Olympia Papaevangelou, Rousaki Soultana, Dimitrios Syndoukas, Stavros Kalogiannidis
This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.
{"title":"Applying rhetorical methods to teach writing techniques to pre-service teachers","authors":"Olympia Papaevangelou, Rousaki Soultana, Dimitrios Syndoukas, Stavros Kalogiannidis","doi":"10.18488/61.v12i2.3694","DOIUrl":"https://doi.org/10.18488/61.v12i2.3694","url":null,"abstract":"This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"142 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369062","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 purpose of this study is to investigate the difficulties faced by teachers while delivering online classes and to find various strategies to address these concerns. This study also aims to examine the post-pandemic shift toward blended teaching along with traditional methods. The present study utilizes a qualitative approach. The sample of the study comprises teachers in higher education institutions (HEIs) in Punjab. Semi-structured in-depth interviews with 32 teachers were conducted regarding the challenges they face while conducting online classes. The analysis was done using ATLAS.ti version 8. The findings shed light on six different categories of the difficulties faced by teachers: teaching amidst the home setting, assessment and evaluation, students’ engagement in online learning, technical problems, personal problems faced by the teachers, and issues related to institutional support. The study also tries to illustrate the transition from online to blended teaching, which has now become a new normal or the ‘next normal,’ despite the challenges. COVID-19 is one of the most severe issues that humanity has ever encountered. The transition and acceptance process varied across countries, regions, and institutions due to local circumstances and guidelines, but it was undoubtedly a roller coaster for teachers. Different individuals gradually unfolded the challenges. Blended education offers a flexible solution that can effectively address the challenges associated with online education in the post-pandemic era.
{"title":"Leveraging challenges: Advancing digital education in the digital frontier","authors":"Navpreet Kaur, Krishan Gopal","doi":"10.18488/61.v12i2.3692","DOIUrl":"https://doi.org/10.18488/61.v12i2.3692","url":null,"abstract":"The purpose of this study is to investigate the difficulties faced by teachers while delivering online classes and to find various strategies to address these concerns. This study also aims to examine the post-pandemic shift toward blended teaching along with traditional methods. The present study utilizes a qualitative approach. The sample of the study comprises teachers in higher education institutions (HEIs) in Punjab. Semi-structured in-depth interviews with 32 teachers were conducted regarding the challenges they face while conducting online classes. The analysis was done using ATLAS.ti version 8. The findings shed light on six different categories of the difficulties faced by teachers: teaching amidst the home setting, assessment and evaluation, students’ engagement in online learning, technical problems, personal problems faced by the teachers, and issues related to institutional support. The study also tries to illustrate the transition from online to blended teaching, which has now become a new normal or the ‘next normal,’ despite the challenges. COVID-19 is one of the most severe issues that humanity has ever encountered. The transition and acceptance process varied across countries, regions, and institutions due to local circumstances and guidelines, but it was undoubtedly a roller coaster for teachers. Different individuals gradually unfolded the challenges. Blended education offers a flexible solution that can effectively address the challenges associated with online education in the post-pandemic era.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"39 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to identify the difficulties of studying the scientific concepts among the tenth-grade students in Irbid governorate. In order to achieve the objectives of the study, a questionnaire was used to measure the students’ view point about difficulties they faced in learning scientific concepts. The questionnaire contained three areas: content, teachers and students. The sampling method involved selecting tenth-grade students from the first Irbid Directorate of Education at the end of the 2018-2019 academic year. A total of 415 students were included in the study; the gender distribution was nearly equal, and they were grouped according to their GPA. The results of the study showed that these three domains were a source of determining the difficulty levels. The students’ domain came first, followed by teachers, and content ranked last. The results also showed that there were statistically significant differences in the sources of difficulty due to gender differences in males, and due to the average difference in the benefit of students whose grades were less than 84%. In light of the results, the study framed a set of recommendations, including the need to emphasize the activation of technology in teaching, and holding lectures showing the importance of science and scientists.
{"title":"Difficulties in studying the scientific concepts from the view point of 10th grade students at Irbid governorate","authors":"Shaimaa Yahya","doi":"10.18488/61.v12i2.3688","DOIUrl":"https://doi.org/10.18488/61.v12i2.3688","url":null,"abstract":"This study sought to identify the difficulties of studying the scientific concepts among the tenth-grade students in Irbid governorate. In order to achieve the objectives of the study, a questionnaire was used to measure the students’ view point about difficulties they faced in learning scientific concepts. The questionnaire contained three areas: content, teachers and students. The sampling method involved selecting tenth-grade students from the first Irbid Directorate of Education at the end of the 2018-2019 academic year. A total of 415 students were included in the study; the gender distribution was nearly equal, and they were grouped according to their GPA. The results of the study showed that these three domains were a source of determining the difficulty levels. The students’ domain came first, followed by teachers, and content ranked last. The results also showed that there were statistically significant differences in the sources of difficulty due to gender differences in males, and due to the average difference in the benefit of students whose grades were less than 84%. In light of the results, the study framed a set of recommendations, including the need to emphasize the activation of technology in teaching, and holding lectures showing the importance of science and scientists.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"114 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380022","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}
F. Yahya, Aszunarni Ayob, Mohd Ridhuan Mohd Jamil, Mohd Muslim Md Zalli, W. Murtafiah
The purpose of this study was to predict the likelihood that teachers would consider the Geometric AR-based Pedagogical Module (GeAR-PM) as beneficial, and study the factors that influence their decision. The data for this study was gathered via a survey method. A sample of 202 Malaysian secondary school teachers was randomly selected as respondents for this study. Specifically, the respondents were asked to answer questions using an instrument which was developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study comprised four UTAUT variables: performance expectation, effort expectancy, social influence, and facilitating conditions, and one additional variable, self-efficacy. All variables showed high reliability with Cronbach Alpha’s values between 0.87 to 0.91. The data was analyzed using a binary logistic regression via Statistical Package for the Social Sciences (SPSS) version 27.0. The findings revealed that a teacher's belief that GeAR-PM is beneficial was significantly related to his/ her perception on effort expectancy, social influence, and self-efficacy. Hence, when developing the GeAR-PM, these three factors should be weighed up.
{"title":"Geometric AR-based pedagogical module is beneficial: Affecting factors from the lens of Malaysian mathematics secondary school teachers","authors":"F. Yahya, Aszunarni Ayob, Mohd Ridhuan Mohd Jamil, Mohd Muslim Md Zalli, W. Murtafiah","doi":"10.18488/61.v12i2.3687","DOIUrl":"https://doi.org/10.18488/61.v12i2.3687","url":null,"abstract":"The purpose of this study was to predict the likelihood that teachers would consider the Geometric AR-based Pedagogical Module (GeAR-PM) as beneficial, and study the factors that influence their decision. The data for this study was gathered via a survey method. A sample of 202 Malaysian secondary school teachers was randomly selected as respondents for this study. Specifically, the respondents were asked to answer questions using an instrument which was developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study comprised four UTAUT variables: performance expectation, effort expectancy, social influence, and facilitating conditions, and one additional variable, self-efficacy. All variables showed high reliability with Cronbach Alpha’s values between 0.87 to 0.91. The data was analyzed using a binary logistic regression via Statistical Package for the Social Sciences (SPSS) version 27.0. The findings revealed that a teacher's belief that GeAR-PM is beneficial was significantly related to his/ her perception on effort expectancy, social influence, and self-efficacy. Hence, when developing the GeAR-PM, these three factors should be weighed up.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140378509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to find out the perspectives of science teachers on the effectiveness of using mobile in learning and education. Technological development in all areas of life has made an impact on the development of the educational process, through the invention of devices such as cell phones which had a share of this development. These devices were developed to support programs and applications that help in the education and teaching process. The current study used the analytical descriptive approach applied to a group of 150 male and female teachers in secondary schools in Al Dakhiliyah Governorate in Oman. Interviews were conducted with all 150 participants by asking specific questions in order to be classified and analyzed in a scientific way that helped to understand teachers' perspectives in the context and compared to previous literature. The findings revealed the positive impact of using the cell phone in learning and its effectiveness in improving and developing the educational process despite challenges. Cell phones have proved their effectiveness in facilitating the learning process as the results of this study showed that they encouraged science teachers and motivated them to use cell phones in their lessons
{"title":"Mobile phones as an effective learning resource: Science teachers’ perspectives","authors":"Osama M Kraishan","doi":"10.18488/61.v12i2.3686","DOIUrl":"https://doi.org/10.18488/61.v12i2.3686","url":null,"abstract":"This study aimed to find out the perspectives of science teachers on the effectiveness of using mobile in learning and education. Technological development in all areas of life has made an impact on the development of the educational process, through the invention of devices such as cell phones which had a share of this development. These devices were developed to support programs and applications that help in the education and teaching process. The current study used the analytical descriptive approach applied to a group of 150 male and female teachers in secondary schools in Al Dakhiliyah Governorate in Oman. Interviews were conducted with all 150 participants by asking specific questions in order to be classified and analyzed in a scientific way that helped to understand teachers' perspectives in the context and compared to previous literature. The findings revealed the positive impact of using the cell phone in learning and its effectiveness in improving and developing the educational process despite challenges. Cell phones have proved their effectiveness in facilitating the learning process as the results of this study showed that they encouraged science teachers and motivated them to use cell phones in their lessons","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":" 496","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382792","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}
Ehab Gouda Ahmed Tolba, Amjed Ahmed Abdullah AL-Dhmen
This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.
{"title":"The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation","authors":"Ehab Gouda Ahmed Tolba, Amjed Ahmed Abdullah AL-Dhmen","doi":"10.18488/61.v12i2.3685","DOIUrl":"https://doi.org/10.18488/61.v12i2.3685","url":null,"abstract":"This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":" 1242","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382652","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}
One of the important goals of science education is to improve scientific argumentation ability which is part of the core practice of science. The main goals of this research are to develop and validate the inquiry-based nature of science and argumentation (IB-NOSA) instructional model which is designed to improve scientific argumentation ability. The research design in this study is Research and Development (R&D) using the steps proposed by Borg & Gall. The feasibility test of the IB-NOSA instructional model was assessed using the Focus Group Discussion (FGD) method, an assessment of the IB-NOSA model book, and an instrument test of scientific argumentation ability involving four experts. The practicality test was assessed by a lower secondary school science teacher. The data were analyzed using quantitative methods, and the validity and reliability indexes were calculated. The results of the study show that the IB-NOSA instructional model is feasible and practical. Meanwhile, the validation results of the scientific argumentation ability test instrument show that each item is in the range of 0.92 to 1. This indicates that each item is valid for further use. Therefore, it can be concluded that the IB-NOSA instructional model has feasibility and practicality for use in science learning and for developing the scientific argumentation ability of lower secondary school students.
{"title":"Development and validation of the inquiry-based nature of science and argumentation: A new instructional model on students’ scientific argumentation ability","authors":"Diah Puji Lestari, Paidi, Suwarjo","doi":"10.18488/61.v12i2.3657","DOIUrl":"https://doi.org/10.18488/61.v12i2.3657","url":null,"abstract":"One of the important goals of science education is to improve scientific argumentation ability which is part of the core practice of science. The main goals of this research are to develop and validate the inquiry-based nature of science and argumentation (IB-NOSA) instructional model which is designed to improve scientific argumentation ability. The research design in this study is Research and Development (R&D) using the steps proposed by Borg & Gall. The feasibility test of the IB-NOSA instructional model was assessed using the Focus Group Discussion (FGD) method, an assessment of the IB-NOSA model book, and an instrument test of scientific argumentation ability involving four experts. The practicality test was assessed by a lower secondary school science teacher. The data were analyzed using quantitative methods, and the validity and reliability indexes were calculated. The results of the study show that the IB-NOSA instructional model is feasible and practical. Meanwhile, the validation results of the scientific argumentation ability test instrument show that each item is in the range of 0.92 to 1. This indicates that each item is valid for further use. Therefore, it can be concluded that the IB-NOSA instructional model has feasibility and practicality for use in science learning and for developing the scientific argumentation ability of lower secondary school students.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"180 S451","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428449","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}
In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education.
{"title":"Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning","authors":"Wenxuan Ren, Rui Wang, Syamsul Nor Azlan Mohamad, Chaojin Mao, Hasmik Harutyunyan","doi":"10.18488/61.v12i1.3624","DOIUrl":"https://doi.org/10.18488/61.v12i1.3624","url":null,"abstract":"In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"169 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483587","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 purpose of this study was to collect preliminary data for the design of real-time and integrated performance assessments in science practicum at two public universities and two private universities in Eastern Indonesia. The case study design and quantitative and qualitative approaches were adopted in this study. Cluster random sampling technique was used to select four universities, 376 participants respectively from university students and lecturers, four vice deans, four heads of study programs, four heads of laboratories, and four teaching assistants. Data were gathered through questionnaires, in-depth interviews, and observations. The chi-square test was used to analyze the data descriptively. Findings indicated that a performance assessment was not carried out since standard measurement instruments that provided real-time and integrated feedback had not been developed. There was no significant difference (p > 0.05) between public and private universities on the science practicum assessment, implying that both public and private universities still used paper-based practicum assessments. There was also no significant difference between the responses of university students and lecturers on practicum performance assessments (p > 0.05). University students’ experience in assessing science practicums was similar to those of lecturers’, which suggests that practicum of performance assessments was not real-time and integrated with feedback. This study recommends developing a real-time and integrated performance assessment with automated feedback on the science practicum, in order to provide continuous improvement of students and monitoring their learning progress.
{"title":"A case study in eastern Indonesia for the development of integrated real-time performance assessment on science practicum in universities","authors":"A. Ramdani, A. Doyan, Yunita Arian, Sani Anwar","doi":"10.18488/61.v12i1.3625","DOIUrl":"https://doi.org/10.18488/61.v12i1.3625","url":null,"abstract":"The purpose of this study was to collect preliminary data for the design of real-time and integrated performance assessments in science practicum at two public universities and two private universities in Eastern Indonesia. The case study design and quantitative and qualitative approaches were adopted in this study. Cluster random sampling technique was used to select four universities, 376 participants respectively from university students and lecturers, four vice deans, four heads of study programs, four heads of laboratories, and four teaching assistants. Data were gathered through questionnaires, in-depth interviews, and observations. The chi-square test was used to analyze the data descriptively. Findings indicated that a performance assessment was not carried out since standard measurement instruments that provided real-time and integrated feedback had not been developed. There was no significant difference (p > 0.05) between public and private universities on the science practicum assessment, implying that both public and private universities still used paper-based practicum assessments. There was also no significant difference between the responses of university students and lecturers on practicum performance assessments (p > 0.05). University students’ experience in assessing science practicums was similar to those of lecturers’, which suggests that practicum of performance assessments was not real-time and integrated with feedback. This study recommends developing a real-time and integrated performance assessment with automated feedback on the science practicum, in order to provide continuous improvement of students and monitoring their learning progress.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"576 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482876","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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