Higher-order thinking skills (HOTS) are the cognitive skills that mathematics should apply to fulfil current needs. Unfortunately, Mathematics achievement in Trends in International Mathematics and Science Study (TIMSS) has shown that the thinking ability of Malaysian pupils still needs improvement. Identifying pupils' perceptions of implementing HOTS in mathematics is essential. Thus, this study was conducted to determine Year Five pupils' perception towards implementing HOTS in terms of attitude, readiness and belief in Mathematics learning, as well as the differences in these three aspects based on gender. The survey study involved 142 Year Five pupils at a Sekolah Jenis Kebangsaan Cina (SJKC) in Johor Bahru district. The instrument used in this study is a questionnaire. The data was analysed using Statistical Package for Social Sciences (SPSS) software version 27. The descriptive statistical analysis results found that pupils’ perception towards HOTS in Mathematics in terms of Attitude and readiness are moderate. At the same time, pupils' perception towards HOTS in mathematics in terms of belief is high. The Mann-Whitney U test results found a significant difference in pupils’ attitudes towards HOTS in Mathematics based on gender. However, this study showed no significant difference in student’s readiness and belief towards HOTS in Mathematics based on gender. This study brings implications for educators in schools to realise the importance of modifying HOTS teaching practices by considering pupils’ perceptions.
{"title":"Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics","authors":"Tay Ying Shian, Roslinda Rosli","doi":"10.5296/ire.v12i2.21892","DOIUrl":"https://doi.org/10.5296/ire.v12i2.21892","url":null,"abstract":"Higher-order thinking skills (HOTS) are the cognitive skills that mathematics should apply to fulfil current needs. Unfortunately, Mathematics achievement in Trends in International Mathematics and Science Study (TIMSS) has shown that the thinking ability of Malaysian pupils still needs improvement. Identifying pupils' perceptions of implementing HOTS in mathematics is essential. Thus, this study was conducted to determine Year Five pupils' perception towards implementing HOTS in terms of attitude, readiness and belief in Mathematics learning, as well as the differences in these three aspects based on gender. The survey study involved 142 Year Five pupils at a Sekolah Jenis Kebangsaan Cina (SJKC) in Johor Bahru district. The instrument used in this study is a questionnaire. The data was analysed using Statistical Package for Social Sciences (SPSS) software version 27. The descriptive statistical analysis results found that pupils’ perception towards HOTS in Mathematics in terms of Attitude and readiness are moderate. At the same time, pupils' perception towards HOTS in mathematics in terms of belief is high. The Mann-Whitney U test results found a significant difference in pupils’ attitudes towards HOTS in Mathematics based on gender. However, this study showed no significant difference in student’s readiness and belief towards HOTS in Mathematics based on gender. This study brings implications for educators in schools to realise the importance of modifying HOTS teaching practices by considering pupils’ perceptions.","PeriodicalId":503291,"journal":{"name":"International Research in Education","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994325","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}
Alice Shanthi, Nur Alyaa Fatinah Jumaat, Puspalata C Suppiah, Elia Md Johar, N. Arumugam
TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.
{"title":"From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction","authors":"Alice Shanthi, Nur Alyaa Fatinah Jumaat, Puspalata C Suppiah, Elia Md Johar, N. Arumugam","doi":"10.5296/ire.v12i1.21852","DOIUrl":"https://doi.org/10.5296/ire.v12i1.21852","url":null,"abstract":"TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.","PeriodicalId":503291,"journal":{"name":"International Research in Education","volume":"118 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678092","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}
Blended learning (BL) is a combination of traditional face-to-face teaching and online learning methods. It is a very efficient alternative in post COVID19 era and it offers a solution to keeping safe distancing warranted by the COVID-19 pandemic. Blended learning harnesses the technological developments of the digital age while preserving the indispensable human factor and the advantages of face-to-face interaction intrinsic in the longstanding classroom setting. By harnessing the potentials of online and offline learning approaches, BL has become the most suitable option especially in higher institutions as it fosters independence in learning and brings about more meaningful learning experiences. Blended learning offers several academic advantages to both teachers and students among which are flexibility, student motivation, cost effectiveness, personalized learning experience, and improved academic performance. In addition, this learning method accurately fits the requirements of the post COVID-19 era while promoting students’ essential 21st century abilities like problem-solving skills, information literacy skills as well as critical thinking skills. However, educational institutions have encountered a number of challenges in the implementation of blended learning. These include technological literacy and competence, students’ isolation, technological complexity and technological sufficiency challenges. Regardless of these challenges, the several advantages inherent in blended learning made it a useful educational tool during the COVID-19 pandemic and in the post COVID-19 era.
{"title":"A Review of Blended Learning after the COVID-19 Pandemic","authors":"Ejuchegahi Anthony Angwaomaodoko","doi":"10.5296/ire.v12i1.21849","DOIUrl":"https://doi.org/10.5296/ire.v12i1.21849","url":null,"abstract":"Blended learning (BL) is a combination of traditional face-to-face teaching and online learning methods. It is a very efficient alternative in post COVID19 era and it offers a solution to keeping safe distancing warranted by the COVID-19 pandemic. Blended learning harnesses the technological developments of the digital age while preserving the indispensable human factor and the advantages of face-to-face interaction intrinsic in the longstanding classroom setting. By harnessing the potentials of online and offline learning approaches, BL has become the most suitable option especially in higher institutions as it fosters independence in learning and brings about more meaningful learning experiences. Blended learning offers several academic advantages to both teachers and students among which are flexibility, student motivation, cost effectiveness, personalized learning experience, and improved academic performance. In addition, this learning method accurately fits the requirements of the post COVID-19 era while promoting students’ essential 21st century abilities like problem-solving skills, information literacy skills as well as critical thinking skills. However, educational institutions have encountered a number of challenges in the implementation of blended learning. These include technological literacy and competence, students’ isolation, technological complexity and technological sufficiency challenges. Regardless of these challenges, the several advantages inherent in blended learning made it a useful educational tool during the COVID-19 pandemic and in the post COVID-19 era.","PeriodicalId":503291,"journal":{"name":"International Research in Education","volume":" October","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of rén is a central aspect of traditional Chinese political thought, with various translations in English literature. This study examines the translations of rén in Lectures on Traditional China’s Political Thoughts and analyzes the statistics and trends among these translations. The findings reveal a lack of uniformity in the translations of rén, indicating that different translators interpret the concept in various ways. Furthermore, the parts of speech used in the translations differ, reflecting the unique perspectives of local and overseas scholars. Through etymological interpretations, this study explores the meanings behind typical English translations of rén such as virtue, benevolent, morality, humanity, good, kind, love, compassion, authoritative, man of skill, perfect man, and gentleness. These interpretations shed light on the diverse understanding of rén in traditional Chinese political thought. Overall, this study provides a comprehensive overview of the translations and interpretations of rén, highlighting the complexity and richness of this fundamental concept in Chinese philosophy.
rén 这一概念是中国传统政治思想的核心内容，在英文文献中有多种译法。本研究考察了《中国传统政治思想讲义》中有关 rén 的译文，并对这些译文进行了统计和趋势分析。研究结果显示，"rén "的翻译缺乏统一性，这表明不同译者对这一概念有不同的解释。此外，译文中使用的语篇也不尽相同，反映了本地学者和海外学者的独特视角。通过词源学解释，本研究探讨了 rén 的典型英译背后的含义，如 virtue、 benevolent、 morality、 humanity、 good、 kind、 love、 compassion、 authoritative、 man of skill、 perfect man 和 gentleness。这些解释揭示了中国传统政治思想中对 rén 的不同理解。总之，本研究对 rén 的翻译和诠释进行了全面的概述，凸显了中国哲学中这一基本概念的复杂性和丰富性。
{"title":"Exploring the Translation Patterns of “Ren”: Insights into Translation Practice from a Cross-Cultural Perspective","authors":"Dan Yang","doi":"10.5296/ire.v12i1.21837","DOIUrl":"https://doi.org/10.5296/ire.v12i1.21837","url":null,"abstract":"The concept of rén is a central aspect of traditional Chinese political thought, with various translations in English literature. This study examines the translations of rén in Lectures on Traditional China’s Political Thoughts and analyzes the statistics and trends among these translations. The findings reveal a lack of uniformity in the translations of rén, indicating that different translators interpret the concept in various ways. Furthermore, the parts of speech used in the translations differ, reflecting the unique perspectives of local and overseas scholars. Through etymological interpretations, this study explores the meanings behind typical English translations of rén such as virtue, benevolent, morality, humanity, good, kind, love, compassion, authoritative, man of skill, perfect man, and gentleness. These interpretations shed light on the diverse understanding of rén in traditional Chinese political thought. Overall, this study provides a comprehensive overview of the translations and interpretations of rén, highlighting the complexity and richness of this fundamental concept in Chinese philosophy.","PeriodicalId":503291,"journal":{"name":"International Research in Education","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article investigates the promotion of higher-order thinking skills in the written curriculum of six diverse schools in Lebanon, focusing on Grades 1, 2, and 3 mathematics outcomes. The educational programs encompass the International Baccalaureate’s Primary Years Programme, the Lebanese National Curriculum, and the French National Curriculum. Employing Bloom’s Taxonomy (1956) as the theoretical framework, the study meticulously categorizes learning objectives into six cognitive domains, shedding light on the emphasis placed on lower and higher-order thinking skills. Results reveal nuanced patterns across schools and grade levels. In Grade 1, School 4 demonstrates a notable focus on “analyze,” while School 2 excels in “create.” Grade 2 highlights the International Baccalaureate’s Primary Years Programme, particularly School 2, for emphasizing the three higher domains of Bloom’s Taxonomy (1956). The Lebanese National Curriculum exhibits variations, with School 4 emphasizing “analyze.” This research holds significance amidst Lebanon’s educational challenges, marked by outdated curricula, declining academic performance, and recent disruptive events. The study advocates for a paradigm shift, emphasizing the need for comprehensive educational philosophies, curriculum revisions, and student-centered teaching approaches. The findings provide valuable insights for policymakers and educators to navigate the complexities of Lebanon’s educational landscape, fostering a transformative approach for resilient and innovative students amid challenging circumstances.
{"title":"Exploring Higher-Order Thinking Skills Integration in Mathematics Curriculum: A Study of Six Lebanese Schools","authors":"Megan Edmond Khoury, Bassem Kandil","doi":"10.5296/ire.v12i1.21632","DOIUrl":"https://doi.org/10.5296/ire.v12i1.21632","url":null,"abstract":"This article investigates the promotion of higher-order thinking skills in the written curriculum of six diverse schools in Lebanon, focusing on Grades 1, 2, and 3 mathematics outcomes. The educational programs encompass the International Baccalaureate’s Primary Years Programme, the Lebanese National Curriculum, and the French National Curriculum. Employing Bloom’s Taxonomy (1956) as the theoretical framework, the study meticulously categorizes learning objectives into six cognitive domains, shedding light on the emphasis placed on lower and higher-order thinking skills. Results reveal nuanced patterns across schools and grade levels. In Grade 1, School 4 demonstrates a notable focus on “analyze,” while School 2 excels in “create.” Grade 2 highlights the International Baccalaureate’s Primary Years Programme, particularly School 2, for emphasizing the three higher domains of Bloom’s Taxonomy (1956). The Lebanese National Curriculum exhibits variations, with School 4 emphasizing “analyze.” This research holds significance amidst Lebanon’s educational challenges, marked by outdated curricula, declining academic performance, and recent disruptive events. The study advocates for a paradigm shift, emphasizing the need for comprehensive educational philosophies, curriculum revisions, and student-centered teaching approaches. The findings provide valuable insights for policymakers and educators to navigate the complexities of Lebanon’s educational landscape, fostering a transformative approach for resilient and innovative students amid challenging circumstances.","PeriodicalId":503291,"journal":{"name":"International Research in Education","volume":"62 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526991","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}
Education is a significant factor in success. It is seen as a hope to have a bright future. Today, education has evolved through the use of technology. Technology helps to enhance learning, increase engagement, and improve teaching techniques. This study aims to determine the effectiveness of preschool online learning during the COVID-19 pandemic in the identified schools in Lapu-Lapu City for the school year 2020 -2021. This study used a descriptive correlational research design and survey technique with 35 teacher respondents. A survey questionnaire was designed to assess the perception of teachers on the effectiveness of online learning for young learners. Frequency count, percentage, and weighted mean were used to treat the data gathered. The level of effectiveness of preschool online learning was measured in four aspects: online learning platform used, learning materials used, techniques and methods used, and engagement of students in class. The level of preparedness was also calculated based on criteria. A test subjected to a 0.05 level of significance was used to know if there was a significant relationship between the responses and the demographic profile of the respondents. The results of this study revealed that the respondents found online learning to be moderately effective. They are also only somewhat prepared for online teaching. Furthermore, the study revealed that there is no significant relationship between the teachers’ perception of the level of effectiveness and preparedness and their demographic profile. Based on the findings, an action plan was formulated and recommended for implementation by the authorities concerned.
{"title":"Effectiveness of Online Learning and Preparedness of Preschool Teachers Amid COVID-19 Pandemic","authors":"Isabelle Danielle Apos Ocaya","doi":"10.5296/ire.v12i1.21602","DOIUrl":"https://doi.org/10.5296/ire.v12i1.21602","url":null,"abstract":"Education is a significant factor in success. It is seen as a hope to have a bright future. Today, education has evolved through the use of technology. Technology helps to enhance learning, increase engagement, and improve teaching techniques. This study aims to determine the effectiveness of preschool online learning during the COVID-19 pandemic in the identified schools in Lapu-Lapu City for the school year 2020 -2021. This study used a descriptive correlational research design and survey technique with 35 teacher respondents. A survey questionnaire was designed to assess the perception of teachers on the effectiveness of online learning for young learners. Frequency count, percentage, and weighted mean were used to treat the data gathered. The level of effectiveness of preschool online learning was measured in four aspects: online learning platform used, learning materials used, techniques and methods used, and engagement of students in class. The level of preparedness was also calculated based on criteria. A test subjected to a 0.05 level of significance was used to know if there was a significant relationship between the responses and the demographic profile of the respondents. The results of this study revealed that the respondents found online learning to be moderately effective. They are also only somewhat prepared for online teaching. Furthermore, the study revealed that there is no significant relationship between the teachers’ perception of the level of effectiveness and preparedness and their demographic profile. Based on the findings, an action plan was formulated and recommended for implementation by the authorities concerned.","PeriodicalId":503291,"journal":{"name":"International Research in Education","volume":"118 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research emerged from a contemplation regarding the quality of teaching and the content of studies provided to Classical Philology students, aiming for the optimal enhancement of their education. A literature review revealed the innovative nature of this research, as no similar studies were identified in both the Greek and international contexts. Consequently, it can be argued that this research could serve as a reference point for further similar investigations.
{"title":"Attitudes and Opinions of Classical Philology Students in Greece Regarding the Teaching Quality of Their Studies","authors":"Ioannis Fykaris","doi":"10.5296/ire.v12i1.21530","DOIUrl":"https://doi.org/10.5296/ire.v12i1.21530","url":null,"abstract":"This research emerged from a contemplation regarding the quality of teaching and the content of studies provided to Classical Philology students, aiming for the optimal enhancement of their education. A literature review revealed the innovative nature of this research, as no similar studies were identified in both the Greek and international contexts. Consequently, it can be argued that this research could serve as a reference point for further similar investigations.","PeriodicalId":503291,"journal":{"name":"International Research in Education","volume":"19 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178321","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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