This study investigates the extent to which universal design for learning (UDL) principles have been used in online courses according to the opinions of professors and students at Prince Sattam bin Abdulaziz University. Using a descriptive approach, the researchers created two questionnaires, one for faculty members and one for students. Each questionnaire contained 36 items on the main principles of UDL: multiple means of representation, multiple means of performance and expression, and multiple means of motivation and participation. The sample consisted of 75 male and femal faculty members and 112 students, who were selected randomly. The results suggested that online courses helped faculty achieve some UDL principles and raise awareness about those principles. There was also high agreement between faculty and students about the positive impact of distance learning, which reportedly increased students’ exposure to many UDL elements, such as offering more means of communication and interaction. In addition, students reported high levels of participation in classes implementing UDL principles.
{"title":"Implementing Universal Design for Learning (UDL) in Online Courses: Perspectives of faculty and students at Prince Sattam bin Abdulaziz University","authors":"Amani Abaullah BinJwair, Wafa Ayedh Al-Harthy","doi":"10.5430/jct.v12n6p143","DOIUrl":"https://doi.org/10.5430/jct.v12n6p143","url":null,"abstract":"This study investigates the extent to which universal design for learning (UDL) principles have been used in online courses according to the opinions of professors and students at Prince Sattam bin Abdulaziz University. Using a descriptive approach, the researchers created two questionnaires, one for faculty members and one for students. Each questionnaire contained 36 items on the main principles of UDL: multiple means of representation, multiple means of performance and expression, and multiple means of motivation and participation. The sample consisted of 75 male and femal faculty members and 112 students, who were selected randomly. The results suggested that online courses helped faculty achieve some UDL principles and raise awareness about those principles. There was also high agreement between faculty and students about the positive impact of distance learning, which reportedly increased students’ exposure to many UDL elements, such as offering more means of communication and interaction. In addition, students reported high levels of participation in classes implementing UDL principles.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"7 S7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725316","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 objectives of the research at this time were to 1) study the multiperspective pedagogy innovation in indigenous history guideline to enhance happiness historical consciousness, 2) innovate multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, and 3) study the results of applying multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. This was action research. Samples used included 1) 15 social studies and history teachers, 2) 5 specialists in social studies education, and 3) 329 secondary students in upper northern Thailand, 349 in total. Research tools used included 1) a semi-structured interview, 2) a quality assessment form for the E-learning package, 3) a questionnaire on happiness historical consciousness, and 4) notes on group conversations. Content analysis was applied to qualitative data analysis and quantitative data was analyzed using statistical software to calculate means and standard deviation values. The results are shown below: 1) In studying the model of multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness, it was found that hybrid learning should be applied to the model and should focus on organizing the learning management system that promotes and allows students to develop themselves to understand social conditions, trends, and problems related to living in a future society by asking questions about social phenomena. The model of learning management was called the MITH Model of Multiperspective Pedagogy Innovation in Indigenous History. The model consisted of 1) motivation, 2) independent learning issue, 3) task-based learning, and 4) holistic approach. The purposes of the model were to encourage students to adjust themselves socially, encourage them to ask questions as lifelong learners, to live with other people peacefully, and encourage them to adopt philosophy so they can live balanced lives., 2) In creating multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, the study found that multiperspective based history learning innovation to enhance happiness historical consciousness which had been developed was in the form of E-learning package which consisted of lesson plans and Google Classroom. The E-learning package was the highest in quality which indicates that the E-learning package can be effectively applied to multiperspective based history learning innovation to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. And 3) In studying the results of using multiperspective pedagogy innovation in indigenous history to enhance happiness historic
{"title":"Multiperspective Pedagogy Innovation in Indigenous History to Enhance Happiness Historical Consciousness of Secondary School Students in the Cultural Diversity Area of Thailand","authors":"Charin Mangkhang, Nitikorn Kaewpanya, Monton Onwanna","doi":"10.5430/jct.v12n6p122","DOIUrl":"https://doi.org/10.5430/jct.v12n6p122","url":null,"abstract":"The objectives of the research at this time were to 1) study the multiperspective pedagogy innovation in indigenous history guideline to enhance happiness historical consciousness, 2) innovate multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, and 3) study the results of applying multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. This was action research. Samples used included 1) 15 social studies and history teachers, 2) 5 specialists in social studies education, and 3) 329 secondary students in upper northern Thailand, 349 in total. Research tools used included 1) a semi-structured interview, 2) a quality assessment form for the E-learning package, 3) a questionnaire on happiness historical consciousness, and 4) notes on group conversations. Content analysis was applied to qualitative data analysis and quantitative data was analyzed using statistical software to calculate means and standard deviation values. The results are shown below: 1) In studying the model of multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness, it was found that hybrid learning should be applied to the model and should focus on organizing the learning management system that promotes and allows students to develop themselves to understand social conditions, trends, and problems related to living in a future society by asking questions about social phenomena. The model of learning management was called the MITH Model of Multiperspective Pedagogy Innovation in Indigenous History. The model consisted of 1) motivation, 2) independent learning issue, 3) task-based learning, and 4) holistic approach. The purposes of the model were to encourage students to adjust themselves socially, encourage them to ask questions as lifelong learners, to live with other people peacefully, and encourage them to adopt philosophy so they can live balanced lives., 2) In creating multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, the study found that multiperspective based history learning innovation to enhance happiness historical consciousness which had been developed was in the form of E-learning package which consisted of lesson plans and Google Classroom. The E-learning package was the highest in quality which indicates that the E-learning package can be effectively applied to multiperspective based history learning innovation to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. And 3) In studying the results of using multiperspective pedagogy innovation in indigenous history to enhance happiness historic","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"95 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135975584","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 study aimed to investigate the development of textbooks and also to figure out their validity, practicality, and effectiveness, in indonesain education system. In the case of textbook validation, it is performed by three validators. In order to measure the practicality of the textbooks, it was tested in 3 high schools in the year 2022/2023 through student response questionnaires and teacher response questionnaires. Mexanwhile, the effectiveness of textbooks was tested in class XI first-grade students of three high schools in Banda Aceh in the year 2022/2023. Based on the results of the trials that have been carried out, it was concluded that the textbooks have met a very valid category with an average value of 4,032 by relying on the criteria table validity (4≤M<5). For the practicality of textbooks, it can be seen that 92.59% of the students gave vastly positive responses, and 95% of the teachers gave very positive responses in relation to the textbooks used for learning. Furthermore, to find out the effectiveness of textbooks can be seen in the student learning outcomes test. There are 47 students in total, 39 students were declared complete (passed) and 8 students were declared incomplete (did not pass) with the average percentage of the number of students who achieved a minimum completion score of 75 was 83 %. Based on the results of this study, indicated that the textbooks developed were valid, practical, and effective to be used in order to support the teaching and learning process.
{"title":"Developing Culture-Based Teaching Material on Human Reproductive System Materials Class XI Senior High School","authors":"Tuti Marjan Fuadi, Rini Susiani, Dian Aswita","doi":"10.5430/jct.v12n6p69","DOIUrl":"https://doi.org/10.5430/jct.v12n6p69","url":null,"abstract":"This study aimed to investigate the development of textbooks and also to figure out their validity, practicality, and effectiveness, in indonesain education system. In the case of textbook validation, it is performed by three validators. In order to measure the practicality of the textbooks, it was tested in 3 high schools in the year 2022/2023 through student response questionnaires and teacher response questionnaires. Mexanwhile, the effectiveness of textbooks was tested in class XI first-grade students of three high schools in Banda Aceh in the year 2022/2023. Based on the results of the trials that have been carried out, it was concluded that the textbooks have met a very valid category with an average value of 4,032 by relying on the criteria table validity (4≤M<5). For the practicality of textbooks, it can be seen that 92.59% of the students gave vastly positive responses, and 95% of the teachers gave very positive responses in relation to the textbooks used for learning. Furthermore, to find out the effectiveness of textbooks can be seen in the student learning outcomes test. There are 47 students in total, 39 students were declared complete (passed) and 8 students were declared incomplete (did not pass) with the average percentage of the number of students who achieved a minimum completion score of 75 was 83 %. Based on the results of this study, indicated that the textbooks developed were valid, practical, and effective to be used in order to support the teaching and learning process.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"10 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157227","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}
Undie Stephen Bepeh, Richard Ayuh Ojini, Samuel David Udo, Effiong Abigail Aniefiok, Nkebem Ubong Bassey, Anthony Etta Bisong, Imoke John Eteng, Egbai Julius Michael, Aderibigbe Samson Akinwumi, Ewa James Abua, Uduak Edet Uwe, Mfon Ezekiel Usip, Abang Wubunguchuwe Ade, Undie Akomaye Agwu, Okoi Ikpi Inyang, Eke Vitalis Ugochukwu, Paul Ingiona Adie
All subjects may be taught well, but a big part of it is how the instructor uses technology to make learning beneficial for the learners. This study investigated the extent to which digital learning technologies’ usage influences the teaching effectiveness of business educators in Nigeria’s South-South universities. Two specific objectives were established and two null hypotheses were tested. The level of significance was set at 0.05. Relevant literature was reviewed. The study adopted a predictive correctional research design. The study participants were 170 business educators from twelve universities in South-South Nigeria. No sample was drawn because the population was manageable. Data was generated using a 24-item Likert scale questionnaire called the "Digital Learning Technologies and Teaching Effectiveness Questionnaire (DLTTEQ). Seven experts from the University of Calabar validated the DLTTEQ. The study’s assumptions were evaluated using simple linear regression. The use of virtual reality simulation and teleconferencing by business educators in Nigeria’s South-South universities was found to significantly predict their teaching effectiveness. Sequel to the research findings, the study recommends that the national government should foster simulation-based education by building a digital learning environment appropriate for Business Education. The insights of this study call for the implementation of international best practices in order to help learners and instructors transition from digital immigrants to electronic natives.
{"title":"Digital Learning Technology Usage and Teaching Effectiveness of Business Educators in Nigeria’s South-South Universities","authors":"Undie Stephen Bepeh, Richard Ayuh Ojini, Samuel David Udo, Effiong Abigail Aniefiok, Nkebem Ubong Bassey, Anthony Etta Bisong, Imoke John Eteng, Egbai Julius Michael, Aderibigbe Samson Akinwumi, Ewa James Abua, Uduak Edet Uwe, Mfon Ezekiel Usip, Abang Wubunguchuwe Ade, Undie Akomaye Agwu, Okoi Ikpi Inyang, Eke Vitalis Ugochukwu, Paul Ingiona Adie","doi":"10.5430/jct.v12n6p89","DOIUrl":"https://doi.org/10.5430/jct.v12n6p89","url":null,"abstract":"All subjects may be taught well, but a big part of it is how the instructor uses technology to make learning beneficial for the learners. This study investigated the extent to which digital learning technologies’ usage influences the teaching effectiveness of business educators in Nigeria’s South-South universities. Two specific objectives were established and two null hypotheses were tested. The level of significance was set at 0.05. Relevant literature was reviewed. The study adopted a predictive correctional research design. The study participants were 170 business educators from twelve universities in South-South Nigeria. No sample was drawn because the population was manageable. Data was generated using a 24-item Likert scale questionnaire called the \"Digital Learning Technologies and Teaching Effectiveness Questionnaire (DLTTEQ). Seven experts from the University of Calabar validated the DLTTEQ. The study’s assumptions were evaluated using simple linear regression. The use of virtual reality simulation and teleconferencing by business educators in Nigeria’s South-South universities was found to significantly predict their teaching effectiveness. Sequel to the research findings, the study recommends that the national government should foster simulation-based education by building a digital learning environment appropriate for Business Education. The insights of this study call for the implementation of international best practices in order to help learners and instructors transition from digital immigrants to electronic natives.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157066","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 was conducted to analyze the needs of the Interactive Science Literacy Model based on Chinese children's folktales using dialog reading techniques among preschool students. This study uses a design and development research (DDR) approach. The data analysis technique used in this study is qualitative and quantitative data analysis. The research respondents for phase one were qualitative, consisting of 9 teachers from Chinese preschool and data for quantitative consisting 89 teachers from Chinese preschool. This study uses document analysis instruments, interview protocols and questionnaire. The research objective for this study is to analyze the needs of an Interactive Model of Science Literacy based on Chinese children's folktales using dialogic reading techniques among Chinese preschool students. Atlas. t.i version 4.1 software is used for analyzing interview transcriptions, developing themes, categories and subcategories and SPSS version 22 software is used for analyzing questionnaire. The researcher has analyzed content validity and reliability on the interview protocol instrument and questionnaire using Cohen's kappa index. For questionnaire, two of the three experts showed a kappa value of 1.0 and it shows a very good interpretation. An expert has given a kappa value of 0.96 and the interpretation is also very good. Next, for interview protocol, the kappa value after being assessed by experts are two of the three experts showed a kappa value of 1.0 and it also shows a very good interpretation. The results of need analysis show that Chinese preschool teachers give a positive response and really need a Science Literacy model to help and support them in teaching. One of recommendations for the development of the model when teachers and students will switch roles while reading using this dialogic reading technique so that children can learn to be storytellers with the assistance of adults who act as active listeners and questioners.
{"title":"The Development of an Interactive Science Literacy Model Based on Folk Stories for Chinese Children Using Dialogic Reading Techniques","authors":"Romarzila Omar","doi":"10.5430/jct.v12n6p107","DOIUrl":"https://doi.org/10.5430/jct.v12n6p107","url":null,"abstract":"This research was conducted to analyze the needs of the Interactive Science Literacy Model based on Chinese children's folktales using dialog reading techniques among preschool students. This study uses a design and development research (DDR) approach. The data analysis technique used in this study is qualitative and quantitative data analysis. The research respondents for phase one were qualitative, consisting of 9 teachers from Chinese preschool and data for quantitative consisting 89 teachers from Chinese preschool. This study uses document analysis instruments, interview protocols and questionnaire. The research objective for this study is to analyze the needs of an Interactive Model of Science Literacy based on Chinese children's folktales using dialogic reading techniques among Chinese preschool students. Atlas. t.i version 4.1 software is used for analyzing interview transcriptions, developing themes, categories and subcategories and SPSS version 22 software is used for analyzing questionnaire. The researcher has analyzed content validity and reliability on the interview protocol instrument and questionnaire using Cohen's kappa index. For questionnaire, two of the three experts showed a kappa value of 1.0 and it shows a very good interpretation. An expert has given a kappa value of 0.96 and the interpretation is also very good. Next, for interview protocol, the kappa value after being assessed by experts are two of the three experts showed a kappa value of 1.0 and it also shows a very good interpretation. The results of need analysis show that Chinese preschool teachers give a positive response and really need a Science Literacy model to help and support them in teaching. One of recommendations for the development of the model when teachers and students will switch roles while reading using this dialogic reading technique so that children can learn to be storytellers with the assistance of adults who act as active listeners and questioners.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157994","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}
Thailand has many cultural heritages that have been inherited from the ancestors, including language, traditions, architecture, art and culture, music, as well as dramatic arts that have been evident since the Sukhothai period and have been handed down to the present. This study aimed to investigate the implementation outcomes of an additional course on creative Thai dramatic art skills and appreciation of the values of Thai culture for grade 7 students under the Secondary Educational Service Area Office Kalasin. The sample was forty-two grade 7 students of Anukoolnaree School in the first semester of the academic year 2022, selected by cluster random sampling (classroom). The research instruments were a Thai dramatic art knowledge test, an evaluation form on basic Thai dramatic art ability, an evaluation form on a creative Thai dramatic art designing ability, and an appreciation of the values of Thai culture questionnaire. The data were analyzed by mean, standard deviation, and t-test (Dependent Samples). The results showed that the post-test mean score of Thai dramatic art knowledge was higher than the pre-test mean score, the basic Thai dramatic art ability and the creative Thai dramatic art designing ability were at the highest levels, and appreciation of the values of Thai culture was significantly higher at the .05 level. Furthermore, students’ overall satisfaction with the course was at the highest level.
{"title":"Implementation of an Additional Course on Creative Thai Dramatic Art Skills and Appreciation of the Values of Thai Culture for Grade 7 Student Under the Secondary Educational Service Area Office Kalasin","authors":"Jiranattakorn Paorisankhunnakorn, Montree Wongsaphan","doi":"10.5430/jct.v12n6p78","DOIUrl":"https://doi.org/10.5430/jct.v12n6p78","url":null,"abstract":"Thailand has many cultural heritages that have been inherited from the ancestors, including language, traditions, architecture, art and culture, music, as well as dramatic arts that have been evident since the Sukhothai period and have been handed down to the present. This study aimed to investigate the implementation outcomes of an additional course on creative Thai dramatic art skills and appreciation of the values of Thai culture for grade 7 students under the Secondary Educational Service Area Office Kalasin. The sample was forty-two grade 7 students of Anukoolnaree School in the first semester of the academic year 2022, selected by cluster random sampling (classroom). The research instruments were a Thai dramatic art knowledge test, an evaluation form on basic Thai dramatic art ability, an evaluation form on a creative Thai dramatic art designing ability, and an appreciation of the values of Thai culture questionnaire. The data were analyzed by mean, standard deviation, and t-test (Dependent Samples). The results showed that the post-test mean score of Thai dramatic art knowledge was higher than the pre-test mean score, the basic Thai dramatic art ability and the creative Thai dramatic art designing ability were at the highest levels, and appreciation of the values of Thai culture was significantly higher at the .05 level. Furthermore, students’ overall satisfaction with the course was at the highest level.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"57 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135243","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 goal of this research endeavor was to discern the social requirements of children with disabilities within the educational context of schools situated in the emirate of Abu Dhabi. Additionally, the study sought to explore potential differentials in the extent of these needs predicated upon variables such as gender and age. To this end, the researchers used a questionnaire consisting of 17 distinct items was methodically constructed and subsequently administered to a demographically diverse cohort of 83 educators, encompassing both male and female participants. The empirical findings of this investigation underscored the considerable significance of addressing the social needs encountered by children with disabilities in the Emirates of Abu Dhabi's educational institutions. Furthermore, the research focused on disparities in social needs were not significantly contingent upon gender-based distinctions. However, the analysis shows that age emerged as a substantively influential variable. Specifically, the researchers found that children within the age range of 7 to 10 exhibited a greater degree of social needs in comparison to their counterparts belonging to other age brackets.
{"title":"Identification of Social Needs among Students with Disabilities from the View Point of Their Teachers: UAE Perspective","authors":"Mohamad Salman Alkhazaleh, Shirin S. AlOdwan, Samer Abdel-Hadi, Reema Al-Qaruty, Bilal Fayiz Obeidat","doi":"10.5430/jct.v12n6p60","DOIUrl":"https://doi.org/10.5430/jct.v12n6p60","url":null,"abstract":"The goal of this research endeavor was to discern the social requirements of children with disabilities within the educational context of schools situated in the emirate of Abu Dhabi. Additionally, the study sought to explore potential differentials in the extent of these needs predicated upon variables such as gender and age. To this end, the researchers used a questionnaire consisting of 17 distinct items was methodically constructed and subsequently administered to a demographically diverse cohort of 83 educators, encompassing both male and female participants. The empirical findings of this investigation underscored the considerable significance of addressing the social needs encountered by children with disabilities in the Emirates of Abu Dhabi's educational institutions. Furthermore, the research focused on disparities in social needs were not significantly contingent upon gender-based distinctions. However, the analysis shows that age emerged as a substantively influential variable. Specifically, the researchers found that children within the age range of 7 to 10 exhibited a greater degree of social needs in comparison to their counterparts belonging to other age brackets.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"243 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135943033","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 world faces some economic challenges, which may cause a financial crisis. The school curricula must pay attention to its role in the field of economic education for students, to prepare them to deal with current and future economic challenges. By using descriptive analysis method, the research aimed to identify the contributions of school mathematics textbooks to economic education, through the economic concepts, for middle stage students in Saudi Arabia. The researcher identified five areas of concepts that contribute to denoting and promoting economic education: financial transactions, consumption, investment, savings, and rationalization. According to the methodological steps of the content analysis method, the results showed that the school mathematics textbooks highly contribute to promoting economic education in concepts related to the field of financial transactions (65.88%), with very large percentage. Promoting the concepts of consumption came in second place (18.83%), while the prompting economic education for students was very low at three concepts, investment, saving, and rationalization (7.08%, 6.03%, 2.18%). The research recommended the need to pay attention to all areas and concepts of economic education in mathematics textbooks at the middle stage, in balanced proportions, and to reconsider the frequency and percentages of economic education concepts included in the current mathematics textbooks, and mathematics textbooks should be developed to promote the economic education for students.
{"title":"Economic Education Concepts in School Mathematics Textbooks for Middle Stage in Saudi Arabia","authors":"Mamdouh Mosaad Helali","doi":"10.5430/jct.v12n6p12","DOIUrl":"https://doi.org/10.5430/jct.v12n6p12","url":null,"abstract":"The world faces some economic challenges, which may cause a financial crisis. The school curricula must pay attention to its role in the field of economic education for students, to prepare them to deal with current and future economic challenges. By using descriptive analysis method, the research aimed to identify the contributions of school mathematics textbooks to economic education, through the economic concepts, for middle stage students in Saudi Arabia. The researcher identified five areas of concepts that contribute to denoting and promoting economic education: financial transactions, consumption, investment, savings, and rationalization. According to the methodological steps of the content analysis method, the results showed that the school mathematics textbooks highly contribute to promoting economic education in concepts related to the field of financial transactions (65.88%), with very large percentage. Promoting the concepts of consumption came in second place (18.83%), while the prompting economic education for students was very low at three concepts, investment, saving, and rationalization (7.08%, 6.03%, 2.18%). The research recommended the need to pay attention to all areas and concepts of economic education in mathematics textbooks at the middle stage, in balanced proportions, and to reconsider the frequency and percentages of economic education concepts included in the current mathematics textbooks, and mathematics textbooks should be developed to promote the economic education for students.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135994426","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 integration of collaborative practices in essay writing within higher education constitutes a pivotal advantage, frequently producing outcomes surpassing those of independent composition endeavors. However, although collaboration is necessary and can yield many positive outcomes, a collaborative effort is not always successful. A paucity of empirical studies has highlighted the causes of the dysfunctions of teamwork in Jamaica. In higher education, participants often express frustration and unwillingness to engage in teamwork because of the various dysfunctions they are likely to experience. Consequently, in response to this gap, this case study explored both functional and dysfunctional attributes Academic Writing participants encountered at a university in Jamaica, as they worked collaboratively to complete their expository and argumentative essays. This mixed methods study collected data from interviews, peer reviews, and a questionnaire. The findings identified both functional and dysfunctional qualities. The results showed that the major functional attributes were clear communication, respect, commitment, and accountability. The main dysfunctional attributes were lack of trust, miscommunication, commitment, disrespect, and limited time management skills. Finally, this paper highlights best practices that educators can use to create and promote functional and effective teams in the teaching and learning environment.
{"title":"“The Dream Team:” A Case Study of Teamwork in Higher Education","authors":"Tashieka S. Burris-Melville, Shalieka T. Burris","doi":"10.5430/jct.v12n6p39","DOIUrl":"https://doi.org/10.5430/jct.v12n6p39","url":null,"abstract":"The integration of collaborative practices in essay writing within higher education constitutes a pivotal advantage, frequently producing outcomes surpassing those of independent composition endeavors. However, although collaboration is necessary and can yield many positive outcomes, a collaborative effort is not always successful. A paucity of empirical studies has highlighted the causes of the dysfunctions of teamwork in Jamaica. In higher education, participants often express frustration and unwillingness to engage in teamwork because of the various dysfunctions they are likely to experience. Consequently, in response to this gap, this case study explored both functional and dysfunctional attributes Academic Writing participants encountered at a university in Jamaica, as they worked collaboratively to complete their expository and argumentative essays. This mixed methods study collected data from interviews, peer reviews, and a questionnaire. The findings identified both functional and dysfunctional qualities. The results showed that the major functional attributes were clear communication, respect, commitment, and accountability. The main dysfunctional attributes were lack of trust, miscommunication, commitment, disrespect, and limited time management skills. Finally, this paper highlights best practices that educators can use to create and promote functional and effective teams in the teaching and learning environment.","PeriodicalId":484447,"journal":{"name":"Journal of curriculum and teaching","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033687","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：