Pub Date : 2024-01-24DOI: 10.9734/ajess/2024/v50i21259
Dakora Edmond, Dongballe Felix
The purpose of the study was to deep dive into how effective Colleges of Education (COE) in Ghana practice the Supported Teaching Schools (STS) programme; the challenges faced in implementing the programme; and how the challenges are managed by COE to still train pre-service teachers to exhibit high standards in knowledge, conduct, and practice in the schools worthy of 21st-century teachers. A trend study was adopted with an exploratory design. A stratified sampling technique was employed to select 6 Colleges and a meta-analysis on 60 pre-service teachers’ reflective journals for the study. It can therefore be concluded that pre-service teachers practice sole visits to schools for STS programme. Therefore, the pre-service teachers' reflective journals contain literature reports that might not necessarily reflect the activities observed or discussed. Some COE lack means of transport to convey pre-service teachers to and from partner schools. It is therefore recommended that, STS programme be organized for pre-service teachers to benefit from all the days' of teaching and learning, and co-curricular activities in a week in the basic schools. Training for all lead mentors, mentors and students to successfully implement the STS policy should be deepened. Also, the government of Ghana should supply the requisite logistics to COE for the successful implementation of the programme. Supervision by tutors of COE should be structured and intensified to pre-service teachers during the STS programme to make their reflective journals report to cohere into practicable daily school activities.
{"title":"The Effectiveness of Supported Teaching in Schools in Colleges of Education Curriculum: The Facts, Fears and Myths","authors":"Dakora Edmond, Dongballe Felix","doi":"10.9734/ajess/2024/v50i21259","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21259","url":null,"abstract":"The purpose of the study was to deep dive into how effective Colleges of Education (COE) in Ghana practice the Supported Teaching Schools (STS) programme; the challenges faced in implementing the programme; and how the challenges are managed by COE to still train pre-service teachers to exhibit high standards in knowledge, conduct, and practice in the schools worthy of 21st-century teachers. A trend study was adopted with an exploratory design. A stratified sampling technique was employed to select 6 Colleges and a meta-analysis on 60 pre-service teachers’ reflective journals for the study. It can therefore be concluded that pre-service teachers practice sole visits to schools for STS programme. Therefore, the pre-service teachers' reflective journals contain literature reports that might not necessarily reflect the activities observed or discussed. Some COE lack means of transport to convey pre-service teachers to and from partner schools. It is therefore recommended that, STS programme be organized for pre-service teachers to benefit from all the days' of teaching and learning, and co-curricular activities in a week in the basic schools. Training for all lead mentors, mentors and students to successfully implement the STS policy should be deepened. Also, the government of Ghana should supply the requisite logistics to COE for the successful implementation of the programme. Supervision by tutors of COE should be structured and intensified to pre-service teachers during the STS programme to make their reflective journals report to cohere into practicable daily school activities.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"54 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601567","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 : 2024-01-24DOI: 10.9734/ajess/2024/v50i21261
Ezekiel Kasomo Muinde
This study determined the influence of principals’ management strategies on students’ academic achievements in public secondary schools in Lungalunga sub – county in Kwale County, Kenya. The objective of the study was to determine principals’ management strategies of instructional supervision on students’ academic achievements. The study was guided by management theory. Since the study involved gathering of quantitative and qualitative data, it adopted mixed method approach. The study employed a descriptive survey research design. 20 school deputy principals, 20 BOM chairpersons, 20 parent association chairpersons and 546 secondary school teachers were study’s target population. The researcher sampled 182 respondents using simple random technique, that is, 6 school deputy principals, 6 BOM chairpersons, 6 parent association chairpersons and 164 secondary school teachers’. Data was gathered using questionnaires and interviews. Validity of the instrument was established through piloting of the instruments in Lungalunga sub-county in two secondary schools which were part of the general population although not considered in the sample. The researcher established the reliability of the instrument by using of test-retest method. Data was analyzed using descriptive statistics with help of Statistical Package for Social Sciences (SPSS 22) software. Results were presented in form of frequency and percentages from which inferences and conclusions were drawn. The findings of the study revealed a critical concerns regarding principal's supervision practices was realized with the biggest percentage of respondents expressing huge dissatisfaction. The study concluded that there was a pressing need for comprehensive reforms in instructional supervision to bridge the existing gaps and enhance students’ academic achievements. By aligning management strategies with the study’s objective, schools can create a conducive atmosphere where students thrive, educators excel, and stakeholders actively contribute to the educational journey, ultimately enhancing the overall quality of education in the region.
{"title":"The Influence of Principals’ Management Strategies on Students’ Academic Achievements in Public Secondary Schools in Lungalunga Sub – County in Kwale County, Kenya","authors":"Ezekiel Kasomo Muinde","doi":"10.9734/ajess/2024/v50i21261","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21261","url":null,"abstract":"This study determined the influence of principals’ management strategies on students’ academic achievements in public secondary schools in Lungalunga sub – county in Kwale County, Kenya. The objective of the study was to determine principals’ management strategies of instructional supervision on students’ academic achievements. The study was guided by management theory. Since the study involved gathering of quantitative and qualitative data, it adopted mixed method approach. The study employed a descriptive survey research design. 20 school deputy principals, 20 BOM chairpersons, 20 parent association chairpersons and 546 secondary school teachers were study’s target population. The researcher sampled 182 respondents using simple random technique, that is, 6 school deputy principals, 6 BOM chairpersons, 6 parent association chairpersons and 164 secondary school teachers’. Data was gathered using questionnaires and interviews. Validity of the instrument was established through piloting of the instruments in Lungalunga sub-county in two secondary schools which were part of the general population although not considered in the sample. The researcher established the reliability of the instrument by using of test-retest method. Data was analyzed using descriptive statistics with help of Statistical Package for Social Sciences (SPSS 22) software. Results were presented in form of frequency and percentages from which inferences and conclusions were drawn. The findings of the study revealed a critical concerns regarding principal's supervision practices was realized with the biggest percentage of respondents expressing huge dissatisfaction. The study concluded that there was a pressing need for comprehensive reforms in instructional supervision to bridge the existing gaps and enhance students’ academic achievements. By aligning management strategies with the study’s objective, schools can create a conducive atmosphere where students thrive, educators excel, and stakeholders actively contribute to the educational journey, ultimately enhancing the overall quality of education in the region.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"59 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599156","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 : 2024-01-23DOI: 10.9734/ajess/2024/v50i21258
Yu Chen
At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting
{"title":"Review of Interactive Teaching Methods of Music in Junior Middle Schools","authors":"Yu Chen","doi":"10.9734/ajess/2024/v50i21258","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21258","url":null,"abstract":"At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"59 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139604294","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 : 2024-01-22DOI: 10.9734/ajess/2024/v50i21257
Xi Jia, Yufang Teng, Zezhong Yang
As one of the core literacy proposed by the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), the implementation of the data concept in the current junior high school mathematics classrooms has attracted much attention in China. This paper used the method of theoretical research, through in-depth and systematic analysis of the meaning of data concept literacy in curriculum standards and the requirements for junior high school students, through literature review, in-depth and systematic analysis and induction of the current teaching situation, as the theoretical basis of this study, four suggestions were put forward: 1. Design implementable statistical activities; 2. Focus on summarizing the similarities and differences and characteristics of data analysis methods; 3. Use of multimedia emerging technologies to assist teaching effectively; 4. Design the topic of probability to carry out special training, hoping to provide ideas for better development of junior high school mathematics teaching.
{"title":"Reflection on Implementing Data Concept in the Junior High School Mathematics Classroom","authors":"Xi Jia, Yufang Teng, Zezhong Yang","doi":"10.9734/ajess/2024/v50i21257","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21257","url":null,"abstract":"As one of the core literacy proposed by the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), the implementation of the data concept in the current junior high school mathematics classrooms has attracted much attention in China. This paper used the method of theoretical research, through in-depth and systematic analysis of the meaning of data concept literacy in curriculum standards and the requirements for junior high school students, through literature review, in-depth and systematic analysis and induction of the current teaching situation, as the theoretical basis of this study, four suggestions were put forward: 1. Design implementable statistical activities; 2. Focus on summarizing the similarities and differences and characteristics of data analysis methods; 3. Use of multimedia emerging technologies to assist teaching effectively; 4. Design the topic of probability to carry out special training, hoping to provide ideas for better development of junior high school mathematics teaching.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"17 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608254","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 : 2024-01-19DOI: 10.9734/ajess/2024/v50i11253
Febyana Arlin, Herman Budiyono, Sri Wachyunni
Perception is a perspective that influences a person's decision-making regarding something being thought about and done. In the learning process, perceptions can positively or negatively impact students' mastery of the material and motivation. This research aims to determine students' perceptions of learning explanatory texts using videos. The approach used in this research is descriptive qualitative. The data collection technique in this research is carried out using questionnaires. This research indicates that students' perceptions of learning explanatory texts with the help of animated videos are positive. All aspects of animated learning videos measured in the context of descriptive text learning received positive responses. Students' positive reaction to the animated video in learning explanatory text shows that the animated video can stimulate and has the potential for students to be more productive in learning and mastering explanatory text material.
{"title":"Evaluatingstudents Perception on Learning to Write Video-Based Explanatory Text","authors":"Febyana Arlin, Herman Budiyono, Sri Wachyunni","doi":"10.9734/ajess/2024/v50i11253","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i11253","url":null,"abstract":"Perception is a perspective that influences a person's decision-making regarding something being thought about and done. In the learning process, perceptions can positively or negatively impact students' mastery of the material and motivation. This research aims to determine students' perceptions of learning explanatory texts using videos. The approach used in this research is descriptive qualitative. The data collection technique in this research is carried out using questionnaires. This research indicates that students' perceptions of learning explanatory texts with the help of animated videos are positive. All aspects of animated learning videos measured in the context of descriptive text learning received positive responses. Students' positive reaction to the animated video in learning explanatory text shows that the animated video can stimulate and has the potential for students to be more productive in learning and mastering explanatory text material.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"59 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613407","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 : 2024-01-19DOI: 10.9734/ajess/2024/v50i11252
Josephine G. Paulin, Jacqueline Bete, Delia G. Melia
Aims: To determine the impact of the Bell Ringers in Science classroom. Study Design: Quantitative method through interviews. Place and Duration of Study: Monkayo College of Arts, Science, and Technology in the 2nd semester of School Year 2023-2024. Methodology: The participants of the study were purposely chosen. The researchers identified the least learned competencies which became the basis for developing the Bell Ringers during the midterm period. Bell Ringers were prepared ahead of time. After the implementation of the Bell Ringers, students’ feedback and suggestions were solicited through interviews. Data gathered were analyzed into themes. Results: Evidently, students exhibited heightened engagement, focus, and mental preparedness for lessons, resulting in improved knowledge retention. Furthermore, the incorporation of Bell Ringers facilitated effective classroom management for teachers, affording improved time utilization and fostering meaningful individual interactions with students. As a formative assessment tool, Bell Ringers not only bolstered students' familiarity with concepts but also nurtured concentration, self-discipline, interaction, productivity, and positive attitudes. The constructive effects of Bell Ringers were discernibly mirrored in the student's exam results. Conclusion: Integration of Bell Ringers into instructional practices is a universally beneficial approach spanning diverse subjects and grade levels. It presents a strategic means to captivate students, establishing a conducive learning atmosphere at the outset of each class and ultimately contributing to elevated academic performance.
研究目的：确定科学课堂铃响的影响。研究设计：通过访谈进行定量研究。研究地点和时间：蒙卡约艺术、科学和技术学院，2023-2024 学年第二学期。研究方法：有目的地选择研究参与者。研究人员确定了最欠缺的能力，并以此为基础在期中期间培养敲钟人。敲钟人是提前准备好的。在铃声实施后，通过访谈征求了学生的反馈和建议。对收集到的数据进行了主题分析。结果显而易见，学生在上课时表现出了更高的参与度、专注度和心理准备，从而提高了知识的保持率。此外，钟声响起促进了教师有效的课堂管理，提高了时间利用率，并促进了与学生之间有意义的个人互动。作为一种形成性评价工具，铃声不仅提高了学生对概念的熟悉程度，还培养了学生的专注力、自律性、互动性、工作效率和积极态度。学生的考试成绩也明显反映出 Bell Ringers 的建设性效果。结论将铃声融入教学实践是一种普遍有益的方法，适用于不同学科和年级。它提供了一种吸引学生的战略手段，在每堂课的一开始就营造出良好的学习氛围，最终有助于提高学习成绩。
{"title":"The Use of Bell Ringers in Improving Students’ Academic Performance","authors":"Josephine G. Paulin, Jacqueline Bete, Delia G. Melia","doi":"10.9734/ajess/2024/v50i11252","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i11252","url":null,"abstract":"Aims: To determine the impact of the Bell Ringers in Science classroom. \u0000Study Design: Quantitative method through interviews. \u0000Place and Duration of Study: Monkayo College of Arts, Science, and Technology in the 2nd semester of School Year 2023-2024. \u0000Methodology: The participants of the study were purposely chosen. The researchers identified the least learned competencies which became the basis for developing the Bell Ringers during the midterm period. Bell Ringers were prepared ahead of time. After the implementation of the Bell Ringers, students’ feedback and suggestions were solicited through interviews. Data gathered were analyzed into themes. \u0000Results: Evidently, students exhibited heightened engagement, focus, and mental preparedness for lessons, resulting in improved knowledge retention. Furthermore, the incorporation of Bell Ringers facilitated effective classroom management for teachers, affording improved time utilization and fostering meaningful individual interactions with students. As a formative assessment tool, Bell Ringers not only bolstered students' familiarity with concepts but also nurtured concentration, self-discipline, interaction, productivity, and positive attitudes. The constructive effects of Bell Ringers were discernibly mirrored in the student's exam results. \u0000Conclusion: Integration of Bell Ringers into instructional practices is a universally beneficial approach spanning diverse subjects and grade levels. It presents a strategic means to captivate students, establishing a conducive learning atmosphere at the outset of each class and ultimately contributing to elevated academic performance.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"37 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613445","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 : 2024-01-19DOI: 10.9734/ajess/2024/v50i21254
Atikah Tri Budi Utami, Muhammad Yahya, Purnamawati
Incorporating the Industrial Revolution into vocational education, particularly in enhancing curriculum and learning, encounters numerous obstacles. Utilizing technology in interactive learning is anticipated to actively involve learners and enhance their abilities in critical thinking, creativity, innovation, and problem-solving. This study emphasizes the limitations of traditional learning approaches in Process Control Systems and presents a novel framework of MOOC+SPOC Synchronous using a Research and Development (R&D) methodology. The Process Control System course encounters impediments that negatively impact the graduation rate, which is suboptimal. The merging of MOOC (Massive Open Online Course) and SPOC (Small Private Open Course) models into a synchronous MOOC+SPOC learning model seeks to enhance learning outcomes through the utilization of a cloud computing-based Virtual Remote Laboratory (VRLab). The outcome is a model that has been rigorously evaluated and proven effective through empirical research. The research data demonstrated this model's statistically significant positive effect on enhancing student learning outcomes. The Pre-Test and Post-Test results revealed that the experimental group experienced a notable improvement in learning outcomes, with an increase ranging from 10% to 46%. In comparison, the control group also exhibited increased learning outcomes, ranging from 5% to 39%. The statistical analysis reveals a consistent and significant growth in the Experimental group, indicating that students exhibit a favorable level of motivation throughout the learning process, as indicated by the average significance value exceeding 0.5. Based on the test findings acquired from this study, it can be concluded that the Synchronous MOOC+SPOC model is a viable alternative for addressing future difficulties in vocational education. This model is effective and has been proven to work.
{"title":"The Efficacy of the MOOC+SPOC Synchronous Learning Model in Vocational Education for Process Control Systems","authors":"Atikah Tri Budi Utami, Muhammad Yahya, Purnamawati","doi":"10.9734/ajess/2024/v50i21254","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21254","url":null,"abstract":"Incorporating the Industrial Revolution into vocational education, particularly in enhancing curriculum and learning, encounters numerous obstacles. Utilizing technology in interactive learning is anticipated to actively involve learners and enhance their abilities in critical thinking, creativity, innovation, and problem-solving. This study emphasizes the limitations of traditional learning approaches in Process Control Systems and presents a novel framework of MOOC+SPOC Synchronous using a Research and Development (R&D) methodology. The Process Control System course encounters impediments that negatively impact the graduation rate, which is suboptimal. The merging of MOOC (Massive Open Online Course) and SPOC (Small Private Open Course) models into a synchronous MOOC+SPOC learning model seeks to enhance learning outcomes through the utilization of a cloud computing-based Virtual Remote Laboratory (VRLab). The outcome is a model that has been rigorously evaluated and proven effective through empirical research. The research data demonstrated this model's statistically significant positive effect on enhancing student learning outcomes. The Pre-Test and Post-Test results revealed that the experimental group experienced a notable improvement in learning outcomes, with an increase ranging from 10% to 46%. In comparison, the control group also exhibited increased learning outcomes, ranging from 5% to 39%. The statistical analysis reveals a consistent and significant growth in the Experimental group, indicating that students exhibit a favorable level of motivation throughout the learning process, as indicated by the average significance value exceeding 0.5. Based on the test findings acquired from this study, it can be concluded that the Synchronous MOOC+SPOC model is a viable alternative for addressing future difficulties in vocational education. This model is effective and has been proven to work.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"62 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613194","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 : 2024-01-18DOI: 10.9734/ajess/2024/v50i11249
Andi Syarifuddin, H. Gani, M. Y. Mappeasse
The objective of this study was to examine elements of student cognitive ingenuity developed through Project-based Learning (PjBL) to enhance educational achievements. The research participants consisted of 22 students enrolled in the Electrical Engineering Study Program. The basic hypothesis posits that the presence of creative thinking elements has a beneficial impact on enhancing students' learning results. The key aspects encompassed are fluidity, flexibility, originality, and elaboration. The data were gathered using questionnaire-based observation, utilizing instruments that have been validated by specialists. This research falls under the category of Research and Development (R&D) and follows the Thiagarajan 4D paradigm, which involves defining, designing, developing, and disseminating. The data analysis was conducted using descriptive statistics and the PjBL learning effectiveness test, with a comparison made between intact groups. Analysis reveals that all four aspects examined have a significant impact on enhancing learning outcomes. Nevertheless, the most significant impact is observed in the domain of fluency when it comes to learning outcomes. The efficacy of PjBL learning in enhancing learning outcomes in Energy Conversion courses was found to be significantly superior to that of conventional learning approaches. In the upcoming study, it is advised to investigate and expand upon four unexplored facets of creative thinking.
{"title":"Meta-analysis of the Aspects of Student Thinking Creativity in Learning Project Based Learning (PjBL) to Improve Learning Outcomes","authors":"Andi Syarifuddin, H. Gani, M. Y. Mappeasse","doi":"10.9734/ajess/2024/v50i11249","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i11249","url":null,"abstract":"The objective of this study was to examine elements of student cognitive ingenuity developed through Project-based Learning (PjBL) to enhance educational achievements. The research participants consisted of 22 students enrolled in the Electrical Engineering Study Program. The basic hypothesis posits that the presence of creative thinking elements has a beneficial impact on enhancing students' learning results. The key aspects encompassed are fluidity, flexibility, originality, and elaboration. The data were gathered using questionnaire-based observation, utilizing instruments that have been validated by specialists. This research falls under the category of Research and Development (R&D) and follows the Thiagarajan 4D paradigm, which involves defining, designing, developing, and disseminating. The data analysis was conducted using descriptive statistics and the PjBL learning effectiveness test, with a comparison made between intact groups. Analysis reveals that all four aspects examined have a significant impact on enhancing learning outcomes. Nevertheless, the most significant impact is observed in the domain of fluency when it comes to learning outcomes. The efficacy of PjBL learning in enhancing learning outcomes in Energy Conversion courses was found to be significantly superior to that of conventional learning approaches. In the upcoming study, it is advised to investigate and expand upon four unexplored facets of creative thinking.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"104 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614722","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 : 2024-01-18DOI: 10.9734/ajess/2024/v50i11251
Maskurotun Nadhirah, Hadiyanto, H. Harjono
Appropriate, effective, and efficient media is one way to improve the learning quality. Proper, effective, and efficient media can optimally influence student learning processes and outcomes. This research aims to see the effectiveness of using word wall learning media in class VII procedure text material at MTs Al-Hidayah. The method used was quasi-experimental, with a sample of Class VII 1 students as the control class and Class VII 2 as the experimental class, and applying a pretest-posttest design. The difference test was conducted to calculate variations in the effectiveness of word wall learning media compared to without the help of learning media. The results of this research show that there are differences in learning outcomes between students who use learning media and those who do not use learning media. The effectiveness of using learning media on learning outcomes student can be seen from the average percentage of N-Gain for the experimental and control classes. The average N-Gain percentage of the practical class was 58.32% in the quite effective category, and the control class obtained an average N-Gain percentage of 18.32% in the ineffective category. This research has implications for developing appropriate, effective, and efficient media in learning Indonesian to improve student learning outcomes.
适当、有效和高效的媒体是提高学习质量的途径之一。适当、有效和高效的媒体可以对学生的学习过程和结果产生最佳影响。本研究旨在了解在 Al-Hidayah MTs 七年级程序教材中使用单词墙学习媒体的效果。采用的方法是准实验法，以七年级 1 班学生为对照班，七年级 2 班学生为实验班，采用前测-后测设计。进行了差异检验，以计算文字墙学习媒体与没有学习媒体帮助时的效果差异。研究结果表明，使用学习媒体和不使用学习媒体的学生在学习效果上存在差异。从实验班和对照班的平均 N-Gain 百分比可以看出，使用学习媒体对学生学习成绩的影响。实践班的平均 N 增益百分比为 58.32%，属于相当有效类别；对照班的平均 N 增益百分比为 18.32%，属于无效类别。这项研究对于在印尼语学习中开发适当、有效和高效的媒体以提高学生的学习成果具有重要意义。
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Pub Date : 2024-01-18DOI: 10.9734/ajess/2024/v50i11250
Satwika Parama Nandini
This research aims to identify the effectiveness of study and learning skill training to increase student comprehension, as interventions for underachievement. The study was conducted at Imam Nawawi Elementary School, in Maros, Indonesia, on 24 May - 24 July 2023, using a before-after experimental study design with additional qualitative information analysis. Five fourth-grade students identified as underachievers from a series of assessments were given intervention in the form of reading, listening and note-taking skills training, with the assumption that if students' ability to grasp lesson material increases with the intervention, it will consequently increase achievement. The intervention was carried out in thirteen group sessions. Intervention effectiveness was evaluated using quantitative data from the pre-test and post-test scores as well as qualitative data from interviews with each participant. The results indicate that this intervention has not been completely effective in improving student comprehension, which was assumed to be the stepping stone toward increasing achievement. The gap between students' understanding of the content and several aspects of the delivery of the material is assumed to be the main obstacles to effective intervention. Further elaborations are discussed.
{"title":"Study Skills Intervention to Address Underachievement in Rural Elementary School in Maros, Indonesia","authors":"Satwika Parama Nandini","doi":"10.9734/ajess/2024/v50i11250","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i11250","url":null,"abstract":"This research aims to identify the effectiveness of study and learning skill training to increase student comprehension, as interventions for underachievement. The study was conducted at Imam Nawawi Elementary School, in Maros, Indonesia, on 24 May - 24 July 2023, using a before-after experimental study design with additional qualitative information analysis. Five fourth-grade students identified as underachievers from a series of assessments were given intervention in the form of reading, listening and note-taking skills training, with the assumption that if students' ability to grasp lesson material increases with the intervention, it will consequently increase achievement. The intervention was carried out in thirteen group sessions. Intervention effectiveness was evaluated using quantitative data from the pre-test and post-test scores as well as qualitative data from interviews with each participant. The results indicate that this intervention has not been completely effective in improving student comprehension, which was assumed to be the stepping stone toward increasing achievement. The gap between students' understanding of the content and several aspects of the delivery of the material is assumed to be the main obstacles to effective intervention. Further elaborations are discussed.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"105 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615628","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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