Pub Date : 2023-09-03DOI: 10.51383/ijonmes.2023.329
Srimani Chakravarthi, Gowramma Ittira Poovaiah
Alphabet-based languages are more often researched in literacy acquisition and education than akshara languages. Languages that use alphasyllabaries including symbols, called aksharas, represent a large portion of the world languages, including the languages in the second most populous country, India. This conceptual research paper addresses teacher education in literacy related to akshara languages. Using theory and research base of existing alphabet and akshara acquisition, with teacher education standards for literacy in alphabet languages, this paper presents a model for teacher education in literacy for akshara languages. This framework provides teacher education standards and other considerations such as evaluation of teacher education curriculum and performance to enable data-based decision making in literacy instruction. The premise of this paper is to approach the problem of dismal literacy rates by drawing into the robust research in alphabetic language literacy education by using a systematic approach to target the source – pre-service teacher education. While the paper addresses examples of languages in India, other transparent orthographies that use symbols or aksharas can draw from this to inform their teacher education in literacy
{"title":"Literacy in Indian Akshara Languages and Other Transparent Orthographic Languages - Teacher Education Considerations","authors":"Srimani Chakravarthi, Gowramma Ittira Poovaiah","doi":"10.51383/ijonmes.2023.329","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.329","url":null,"abstract":"Alphabet-based languages are more often researched in literacy acquisition and education than akshara languages. Languages that use alphasyllabaries including symbols, called aksharas, represent a large portion of the world languages, including the languages in the second most populous country, India. This conceptual research paper addresses teacher education in literacy related to akshara languages. Using theory and research base of existing alphabet and akshara acquisition, with teacher education standards for literacy in alphabet languages, this paper presents a model for teacher education in literacy for akshara languages. This framework provides teacher education standards and other considerations such as evaluation of teacher education curriculum and performance to enable data-based decision making in literacy instruction. The premise of this paper is to approach the problem of dismal literacy rates by drawing into the robust research in alphabetic language literacy education by using a systematic approach to target the source – pre-service teacher education. While the paper addresses examples of languages in India, other transparent orthographies that use symbols or aksharas can draw from this to inform their teacher education in literacy","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134948871","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 : 2023-08-24DOI: 10.51383/ijonmes.2023.306
SALİHA EREN, HANDAN ASUDE BAŞAL
This study was conducted to examine the effect of parental attention on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education. For this purpose, an example of a training program to improve parental interest was prepared for the parents of the children participating in the study. The study group consisted of 40 children who attended an independent kindergarten affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019–2020 academic year and their mothers (40) and fathers (40), totaling 120 people. The “Parental Interest Scale for Children” and the “Preschool Self-Regulation Scale (OÖDÖ)” have been used as data collection tools. In addition, the “General Information Form” was used to obtain information from the participants. The obtained data were analyzed with ’Statistical Package for Social Science (SPSS)’26 package program. In light of the findings; it was seen that parental attention has an effect on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education, and this positively observed effect is due to an increase in parental interest. As a result, when the correlation test analyzes between parental interest scores and self-regulation skill scores are considered. Parental interest has a positive effect on the self-regulation skills of 48-66-month-old boys and girls who have just started preschool education. Training aimed at improving parental interest is effective in achieving this.
{"title":"Effect of Parental Interest on the Self-Regulation Ability of Preschool Children","authors":"SALİHA EREN, HANDAN ASUDE BAŞAL","doi":"10.51383/ijonmes.2023.306","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.306","url":null,"abstract":"This study was conducted to examine the effect of parental attention on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education. For this purpose, an example of a training program to improve parental interest was prepared for the parents of the children participating in the study. The study group consisted of 40 children who attended an independent kindergarten affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019–2020 academic year and their mothers (40) and fathers (40), totaling 120 people. The “Parental Interest Scale for Children” and the “Preschool Self-Regulation Scale (OÖDÖ)” have been used as data collection tools. In addition, the “General Information Form” was used to obtain information from the participants. The obtained data were analyzed with ’Statistical Package for Social Science (SPSS)’26 package program. In light of the findings; it was seen that parental attention has an effect on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education, and this positively observed effect is due to an increase in parental interest. As a result, when the correlation test analyzes between parental interest scores and self-regulation skill scores are considered. Parental interest has a positive effect on the self-regulation skills of 48-66-month-old boys and girls who have just started preschool education. Training aimed at improving parental interest is effective in achieving this.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135517189","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 : 2023-08-19DOI: 10.51383/ijonmes.2023.330
FATMA AKCAN, ESMA AYBİKE BAYIR, BETÜL ÇOBAN
This research aims to examine the impact of interactive online learning material on students' self-efficacy, prepared for achievements related to "digital rights and responsibility" in the Social Studies and Information Technologies and Software course. The study design is a quasi-experimental design with a pretest-posttest paired control group. The study group consisted of 40 students studying in the 7th grade in a secondary school affiliated with the Ministry of National Education (MEB) located in Ankara province. The working group was divided into experimental and control groups. Within the framework of the research purpose, the interactive online learning material was made available to the experimental group through Learning Management Systems (LMS). On the other hand, control group studentsto-face training. As a data collection tool, five-point Likert-type “Digital Rights and Responsibility Scale” was used. In data analysis, Shapiro-Wilk analysis, Levene homogeneity test, independent sample T-test, and Paired sample T-test were used. According to the results of the study, the interactive online learning material planned and designed according to learner characteristics significantly increased students' self-efficacy levels.
{"title":"Effect of Interactive Online Learning Material Developed on Digital Rights and Responsibilities on Students' Self-efficacies","authors":"FATMA AKCAN, ESMA AYBİKE BAYIR, BETÜL ÇOBAN","doi":"10.51383/ijonmes.2023.330","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.330","url":null,"abstract":"This research aims to examine the impact of interactive online learning material on students' self-efficacy, prepared for achievements related to \"digital rights and responsibility\" in the Social Studies and Information Technologies and Software course. The study design is a quasi-experimental design with a pretest-posttest paired control group. The study group consisted of 40 students studying in the 7th grade in a secondary school affiliated with the Ministry of National Education (MEB) located in Ankara province. The working group was divided into experimental and control groups. Within the framework of the research purpose, the interactive online learning material was made available to the experimental group through Learning Management Systems (LMS). On the other hand, control group studentsto-face training. As a data collection tool, five-point Likert-type “Digital Rights and Responsibility Scale” was used. In data analysis, Shapiro-Wilk analysis, Levene homogeneity test, independent sample T-test, and Paired sample T-test were used. According to the results of the study, the interactive online learning material planned and designed according to learner characteristics significantly increased students' self-efficacy levels.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135970859","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 : 2023-08-16DOI: 10.51383/ijonmes.2023.297
Abdullah Ozkale, Emel Ozdemir Erdogan
Theoretical frameworks for mathematics teaching and learning technology-supported provide a systematic structure in examining the contribution of the tool to conceptual development. This study examines the processes for the use of spreadsheets and the mathematical development of the participants in the tasks for performing the conversions between number systems using the instrumental genesis approach, which deals with transforming a tool into an instrument that will contribute to the conceptual development. In the study, the screen images of the worksheets of the participants, who are at the Department of Computer Technologies Program in a vocational school in Turkey, are analyzed together with the observation notes and evaluation scales prepared based on the outcomes. In the study, while the efforts of the participants to transform the spreadsheet into an instrument are observed, it is seen that their habits of paper-and-pencil experiences and misconceptions lead to an obstacle to transferring their operations to the spreadsheet and hesitations. However, their developments in instrumentalization processes are reflected by the following: they use subjective usage schemes, realize the advantages of spreadsheet functions and features, and create dynamic worksheets through dragging and cell addresses. Nevertheless, it can be stated that the reflections of instrumentalization progress on the instrumentation processes for conceptual development are limited.
{"title":"Number System Conversions in Spreadsheets for vocational school students: A Case Study from Instrumental Genesis","authors":"Abdullah Ozkale, Emel Ozdemir Erdogan","doi":"10.51383/ijonmes.2023.297","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.297","url":null,"abstract":"Theoretical frameworks for mathematics teaching and learning technology-supported provide a systematic structure in examining the contribution of the tool to conceptual development. This study examines the processes for the use of spreadsheets and the mathematical development of the participants in the tasks for performing the conversions between number systems using the instrumental genesis approach, which deals with transforming a tool into an instrument that will contribute to the conceptual development. In the study, the screen images of the worksheets of the participants, who are at the Department of Computer Technologies Program in a vocational school in Turkey, are analyzed together with the observation notes and evaluation scales prepared based on the outcomes. In the study, while the efforts of the participants to transform the spreadsheet into an instrument are observed, it is seen that their habits of paper-and-pencil experiences and misconceptions lead to an obstacle to transferring their operations to the spreadsheet and hesitations. However, their developments in instrumentalization processes are reflected by the following: they use subjective usage schemes, realize the advantages of spreadsheet functions and features, and create dynamic worksheets through dragging and cell addresses. Nevertheless, it can be stated that the reflections of instrumentalization progress on the instrumentation processes for conceptual development are limited.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135023128","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 : 2023-08-12DOI: 10.51383/ijonmes.2023.282
Sevinç TAŞ, Ayşe YAVUZ
Learning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yıldırım et al. (2014) designed the "Student Opinions Scale for Distance Education". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. It was discovered that there was no significant difference between the pre and posttest scores of the control group students' opinions on distance education and that there was a substantial increase in the experimental group students' attitudes on distance education between the two assessments. According to the findings, it has been suggested that by creating mobile applications in various ways and including them into the distance learning process, the impacts of using them for mathematics classes on distance learning can be studied.
随着移动工具的发展，通过移动应用程序学习变得越来越重要。2019年在全球蔓延的COVID-19疫情推动了短暂的远程学习。本研究的目的是调查学生对远程学习的看法如何受到使用为七年级数学课程设计的移动应用程序的影响。采用准实验设计进行研究。该研究是在远程教育过程中进行的，研究对象是2020-2021学年在某中学就读的七年级学生。实验组的学生使用手机应用程序进行教学，而对照组的学生则根据教科书进行教学。为收集研究数据，Yıldırım et al.(2014)设计了“远程教育学生意见量表”。使用t检验分别对依赖样本和独立样本的数据进行评估。这项研究揭示了实验组和对照组学生在测试后的结果有很大的不同。研究发现，对照组学生对远程教育的态度在测试前和测试后得分之间没有显著差异，实验组学生对远程教育的态度在两次评估之间有显著提高。根据研究结果，有人建议通过以各种方式创建移动应用程序并将其纳入远程学习过程，可以研究使用它们进行数学课程对远程学习的影响。
{"title":"Effect of Mobile Instructional Design on Student Perception of Distance Learning","authors":"Sevinç TAŞ, Ayşe YAVUZ","doi":"10.51383/ijonmes.2023.282","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.282","url":null,"abstract":"Learning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yıldırım et al. (2014) designed the \"Student Opinions Scale for Distance Education\". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. It was discovered that there was no significant difference between the pre and posttest scores of the control group students' opinions on distance education and that there was a substantial increase in the experimental group students' attitudes on distance education between the two assessments. According to the findings, it has been suggested that by creating mobile applications in various ways and including them into the distance learning process, the impacts of using them for mathematics classes on distance learning can be studied.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135354506","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 : 2023-08-06DOI: 10.51383/ijonmes.2023.327
FATİH KOÇAK, Cemile Ceyda KORKMAZ
This study aims to examine the relationship between school maturity levels and speech and language development of children receiving preschool education. The correlational survey models was used to determine these relationships. The sample of the study consists of 44 boys and 58 girls who are studying in public schools in Meram district of Konya province in the 2022-2023 academic year and a total of 102 kindergarten students and 6 kindergarten teachers responsible for the education of these students. In the study, the Metropolitan School Maturity Test was used to determine the school maturity levels of the students as a data collection tool, and the Speech and Language Development Questionnaire was used to determine the students' speech and language development characteristics. The research data were analyzed by using SPSS 25 program. Accordingly, it was found that there was a significant positive relationship between the speech and language development of the students and the general preparation and number preparation sub-dimensions of school maturity. It was found that there was a significant differentiation in favor of girls between speech and language development by gender and all sub-dimensions of school maturity. It was found that there was no significant differentiation between the speech and language development levels of the students according to age; and in all sub-dimensions of school maturity, there was a significant differentiation in favor of the 6-year-old students according to age.
{"title":"Investigation of the relationship between school maturity levels and speech and language development of preschool students","authors":"FATİH KOÇAK, Cemile Ceyda KORKMAZ","doi":"10.51383/ijonmes.2023.327","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.327","url":null,"abstract":"This study aims to examine the relationship between school maturity levels and speech and language development of children receiving preschool education. The correlational survey models was used to determine these relationships. The sample of the study consists of 44 boys and 58 girls who are studying in public schools in Meram district of Konya province in the 2022-2023 academic year and a total of 102 kindergarten students and 6 kindergarten teachers responsible for the education of these students. In the study, the Metropolitan School Maturity Test was used to determine the school maturity levels of the students as a data collection tool, and the Speech and Language Development Questionnaire was used to determine the students' speech and language development characteristics. The research data were analyzed by using SPSS 25 program. Accordingly, it was found that there was a significant positive relationship between the speech and language development of the students and the general preparation and number preparation sub-dimensions of school maturity. It was found that there was a significant differentiation in favor of girls between speech and language development by gender and all sub-dimensions of school maturity. It was found that there was no significant differentiation between the speech and language development levels of the students according to age; and in all sub-dimensions of school maturity, there was a significant differentiation in favor of the 6-year-old students according to age.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136044876","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 : 2023-06-30DOI: 10.51383/ijonmes.2023.311
Hayri KOÇ, Zeynep ŞİMŞİR GÖKALP
Over the past several decades, the psychological concepts of self-control and grit have gained prominence in the research literature. While these constructs have been studied extensively in isolation, there has been growing interest in understanding the relationship between the two constructs and the factors that mediate this relationship. The current study sought to examine the relationship between self-control and grit in a sample of 1079 undergraduate students (67.9% female) from twelve different state universities. Specifically, this study aimed to examine the mediating role of academic motivation and attention control in this relationship. Correlational analyses revealed that self-control and grit were positively associated with each other, as well as with academic motivation and attention control. Mediation analyses using bootstrapping procedures revealed that academic motivation and attention control partially mediated the relationship between self-control and grit. In other words, higher levels of self-control were associated with higher levels of academic motivation, which was associated with higher levels of grit. Similarly, higher levels of self-control were associated with better attention control, which was associated with higher levels of grit. These findings have important implications for understanding the components that contribute to the development of grit and suggest that interventions aimed at enhancing academic motivation and attention control may promote the development of greater grit in individuals.
{"title":"Understanding The Relationship Between Self-Control and Grit: The Mediating Role of Academic Motivation and Attention Control","authors":"Hayri KOÇ, Zeynep ŞİMŞİR GÖKALP","doi":"10.51383/ijonmes.2023.311","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.311","url":null,"abstract":"Over the past several decades, the psychological concepts of self-control and grit have gained prominence in the research literature. While these constructs have been studied extensively in isolation, there has been growing interest in understanding the relationship between the two constructs and the factors that mediate this relationship. The current study sought to examine the relationship between self-control and grit in a sample of 1079 undergraduate students (67.9% female) from twelve different state universities. Specifically, this study aimed to examine the mediating role of academic motivation and attention control in this relationship. Correlational analyses revealed that self-control and grit were positively associated with each other, as well as with academic motivation and attention control. Mediation analyses using bootstrapping procedures revealed that academic motivation and attention control partially mediated the relationship between self-control and grit. In other words, higher levels of self-control were associated with higher levels of academic motivation, which was associated with higher levels of grit. Similarly, higher levels of self-control were associated with better attention control, which was associated with higher levels of grit. These findings have important implications for understanding the components that contribute to the development of grit and suggest that interventions aimed at enhancing academic motivation and attention control may promote the development of greater grit in individuals.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368741","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 : 2023-06-30DOI: 10.51383/ijonmes.2023.302
Deniz Koyuncuoglu
The objective of this study was to investigate the relationships between metacognition, general self-efficacy, and academic success among university students, and to examine the mediating role of general self-efficacy in these relationships. The study used a correlational research design and 360 university students participated by completing the Demographic Information Form, General Self-Efficacy Scale, and Metacognition Scale-30. Pearson correlation coefficients were used to analyze the relationships between variables, while structural equation modeling was employed to test the mediating role of general self-efficacy. The findings showed that there were positive associations between academic success and both metacognition and general self-efficacy. Furthermore, general self-efficacy was found to partially mediate the relationship between metacognition and academic success. The results suggested that supporting students' general self-efficacy beliefs could lead to increased metacognitive awareness and improved academic success. The implications of these findings were discussed in terms of higher education policies. In summary, the study highlights the importance of metacognition and general self-efficacy for academic success among university students and underscores the need for interventions that aim to enhance these factors
{"title":"The mediating role of general self-efficacy in the relationship between metacognition and academic success of university students","authors":"Deniz Koyuncuoglu","doi":"10.51383/ijonmes.2023.302","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.302","url":null,"abstract":"The objective of this study was to investigate the relationships between metacognition, general self-efficacy, and academic success among university students, and to examine the mediating role of general self-efficacy in these relationships. The study used a correlational research design and 360 university students participated by completing the Demographic Information Form, General Self-Efficacy Scale, and Metacognition Scale-30. Pearson correlation coefficients were used to analyze the relationships between variables, while structural equation modeling was employed to test the mediating role of general self-efficacy. The findings showed that there were positive associations between academic success and both metacognition and general self-efficacy. Furthermore, general self-efficacy was found to partially mediate the relationship between metacognition and academic success. The results suggested that supporting students' general self-efficacy beliefs could lead to increased metacognitive awareness and improved academic success. The implications of these findings were discussed in terms of higher education policies. In summary, the study highlights the importance of metacognition and general self-efficacy for academic success among university students and underscores the need for interventions that aim to enhance these factors","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368747","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 : 2023-06-30DOI: 10.51383/ijonmes.2023.293
Reem Mohamed Ibrahim
This study investigated preservice teachers’ self-efficacy and attitude in working with ELLs in Arkansas. The investigator employed a within-subject design to examine the interrelationships among social cognitive variables (self-efficacy, motivation, and teachers’ preparation programs) and their role in predicting preservice teachers' confidence to teach ELLs in their future classrooms. The main finding of this study is that preservice teachers who are attending educational programs have high-levels of motivation and self-efficacy to work with ELLs in Arkansas. Furthermore, the results of this study revealed that preservice teachers show a strong and positive correlation between their level of confidence to engage ELLs in class activities, to create instructional strategies tailored for ELLs, and to manage ELLs classroom environment. Finally, the results of this study found that speaking a second-language and the level of intrinsic motivation are significant predictors of preservice teachers’ self-efficacy to work with ELLs in their future classrooms. In general, these results are consistent with previous findings produced in the context of preservice and in- service teachers.
{"title":"Investigating Preservice Teachers’ Self-Efficacy and Motivation to Teach English Language Learners (ELLs)","authors":"Reem Mohamed Ibrahim","doi":"10.51383/ijonmes.2023.293","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.293","url":null,"abstract":"This study investigated preservice teachers’ self-efficacy and attitude in working with ELLs in Arkansas. The investigator employed a within-subject design to examine the interrelationships among social cognitive variables (self-efficacy, motivation, and teachers’ preparation programs) and their role in predicting preservice teachers' confidence to teach ELLs in their future classrooms. The main finding of this study is that preservice teachers who are attending educational programs have high-levels of motivation and self-efficacy to work with ELLs in Arkansas. Furthermore, the results of this study revealed that preservice teachers show a strong and positive correlation between their level of confidence to engage ELLs in class activities, to create instructional strategies tailored for ELLs, and to manage ELLs classroom environment. Finally, the results of this study found that speaking a second-language and the level of intrinsic motivation are significant predictors of preservice teachers’ self-efficacy to work with ELLs in their future classrooms. In general, these results are consistent with previous findings produced in the context of preservice and in- service teachers.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368744","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 : 2023-06-30DOI: 10.51383/ijonmes.2023.313
Nathaniel Hansford, Rachel E Schechter
Meta-analyses are systematic summaries of research that use quantitative methods to find the mean effect size (standardized mean difference) for interventions. Critics of meta-analysis point out that such analyses can conflate the results of low- and high-quality studies, make improper comparisons and result in statistical noise. All these criticisms are valid for low-quality meta-analyses. However, high-quality meta-analyses correct all these problems. Critics of meta-analysis often suggest that selecting high-quality RCTs is a more valid methodology. However, education RCTs do not show consistent findings, even when all factors are controlled. Education is a social science, and variability is inevitable. Scholars who try to select the best RCTs will likely select RCTs that confirm their bias. High-quality meta-analyses offer a more transparent and rigorous model for determining best practices in education. While meta-analyses are not without limitations, they are the best tool for evaluating educational pedagogies and programs.
{"title":"Challenges and Opportunities of Meta-Analysis in Education Research","authors":"Nathaniel Hansford, Rachel E Schechter","doi":"10.51383/ijonmes.2023.313","DOIUrl":"https://doi.org/10.51383/ijonmes.2023.313","url":null,"abstract":"Meta-analyses are systematic summaries of research that use quantitative methods to find the mean effect size (standardized mean difference) for interventions. Critics of meta-analysis point out that such analyses can conflate the results of low- and high-quality studies, make improper comparisons and result in statistical noise. All these criticisms are valid for low-quality meta-analyses. However, high-quality meta-analyses correct all these problems. Critics of meta-analysis often suggest that selecting high-quality RCTs is a more valid methodology. However, education RCTs do not show consistent findings, even when all factors are controlled. Education is a social science, and variability is inevitable. Scholars who try to select the best RCTs will likely select RCTs that confirm their bias. High-quality meta-analyses offer a more transparent and rigorous model for determining best practices in education. While meta-analyses are not without limitations, they are the best tool for evaluating educational pedagogies and programs.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"239 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368746","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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