Educators may occasionally neglect certain parts of the curriculum that they consider relatively unimportant. There are instances when inadequate time and pupils' readiness for central examinations are cited as justifications for these occurrences. The aim of this research was to examine the reasons that lead teachers who teach courses that are tested on the Upper- Secondary School Entrance Exam, which is the central exam for 8th graders, to ignore the curriculum according to the opinions of the teachers. The research was designed according to the case study, a type of qualitative research. The study group of the research consists of a total of 15 teachers, 6 of whom work in private schools and 9 of whom work in public schools, in the province of Hatay in the 2021-2022 academic year. A purposive criterion sampling method was used to select the teachers. Research data were collected through a semi-structured interview form and analyzed by content analysis method. It was found that most of the teachers interviewed ignored or abandoned the curriculum because of central exams or external pressures. It was stated that some reasons related to school administrators, parents and students forced teachers to make changes in course teaching methods and processes or forced them to abandon the curriculum. Keywords: Educational curriculum, commitment to the curriculum, curriculum abandonment, central exams, teacher examinations
{"title":"EXAMINATION OF THE REASONS THAT LEAD TEACHERS TO ABANDON THE CURRICULUM","authors":"Okan Sarigöz, Hasan Özgür","doi":"10.33225/pec/24.82.117","DOIUrl":"https://doi.org/10.33225/pec/24.82.117","url":null,"abstract":"Educators may occasionally neglect certain parts of the curriculum that they consider relatively unimportant. There are instances when inadequate time and pupils' readiness for central examinations are cited as justifications for these occurrences. The aim of this research was to examine the reasons that lead teachers who teach courses that are tested on the Upper- Secondary School Entrance Exam, which is the central exam for 8th graders, to ignore the curriculum according to the opinions of the teachers. The research was designed according to the case study, a type of qualitative research. The study group of the research consists of a total of 15 teachers, 6 of whom work in private schools and 9 of whom work in public schools, in the province of Hatay in the 2021-2022 academic year. A purposive criterion sampling method was used to select the teachers. Research data were collected through a semi-structured interview form and analyzed by content analysis method. It was found that most of the teachers interviewed ignored or abandoned the curriculum because of central exams or external pressures. It was stated that some reasons related to school administrators, parents and students forced teachers to make changes in course teaching methods and processes or forced them to abandon the curriculum.\u0000Keywords: Educational curriculum, commitment to the curriculum, curriculum abandonment, central exams, teacher examinations","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"214 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452389","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}
A systematic approach requires combining the knowledge of related subjects (e.g., natural sciences) into a whole and making conditions for the learners to research, draw conclusions, process abundant and diverse information, improve and change, complete their knowledge, i.e., eliminate common/traditional subject barriers, refuse narrow empiricism. The field of science education is wide, complex and diverse. It is not only the transmission of natural science knowledge but also ecological, environmental, antidrug, sexual, antinicotine education, healthy lifestyle training, etc. Today’s society is dealing with very relevant issues of nature protection, nature conservation, ecology, environmental protection, and other problems. All this requires a new approach from all of us, the efforts of various field specialists, eliminating all separating barriers. Global problems are a common concern for all of us. This is just because not a single problem is isolated from another, most of them are intertwined, fully determined, united in their nature. Therefore, knowing (clarifying) connections is complicated and hardly achievable. Their solution is possible only when they are comprehensively analysed by closely linking them together.
{"title":"THE ESSENCE OF MIND STRATEGY IN THE RELATIONSHIP WITH NATURE: HUMAN-NATURE-WISDOM UNITY","authors":"Vincentas Lamanauskas","doi":"10.33225/pec/24.82.04","DOIUrl":"https://doi.org/10.33225/pec/24.82.04","url":null,"abstract":"A systematic approach requires combining the knowledge of related subjects (e.g., natural sciences) into a whole and making conditions for the learners to research, draw conclusions, process abundant and diverse information, improve and change, complete their knowledge, i.e., eliminate common/traditional subject barriers, refuse narrow empiricism. The field of science education is wide, complex and diverse. It is not only the transmission of natural science knowledge but also ecological, environmental, antidrug, sexual, antinicotine education, healthy lifestyle training, etc. Today’s society is dealing with very relevant issues of nature protection, nature conservation, ecology, environmental protection, and other problems. All this requires a new approach from all of us, the efforts of various field specialists, eliminating all separating barriers. Global problems are a common concern for all of us. This is just because not a single problem is isolated from another, most of them are intertwined, fully determined, united in their nature. Therefore, knowing (clarifying) connections is complicated and hardly achievable. Their solution is possible only when they are comprehensively analysed by closely linking them together.","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452193","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 teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken. Keywords: primary science education, primary science teachers, students’ science academic achievement, teaching competency, teacher performance
{"title":"THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION","authors":"P. P. Canuto, Marites Choycawen, Randy Pagdawan","doi":"10.33225/pec/24.82.29","DOIUrl":"https://doi.org/10.33225/pec/24.82.29","url":null,"abstract":"The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.\u0000Keywords: primary science education, primary science teachers, students’ science academic achievement, teaching competency, teacher performance","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"352 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452355","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}
E. Efilti, Recai Doğan, Argen Zhumgalbekov, Süleyman Barbaros Yalçın
Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson’s correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction. Keywords: academic productivity, life satisfaction, technostress, learning-teaching process
{"title":"THE IMPACT OF TECHNOLOGICAL STRESS ON ACADEMICS' LIFE SATISFACTION","authors":"E. Efilti, Recai Doğan, Argen Zhumgalbekov, Süleyman Barbaros Yalçın","doi":"10.33225/pec/24.82.48","DOIUrl":"https://doi.org/10.33225/pec/24.82.48","url":null,"abstract":"Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson’s correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction.\u0000Keywords: academic productivity, life satisfaction, technostress, learning-teaching process","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"105 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452575","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}
Having been shifted from traditional to online learning due to the community quarantine implementation, it is valuable to determine students' views about taking courses online. This research aimed to explore the teacher education mathematics major students' experiences with taking undergraduate mathematics courses online, precisely the benefits and challenges they encountered, and in what way they dealt with these challenges. The design used in this study is qualitative exploratory research by distributing open-ended questions to selected Bachelor of Secondary Education in mathematics students (N = 76) from a state university in the province of Bulacan, Philippines. Data were explored through thematic coding. The results indicated that among the gains of taking mathematics courses online, the students mostly gained from a convenient study time to access applicable web-based references and resources. In spite of unpredictable internet networks, limited teacher and peer interaction, vague learning content and discussions, some distractions, and a lack of satisfactory learning resources, independent and self-paced study paired and fired with enough self-motivation are suggested. Keywords: mathematics courses, online learning, online mathematics, teacher education, thematic coding
{"title":"TEACHER EDUCATION STUDENTS' EXPERIENCES IN UNDERGRADUATE ONLINE MATHEMATICS COURSES","authors":"Avelino G. Ignacio Jr.","doi":"10.33225/pec/24.82.102","DOIUrl":"https://doi.org/10.33225/pec/24.82.102","url":null,"abstract":"Having been shifted from traditional to online learning due to the community quarantine implementation, it is valuable to determine students' views about taking courses online. This research aimed to explore the teacher education mathematics major students' experiences with taking undergraduate mathematics courses online, precisely the benefits and challenges they encountered, and in what way they dealt with these challenges. The design used in this study is qualitative exploratory research by distributing open-ended questions to selected Bachelor of Secondary Education in mathematics students (N = 76) from a state university in the province of Bulacan, Philippines. Data were explored through thematic coding. The results indicated that among the gains of taking mathematics courses online, the students mostly gained from a convenient study time to access applicable web-based references and resources. In spite of unpredictable internet networks, limited teacher and peer interaction, vague learning content and discussions, some distractions, and a lack of satisfactory learning resources, independent and self-paced study paired and fired with enough self-motivation are suggested.\u0000Keywords: mathematics courses, online learning, online mathematics, teacher education, thematic coding","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"236 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452501","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 present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data. The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world. Keywords: critical thinking (CT), mixed-methods research, Saudi Arabia, secondary education, teacher-student interaction
{"title":"EVALUATION OF THE CRITICAL THINKING SKILLS OF SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA","authors":"Abdullah Mohammad Alhowail, Saad Eid Albaqami","doi":"10.33225/pec/24.82.07","DOIUrl":"https://doi.org/10.33225/pec/24.82.07","url":null,"abstract":"The present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data. The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world. \u0000Keywords: critical thinking (CT), mixed-methods research, Saudi Arabia, secondary education, teacher-student interaction","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"375 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140453373","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}
Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students. Keywords: 5E inquiry-based learning, Form Four students, Group Investigation, level-4 science process skills
研究发现，中学生对第四级科学过程技能（Level-4 Science Process Skills，L4SPS）的掌握仍然相对薄弱。因此，本研究旨在确定 "5E探究式学习和小组调查（I5E-GI）"模式对L4SPS五个建构的影响，这五个建构是：识别操纵变量、响应变量和恒定变量、形成假设、进行观察、做出推断和操作定义。我们开发了一个教与学（TL）模块，指导教师针对 L4SPS 的五个建构实施 I5E-GI 方法。构建了 L4SPS 测试工具，以测量干预结束时 L4SPS 的掌握程度。准实验研究设计以 180 名修读核心科学科目的中四生为对象。在马来西亚沙捞越州的一所城市中学中，共分配了三个小组，即 i) 5E 探究式学习和小组调查法（I5E-GI，n = 60）；ii) 5E 探究式学习法（5E，n = 60）；iii) 传统学习法（TR，n = 60）。数据分析采用了 MANOVA、MANCOVA、ANCOVA 和效应大小等推断统计检验。结果显示，三组 TL 方法在统计学上有显著影响。与 5E 和 TR 方法相比，I5E-GI 方法对 L4SPS 五个构念的影响具有统计学意义。至于效果大小，I5E-GI 方法比 5E 和 TR 学习方法的效果更显著。总之，研究结果证明，I5E-GI教学法对中四生掌握L4SPS具有积极意义：5E探究式学习；中四学生；小组探究；第四级科学过程技能
{"title":"THE INTEGRATION OF 5E INQUIRY-BASED LEARNING AND GROUP INVESTIGATION MODEL: ITS EFFECTS ON LEVEL FOUR SCIENCE PROCESS SKILLS OF FORM FOUR STUDENTS","authors":"N. M. Siew, W. L. Chai","doi":"10.33225/pec/24.82.133","DOIUrl":"https://doi.org/10.33225/pec/24.82.133","url":null,"abstract":"Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students.\u0000Keywords: 5E inquiry-based learning, Form Four students, Group Investigation, level-4 science process skills","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140452940","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}
Mathematics plays a vital role in education; however, Filipino students encounter difficulties, evident in their performance on both national and international assessments. However, current literature suggests that leveraging technology, such as calculators and AI, in mathematics education can enhance students' proficiency, particularly in the pre-calculus domain. Thus, this research study examined the effectiveness of Photomath in enhancing Filipino students' self-reliance, interest, and performance in pre-calculus. A quasi-experimental one-group pretest-posttest design was used, with 49 Grade 11 students from NEUST Laboratory High School participating. Descriptive and inferential statistical analyses were performed to examine the pre-and post-intervention data. Results revealed a significant increase in students' self-reliance, interest, and performance in pre-calculus following the use of Photomath. The mean scores on all three measures increased significantly from the pretest to the posttest. The results of the t-tests further confirmed the effectiveness of Photomath in enhancing students' self-reliance, interest, and performance in pre-calculus. These results suggest that Photomath can be a valuable tool for educators to incorporate into pre-calculus teaching to enhance students' confidence and interest, foster intrinsic motivation, and ultimately improve their performance. Keywords: Photomath, students’ interest, students’ self-reliance, performance in pre-calculus
{"title":"REVOLUTIONIZING PRE-CALCULUS EDUCATION: PHOTOMATH'S AI-POWERED MATHEMATICS TUTORSHIP","authors":"Andie Tangonan Capinding","doi":"10.33225/pec/23.81.758","DOIUrl":"https://doi.org/10.33225/pec/23.81.758","url":null,"abstract":"Mathematics plays a vital role in education; however, Filipino students encounter difficulties, evident in their performance on both national and international assessments. However, current literature suggests that leveraging technology, such as calculators and AI, in mathematics education can enhance students' proficiency, particularly in the pre-calculus domain. Thus, this research study examined the effectiveness of Photomath in enhancing Filipino students' self-reliance, interest, and performance in pre-calculus. A quasi-experimental one-group pretest-posttest design was used, with 49 Grade 11 students from NEUST Laboratory High School participating. Descriptive and inferential statistical analyses were performed to examine the pre-and post-intervention data. Results revealed a significant increase in students' self-reliance, interest, and performance in pre-calculus following the use of Photomath. The mean scores on all three measures increased significantly from the pretest to the posttest. The results of the t-tests further confirmed the effectiveness of Photomath in enhancing students' self-reliance, interest, and performance in pre-calculus. These results suggest that Photomath can be a valuable tool for educators to incorporate into pre-calculus teaching to enhance students' confidence and interest, foster intrinsic motivation, and ultimately improve their performance. Keywords: Photomath, students’ interest, students’ self-reliance, performance in pre-calculus","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"286 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174858","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 pandemic has posed a number of challenges to university studies. The whole study process, the conditions, the context, the conditions for student mobility, the technical possibilities, and finally the quality of the studies have changed. During the pandemic period, a number of studies have been carried out on how higher education is organised in the context of a pandemic, but there is still a lack of analysis on how students perceive the usefulness of distance learning. A quantitative study was carried out with a contingent of 132 prospective preschool and primary education teachers, and students in the field of social sciences at three Lithuanian universities. The aim was to explore possible antecedents of the perceived usefulness of an online learning platform during the pandemic. The sample consisted of 24 first-year, 52 second-year, 28 third-year and 28 fourth-year students. The data obtained during the study were processed and analysed using SPSS software. In addition, structural Equation Modelling (SEM) with Lisrel 9.3 for Windows has been used to test the model. Three factors were extracted. All constructs have a very good convergent and discriminant validity. These factors are important for analyzing the effectiveness of distance learning in general. It was found that the most important contributor to the perceived usefulness is the ease of access. It was also found that content adaptation has a positive influence on the perceived usefulness. Keywords: distance education, quantitative research, perceived usefulness, university students
大流行病给大学学习带来了许多挑战。整个学习过程、条件、环境、学生流动条件、技术可能性以及学习质量都发生了变化。在大流行病期间，对如何在大流行病背景下组织高等教育进行了大量研究，但仍然缺乏对学生如何看待远程学习的有用性的分析。 我们对立陶宛三所大学的 132 名未来学前教育和小学教育教师以及社会科学领域的学生进行了一项定量研究。研究的目的是探讨大流行病期间在线学习平台有用性的前因。样本包括 24 名一年级学生、52 名二年级学生、28 名三年级学生和 28 名四年级学生。研究中获得的数据使用 SPSS 软件进行了处理和分析。此外，还使用 Lisrel 9.3 for Windows 软件的结构方程模型（SEM）对模型进行了检验。提取了三个因子。所有因子都具有很好的收敛效度和判别效度。这些因子对于分析远程学习的总体效果非常重要。研究发现，影响感知有用性的最重要因素是访问的便捷性。研究还发现，内容适应性对感知有用性有积极影响。 关键词： 远程教育、定量研究、感知有用性、大学生
{"title":"ANTECEDENTS OF THE PERCEIVED USEFULNESS OF AN ONLINE LEARNING PLATFORM DURING THE PANDEMIC","authors":"Vincentas Lamanauskas, Costin Pribeanu","doi":"10.33225/pec/23.81.861","DOIUrl":"https://doi.org/10.33225/pec/23.81.861","url":null,"abstract":"The pandemic has posed a number of challenges to university studies. The whole study process, the conditions, the context, the conditions for student mobility, the technical possibilities, and finally the quality of the studies have changed. During the pandemic period, a number of studies have been carried out on how higher education is organised in the context of a pandemic, but there is still a lack of analysis on how students perceive the usefulness of distance learning. A quantitative study was carried out with a contingent of 132 prospective preschool and primary education teachers, and students in the field of social sciences at three Lithuanian universities. The aim was to explore possible antecedents of the perceived usefulness of an online learning platform during the pandemic. The sample consisted of 24 first-year, 52 second-year, 28 third-year and 28 fourth-year students. The data obtained during the study were processed and analysed using SPSS software. In addition, structural Equation Modelling (SEM) with Lisrel 9.3 for Windows has been used to test the model. Three factors were extracted. All constructs have a very good convergent and discriminant validity. These factors are important for analyzing the effectiveness of distance learning in general. It was found that the most important contributor to the perceived usefulness is the ease of access. It was also found that content adaptation has a positive influence on the perceived usefulness. Keywords: distance education, quantitative research, perceived usefulness, university students","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"103 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174299","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}
A critical review of the nature of Education as a universal right in peripheral societies, based on the analysis of the social and cultural circumstances that permeate the learning experience of the written Portuguese language in Brazilian schools. The concept of cultural bilingualism is defended as necessary in facing the demand for subjectivation of the universal right to Education, supported by facts of written production among school subjects. It also justifies the overcoming of the classic concepts of bilingualism, listed exclusively from grammatical-functional aspects or issues of use that are restricted to linguistic facts. Situations of tension stand out in the contact between oral and written Portuguese of Brazil - symbolically considered the Brazilian national language - whose origin goes back to historical-cultural aspects that acted in the process of the implantation of the Portuguese Language in Brazilian territory. Derived from such aspects, there are situations of languages in contact that can only be properly explained by the concept of cultural bilingualism. Keywords: cultural bilingualism, linguistic rights, mother tongue teaching, public education policies, teacher training
{"title":"CULTURAL BILINGUALISM AND LANGUAGES IN CONTACT IN TEXT PRODUCTION: EXPLAINING THE CASE OF PERMANENT INTERFERENCES IN WRITTEN BRAZILIAN PORTUGUESE","authors":"Luiz Antonio Gomes Senna","doi":"10.33225/pec/23.81.811","DOIUrl":"https://doi.org/10.33225/pec/23.81.811","url":null,"abstract":"A critical review of the nature of Education as a universal right in peripheral societies, based on the analysis of the social and cultural circumstances that permeate the learning experience of the written Portuguese language in Brazilian schools. The concept of cultural bilingualism is defended as necessary in facing the demand for subjectivation of the universal right to Education, supported by facts of written production among school subjects. It also justifies the overcoming of the classic concepts of bilingualism, listed exclusively from grammatical-functional aspects or issues of use that are restricted to linguistic facts. Situations of tension stand out in the contact between oral and written Portuguese of Brazil - symbolically considered the Brazilian national language - whose origin goes back to historical-cultural aspects that acted in the process of the implantation of the Portuguese Language in Brazilian territory. Derived from such aspects, there are situations of languages in contact that can only be properly explained by the concept of cultural bilingualism. Keywords: cultural bilingualism, linguistic rights, mother tongue teaching, public education policies, teacher training","PeriodicalId":506745,"journal":{"name":"Problems of Education in the 21st Century","volume":"42 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175930","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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