their value-meaningful attitude to the media space, the desire to detect false information, and distinguish fakes, manipulation, propaganda, and disinformation.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139964686","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 assignment of non-credentialed teachers to subjects outside their formal qualifications remains a significant challenge in educational contexts worldwide. This study aimed to investigate the specific issues faced by non-credentialed teachers and to provide comprehensive guidelines for their professional development. The study was designed in a survey approach emphrasizing the method of need analysis. Data were gathered from 268 stakeholders within the Thai educational system through a combination of questionnaires and semi-structured interviews. The findings reveal a range of challenges experienced by non-credentialed teachers, shedding light on both content and pedagogical aspects of teaching. To address these challenges, this study offers a set of actionable guidelines encompassing administrative support, teacher development, and the establishment of professional learning communities. These recommendations aim to bridge the gap and ensure that non-credentialed teachers can effectively deliver quality education to students, even in subjects outside their formal qualifications. This research provides valuable insights for educational stakeholders and policymakers seeking to enhance the quality of teaching and learning in similar contexts worldwide.
{"title":"Bridging the Educational Gap: Guidelines for Thai Non-Credentialed Teachers' Learning Management","authors":"Autthapon Intasena, Wittaya Worapun, Apantee Poonputta","doi":"10.5430/jct.v13n1p170","DOIUrl":"https://doi.org/10.5430/jct.v13n1p170","url":null,"abstract":"The assignment of non-credentialed teachers to subjects outside their formal qualifications remains a significant challenge in educational contexts worldwide. This study aimed to investigate the specific issues faced by non-credentialed teachers and to provide comprehensive guidelines for their professional development. The study was designed in a survey approach emphrasizing the method of need analysis. Data were gathered from 268 stakeholders within the Thai educational system through a combination of questionnaires and semi-structured interviews. The findings reveal a range of challenges experienced by non-credentialed teachers, shedding light on both content and pedagogical aspects of teaching. To address these challenges, this study offers a set of actionable guidelines encompassing administrative support, teacher development, and the establishment of professional learning communities. These recommendations aim to bridge the gap and ensure that non-credentialed teachers can effectively deliver quality education to students, even in subjects outside their formal qualifications. This research provides valuable insights for educational stakeholders and policymakers seeking to enhance the quality of teaching and learning in similar contexts worldwide.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139964682","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}
Based on the results of previous studies, evidence was acquired indicating that the creative thinking abilities of pupils in various locations of Indonesia still require improvement. Creative and innovative thinking in science learning integrated with entrepreneurship produces entrepreneurial science thinking. Learning interventions are needed to develop competitive graduates who can face challenges and rapid changes in the 21st century. This research aims to validate the Project Based Entrepreneurial Science Thinking (PBEST) learning model. The educational development research design used is the validation studies design, which tests two criteria, namely testing content validity (which is also called relevance) and construct validity (which is also called consistency). This validation involves three experts in science education, and the validation instrument uses a validation sheet. The research and data analysis indicate that the PBEST learning model consistently produces highly relevant results that meet rigorous validity and reliability standards (with a percentage of agreement ≥ 75%). The PBEST learning model consists of four stages, namely: (1) Observe and thinking project, (2) Design project, (3) Monitoring and evaluation project, (4) Economic value. The validation of the implementation supporting learning tools confirms the validity and reliability of the semester learning plans, lecture program units, student worksheets, student books, creative thinking skill tests, and entrepreneurial science thinking tests. The PBEST learning paradigm is applicable for enhancing both creative thinking skills and entrepreneurial science thinking.
{"title":"Validity of PBEST Learning Model: An Innovative Learning to Improve Creative Thinking Skill and Entrepreneurial Science Thinking","authors":"Nanang Rahman, S. Sutoyo, Achmad Lutfi","doi":"10.5430/jct.v13n1p195","DOIUrl":"https://doi.org/10.5430/jct.v13n1p195","url":null,"abstract":"Based on the results of previous studies, evidence was acquired indicating that the creative thinking abilities of pupils in various locations of Indonesia still require improvement. Creative and innovative thinking in science learning integrated with entrepreneurship produces entrepreneurial science thinking. Learning interventions are needed to develop competitive graduates who can face challenges and rapid changes in the 21st century. This research aims to validate the Project Based Entrepreneurial Science Thinking (PBEST) learning model. The educational development research design used is the validation studies design, which tests two criteria, namely testing content validity (which is also called relevance) and construct validity (which is also called consistency). This validation involves three experts in science education, and the validation instrument uses a validation sheet. The research and data analysis indicate that the PBEST learning model consistently produces highly relevant results that meet rigorous validity and reliability standards (with a percentage of agreement ≥ 75%). The PBEST learning model consists of four stages, namely: (1) Observe and thinking project, (2) Design project, (3) Monitoring and evaluation project, (4) Economic value. The validation of the implementation supporting learning tools confirms the validity and reliability of the semester learning plans, lecture program units, student worksheets, student books, creative thinking skill tests, and entrepreneurial science thinking tests. The PBEST learning paradigm is applicable for enhancing both creative thinking skills and entrepreneurial science thinking.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139964799","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 inclusion of climate change education in the educational system has been suggested at conferences and meetings of global leaders. Most nations worldwide are attempting to include climate change education in their curricula. However, in South Africa, there seem to be little efforts that are focusing on supporting the implementation of climate change education at the school level. This paper investigated the perspectives of secondary school principals on their support for climate change education. This case study was based on a qualitative research method and four principals were purposively selected from the twenty secondary schools which participated in the climate change education project. One-on-one semi-structured interviews were used to collect data. The Deming Cycle model was used as the theoretical lenses of the study. It emerged from the data that though, through different strategies, all principals were using motivation as a strategy to support the implementation of climate change education in their schools. It can be concluded from this study that although principals used divergent strategies to support the implementation of climate change education in their schools and they were serious about climate change, a component that was key to sustainable schools. It is therefore recommended that clear guidelines on principals’ support for the implementation of climate change education in schools which among other things clarify the principals’ roles be developed by the Department of Basic Education.
{"title":"Perspectives of Secondary School Principals on Their Support for the Implementation of Climate Change Education","authors":"Khalo X., Kafu-Quvane B., Mzilikazi B., Mavuso MP, Olawumi KB","doi":"10.5430/jct.v12n6p133","DOIUrl":"https://doi.org/10.5430/jct.v12n6p133","url":null,"abstract":"The inclusion of climate change education in the educational system has been suggested at conferences and meetings of global leaders. Most nations worldwide are attempting to include climate change education in their curricula. However, in South Africa, there seem to be little efforts that are focusing on supporting the implementation of climate change education at the school level. This paper investigated the perspectives of secondary school principals on their support for climate change education. This case study was based on a qualitative research method and four principals were purposively selected from the twenty secondary schools which participated in the climate change education project. One-on-one semi-structured interviews were used to collect data. The Deming Cycle model was used as the theoretical lenses of the study. It emerged from the data that though, through different strategies, all principals were using motivation as a strategy to support the implementation of climate change education in their schools. It can be concluded from this study that although principals used divergent strategies to support the implementation of climate change education in their schools and they were serious about climate change, a component that was key to sustainable schools. It is therefore recommended that clear guidelines on principals’ support for the implementation of climate change education in schools which among other things clarify the principals’ roles be developed by the Department of Basic Education.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725309","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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