Ng Kai Ling, Syakirah Samsudin, Muhamad Ikhwan Mat Saad, Anis Nazihah Mat Daud, Nurul Saidah Abdul Rahim, Harleny Abd Arif, N. Jusoh
Purpose: This paper discussed about the development of Neoteric Approach Curriculum concept and the mapping of the Science Standard Document. The objectives of study are to examine the benefits of integrated curriculum, to outline the mapping of the concept of Neoteric Approach Curriculum for Year Four and to discuss the significant of integrating Science, Health Education and Visual Art. Methodology: The development of the Neoteric Approach Curriculum for Year 4 Science Standard Document was generated from the idea of subject-integration. The mapping of the integration of Science, Health Education and Visual Art are needed to originate an integrated discipline that named as Learning Cluster of Human Development for Year Four. This learning cluster is grouped based on the intention to improve human personal development in terms of skills development and academic knowledge. Findings: The Neoteric Approach is a new and modern approach for delivering the teaching and learning process that helps to strengthen the existing Malaysian National Curriculum. Neoteric Approach Curriculum acts as a solution to the modernization of education and pedagogy to produce a holistic student in terms of balanced physically, emotionally, spiritually and intellectually, as well as to be competitive to fulfil the needs of 21st century. The theories that supported the concept of Neoteric Approach curriculum are constructivism theory by Jean Piaget and progressivism theory by John Dewey. Based on the theories, the elements that emphasized are active learning and learning by doing which allows the students to learn by actively engage in the learning process and enhanced their learning experience. Unique contribution to theory, practice and policy: By having this approach, it could help to enhance the students-centred learning with integrated strategy and support active learning in classroom, cultivating students’ knowledge and skills development which will benefit them in the future.
{"title":"Development of Malaysian Science Standard Document for Teaching Year Four Student according to Neoteric Approach Curriculum: A Concept Paper","authors":"Ng Kai Ling, Syakirah Samsudin, Muhamad Ikhwan Mat Saad, Anis Nazihah Mat Daud, Nurul Saidah Abdul Rahim, Harleny Abd Arif, N. Jusoh","doi":"10.47941/jep.1801","DOIUrl":"https://doi.org/10.47941/jep.1801","url":null,"abstract":"Purpose: This paper discussed about the development of Neoteric Approach Curriculum concept and the mapping of the Science Standard Document. The objectives of study are to examine the benefits of integrated curriculum, to outline the mapping of the concept of Neoteric Approach Curriculum for Year Four and to discuss the significant of integrating Science, Health Education and Visual Art. \u0000Methodology: The development of the Neoteric Approach Curriculum for Year 4 Science Standard Document was generated from the idea of subject-integration. The mapping of the integration of Science, Health Education and Visual Art are needed to originate an integrated discipline that named as Learning Cluster of Human Development for Year Four. This learning cluster is grouped based on the intention to improve human personal development in terms of skills development and academic knowledge. \u0000Findings: The Neoteric Approach is a new and modern approach for delivering the teaching and learning process that helps to strengthen the existing Malaysian National Curriculum. Neoteric Approach Curriculum acts as a solution to the modernization of education and pedagogy to produce a holistic student in terms of balanced physically, emotionally, spiritually and intellectually, as well as to be competitive to fulfil the needs of 21st century. The theories that supported the concept of Neoteric Approach curriculum are constructivism theory by Jean Piaget and progressivism theory by John Dewey. Based on the theories, the elements that emphasized are active learning and learning by doing which allows the students to learn by actively engage in the learning process and enhanced their learning experience. \u0000Unique contribution to theory, practice and policy: By having this approach, it could help to enhance the students-centred learning with integrated strategy and support active learning in classroom, cultivating students’ knowledge and skills development which will benefit them in the future.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"148 7‐8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698465","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}
Purpose: This study explores the transformative impact of novice teachers who employ innovative methods and approaches to forge deep, meaningful connections with their students during their first year of teaching. Methodology: The present study employed a qualitative methodology. Seventeen novice teachers participated in comprehensive, in-depth interviews. After transcribing the interviews, a content analysis approach was employed to identify and define meaningful units pertaining to the symbiotic relationship between novices and their students. Findings: The findings reveal an extraordinary depth of educational passion, creativity, and empathy that significantly contributes to students' academic and emotional development. The study highlights the profound, empathetic bonds formed between teachers and students, transcending traditional educational outcomes. The novice teachers' success in fostering an inclusive and stimulating learning environment is underscored by their innovative methods and ability to harness personal narratives and cultural sensitivity as pedagogical tools. Contribution to Theory, Policy and Practice: The research enriches the global body of knowledge on teacher education by showcasing the power of love, passion, creativity, and humanity in the teaching and learning process. It emphasizes the potential of novice teachers to effect significant, positive changes in their students' lives, even in their formative years of teaching. The study's findings underscore the importance of fostering supportive environments for the growth and development of novice teachers and call for reevaluating support structures in teacher education programs worldwide.
{"title":"Unleashing the Power of Love, Passion, Creativity, and Humanity in Novice Teachers' First Year","authors":"Al-Khansaa Daib, Edna Green","doi":"10.47941/jep.1745","DOIUrl":"https://doi.org/10.47941/jep.1745","url":null,"abstract":"Purpose: This study explores the transformative impact of novice teachers who employ innovative methods and approaches to forge deep, meaningful connections with their students during their first year of teaching. \u0000Methodology: The present study employed a qualitative methodology. Seventeen novice teachers participated in comprehensive, in-depth interviews. After transcribing the interviews, a content analysis approach was employed to identify and define meaningful units pertaining to the symbiotic relationship between novices and their students. \u0000Findings: The findings reveal an extraordinary depth of educational passion, creativity, and empathy that significantly contributes to students' academic and emotional development. The study highlights the profound, empathetic bonds formed between teachers and students, transcending traditional educational outcomes. The novice teachers' success in fostering an inclusive and stimulating learning environment is underscored by their innovative methods and ability to harness personal narratives and cultural sensitivity as pedagogical tools. \u0000Contribution to Theory, Policy and Practice: The research enriches the global body of knowledge on teacher education by showcasing the power of love, passion, creativity, and humanity in the teaching and learning process. It emphasizes the potential of novice teachers to effect significant, positive changes in their students' lives, even in their formative years of teaching. The study's findings underscore the importance of fostering supportive environments for the growth and development of novice teachers and call for reevaluating support structures in teacher education programs worldwide.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217736","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}
Purpose: The work at hand examines the effects of cultural texts, integrated in the language teaching and learning, on students’ communicative competence in third and fourth forms secondary school. It has been noticed that some teachers of English do not yet distinguish a literary (cultural) text from a scientific or technical one precisely while determining pedagogic purposes. Methodology: To gather data in this research, an experimental study was conducted in third and fourth forms secondary school in Goma. Findings: The overall findings have revealed that cultural texts influence both reading comprehension, retelling and interpretation skills, a real gateway to communicative competence enhancement. In other words, this study brings a new vision to the practice of communicative activities as currently carried out in Goma secondary schools. Unique contribution to theory, policy and practice: It arises English teachers’ concern not only for the message expressed by the text, but also for the exploitation of students’ cultural values and schemata to heighten their communicative competence.
{"title":"Cultural Texts, a Key to Communicative Competence in Third and Fourth Forms Secondary School in Goma","authors":"Ukobizaba Nduwayezu Babona","doi":"10.47941/jep.1719","DOIUrl":"https://doi.org/10.47941/jep.1719","url":null,"abstract":"Purpose: The work at hand examines the effects of cultural texts, integrated in the language teaching and learning, on students’ communicative competence in third and fourth forms secondary school. It has been noticed that some teachers of English do not yet distinguish a literary (cultural) text from a scientific or technical one precisely while determining pedagogic purposes. \u0000Methodology: To gather data in this research, an experimental study was conducted in third and fourth forms secondary school in Goma. \u0000Findings: The overall findings have revealed that cultural texts influence both reading comprehension, retelling and interpretation skills, a real gateway to communicative competence enhancement. In other words, this study brings a new vision to the practice of communicative activities as currently carried out in Goma secondary schools. \u0000Unique contribution to theory, policy and practice: It arises English teachers’ concern not only for the message expressed by the text, but also for the exploitation of students’ cultural values and schemata to heighten their communicative competence. ","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"23 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262482","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}
Purpose: Educators are consistently seeking ways to enhance classroom engagement. In response to declining student achievement in mathematics, traditional teaching methods are gradually giving way to more innovative approaches such as gamified learning. Gamified learning complements conventional instruction by creating an engaging virtual and augmented reality environment in which students can actively interact with the subject matter. This study revolves around a highly significant research question: the impact of gamified learning in mathematics education on student motivation and achievement. In this domain, investigations into the latest developments in designing and testing mathematical games have been examined. Methodology: To this end, a literature review method has been employed, and document analysis has been conducted. Findings: The results indicate that gamified learning proves to be a promising tool for enhancing short-term motivation and student achievement. Unique contributor to theory, policy and practice: However, further research is necessary to determine if these gains can be sustained over the course of a semester.
{"title":"Investigation of the Effect of Gamified Learning on Motivation and Success in Math Class","authors":"Ümit Karabıyık","doi":"10.47941/jep.1645","DOIUrl":"https://doi.org/10.47941/jep.1645","url":null,"abstract":"Purpose: Educators are consistently seeking ways to enhance classroom engagement. In response to declining student achievement in mathematics, traditional teaching methods are gradually giving way to more innovative approaches such as gamified learning. Gamified learning complements conventional instruction by creating an engaging virtual and augmented reality environment in which students can actively interact with the subject matter. This study revolves around a highly significant research question: the impact of gamified learning in mathematics education on student motivation and achievement. In this domain, investigations into the latest developments in designing and testing mathematical games have been examined. \u0000Methodology: To this end, a literature review method has been employed, and document analysis has been conducted. \u0000Findings: The results indicate that gamified learning proves to be a promising tool for enhancing short-term motivation and student achievement. \u0000Unique contributor to theory, policy and practice: However, further research is necessary to determine if these gains can be sustained over the course of a semester.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592628","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}
Purpose: This study aimed to use a systematic review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. Methodology: A systematic literature review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. The Boolean search approach was employed to gather articles from electronic research databases. Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) were used to select a final of 65 articles for the study. A total of 33 axial codes were identified as specific factors from the systematic review conducted. Findings: Analysis of the research questions showed a high percentage of the articles conducted in Europe, North America, and Asia, with fewer publications on other continents. The findings showed low published research articles in the era of the COVID-19 pandemic. A final review of the 65 articles uncovered a total of 32 axial codes as the specific variables affecting K-12 students’ mathematics achievements. These axial codes include gender, socioeconomic status, teacher qualification, and class size. Unique Contribution to Theory, Practice, and Policy: While many of these studies have found students, teachers, and schools-related variables as predicting or affecting students’ mathematics achievement, comprehensive research into the specific factors within the identified variables is less researched. This study will bridge this gap and contribute to the research and academic resources pool. Governments and other education stakeholders worldwide can use the findings from this study as a guide in making decisions and improving learners' academic standards.
{"title":"Variables Affecting 21st Century K-12 Students’ Mathematics Achievements: A Systematic Review","authors":"Isaac Gyan Ayeh","doi":"10.47941/jep.1615","DOIUrl":"https://doi.org/10.47941/jep.1615","url":null,"abstract":"Purpose: This study aimed to use a systematic review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. \u0000Methodology: A systematic literature review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. The Boolean search approach was employed to gather articles from electronic research databases. Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) were used to select a final of 65 articles for the study. A total of 33 axial codes were identified as specific factors from the systematic review conducted. \u0000Findings: Analysis of the research questions showed a high percentage of the articles conducted in Europe, North America, and Asia, with fewer publications on other continents. The findings showed low published research articles in the era of the COVID-19 pandemic. A final review of the 65 articles uncovered a total of 32 axial codes as the specific variables affecting K-12 students’ mathematics achievements. These axial codes include gender, socioeconomic status, teacher qualification, and class size. \u0000Unique Contribution to Theory, Practice, and Policy: While many of these studies have found students, teachers, and schools-related variables as predicting or affecting students’ mathematics achievement, comprehensive research into the specific factors within the identified variables is less researched. This study will bridge this gap and contribute to the research and academic resources pool. Governments and other education stakeholders worldwide can use the findings from this study as a guide in making decisions and improving learners' academic standards.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"12 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139531129","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}
Purpose: The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. Methodology: In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level. Findings: The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy. Unique Contributions to theory, policy and practice: This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system. The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.
{"title":"Investigating the Effect of the Traditional Flipped Classroom in Teaching Primary 3 Class Mathematics","authors":"J. Sulaimon, Blandina Manditereza","doi":"10.47941/jep.1614","DOIUrl":"https://doi.org/10.47941/jep.1614","url":null,"abstract":"Purpose: \u0000The purpose of the study is to investigate how the \"flipped\" classroom impacts Primary 3 Mathematics students' learning and achievement. \u0000Methodology: \u0000In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level. \u0000 \u0000 \u0000 \u0000Findings: \u0000The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy. \u0000Unique Contributions to theory, policy and practice: \u0000This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system. \u0000 \u0000The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":" 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139624828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Thematic Analysis of Graduate Theses on Alternative Concepts and Conceptual Change in Biology Education","authors":"","doi":"10.7176/jep/15-2-10","DOIUrl":"https://doi.org/10.7176/jep/15-2-10","url":null,"abstract":"","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"71 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Adolescents' Use of Social Networking Sites and Its Impact on Family and Social Relations from Their Viewpoint in Jordanian Society","authors":"","doi":"10.7176/jep/15-1-01","DOIUrl":"https://doi.org/10.7176/jep/15-1-01","url":null,"abstract":"","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"29 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140526720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Physical Education Online: Challenges and Coping Mechanism of PE Teachers","authors":"","doi":"10.7176/jep/15-1-05","DOIUrl":"https://doi.org/10.7176/jep/15-1-05","url":null,"abstract":"","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"15 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140518932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Multiple Representation of Students in Solving Fraction Problems: Case Study of Androgynous of Junior High School Students","authors":"","doi":"10.7176/jep/15-2-03","DOIUrl":"https://doi.org/10.7176/jep/15-2-03","url":null,"abstract":"","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"215 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521709","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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