To uphold education in Malaysia, especially Malay language education, and enhance the ability of Malay language skills at the primary level, a reform in teaching and learning Malay language education at the primary level is required. Language teaching strategies use a variety of principles, techniques, and approaches to meet the concept of integration in the National Philosophy of Education. The thematic approach is an approach that will be taught through the topics or themes selected following the time, place, and interest in moving a teaching and learning process as a vehicle and medium to gain knowledge, skills, and values translated into language teaching through listening and speaking skills, reading, and writing. Various issues related to learning language skills include teacher teaching capabilities, the quality of teaching in the classroom, and applying lesson plans. The framework is based on the modified instruction design steps from the ADDIE model, consisting of the need for analysis, the design and development phase, and the implementation and evaluation phase. Overall, this framework explains the steps that need to be implemented to develop and evaluate the usability of the thematic module aimed at improving the Malay language learning strategy among primary school students in listening, reading, speaking, and writing.
{"title":"The Development Framework and Uses of the Thematic Modules in Teaching and Learning Primary School Skills","authors":"Zainuddin Wahono, Zamri Mahamod, M. K. M. Nasir","doi":"10.5296/ije.v16i1.21079","DOIUrl":"https://doi.org/10.5296/ije.v16i1.21079","url":null,"abstract":"To uphold education in Malaysia, especially Malay language education, and enhance the ability of Malay language skills at the primary level, a reform in teaching and learning Malay language education at the primary level is required. Language teaching strategies use a variety of principles, techniques, and approaches to meet the concept of integration in the National Philosophy of Education. The thematic approach is an approach that will be taught through the topics or themes selected following the time, place, and interest in moving a teaching and learning process as a vehicle and medium to gain knowledge, skills, and values translated into language teaching through listening and speaking skills, reading, and writing. Various issues related to learning language skills include teacher teaching capabilities, the quality of teaching in the classroom, and applying lesson plans. The framework is based on the modified instruction design steps from the ADDIE model, consisting of the need for analysis, the design and development phase, and the implementation and evaluation phase. Overall, this framework explains the steps that need to be implemented to develop and evaluate the usability of the thematic module aimed at improving the Malay language learning strategy among primary school students in listening, reading, speaking, and writing.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140387563","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 debate regarding the use of virtual (online) labs and conventional (in lab) labs in teaching is still going on. The educators are divided into three groups regarding this issue, some are in favor of using virtual labs more than conventional ones, others are in favor of using the conventional labs more in teaching and the third group are in favor in implementing virtual experiments side by side with the conventional ones. The student opinions are very important for educators to get an in-field insight into their experience of using virtual labs. This will help the educators to decide which is more effective in teaching. We have conducted a survey on one of our Physics-2425 classes, seeking the opinions of the students about the use of virtual-simulation experiments versus the use of conventional experiments. During the lab period, the students worked on both types of experiments and some of the experiments were about the same physics principles. Our results show that working virtual labs enables the students to get more understanding than when working the conventional one due to the reduced limitations that the students usually encounter when working conventional labs due to the limited space/time. Other findings will be presented in this paper.
{"title":"Virtual Simulation Lab Experiments versus Conventional Experiments in Teaching Physics - Comparative Study","authors":"Abdellatif M. Alsharif","doi":"10.5296/ije.v16i1.21461","DOIUrl":"https://doi.org/10.5296/ije.v16i1.21461","url":null,"abstract":"The debate regarding the use of virtual (online) labs and conventional (in lab) labs in teaching is still going on. The educators are divided into three groups regarding this issue, some are in favor of using virtual labs more than conventional ones, others are in favor of using the conventional labs more in teaching and the third group are in favor in implementing virtual experiments side by side with the conventional ones. The student opinions are very important for educators to get an in-field insight into their experience of using virtual labs. This will help the educators to decide which is more effective in teaching. We have conducted a survey on one of our Physics-2425 classes, seeking the opinions of the students about the use of virtual-simulation experiments versus the use of conventional experiments. During the lab period, the students worked on both types of experiments and some of the experiments were about the same physics principles. Our results show that working virtual labs enables the students to get more understanding than when working the conventional one due to the reduced limitations that the students usually encounter when working conventional labs due to the limited space/time. Other findings will be presented in this paper.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140388863","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}
Habu Ibrahim, Sharifah Osman, Abdul Halim Abdullah
In numerous countries worldwide, poor performance in mathematics remains a critical concern, and Adamawa State in Nigeria is no exception. This study investigates the perspectives of key stakeholders, including students, teachers, and headmasters, regarding the roots of poor mathematics performance within Shangui and Hong Government Senior Secondary Schools, Adamawa State. Through quantitative and qualitative approaches, data were collected from 151 senior secondary school participants, including 121 students, 11 mathematics teachers, 10 heads of departments, and 9 head teachers from randomly selected secondary schools in the Hong Local Government Area of Adamawa State. The findings revealed a prevalent negative attitude among students towards mathematics. Moreover, the study has identified a significant factor contributing to poor performance, which was the secondary schools' ineffective mathematics curriculum. In addition, many elementary school teachers lacked the aptitude and skills necessary to teach mathematics, which significantly impacted pupils' disinterest and resulted in low achievement in secondary education. The study recommends crucial interventions, including the revision of the final year mathematics curriculum, the incorporation of technology in mathematics education, enhancement of the quality of secondary mathematics teachers, a reduction in the emphasis on examinations, and the integration of internal assessments, projects, and fieldwork into the mathematics curriculum. This comprehensive stakeholder inquiry sheds light on the multifaceted challenges faced by the educational system in addressing and improving mathematics performance in Adamawa State.
{"title":"Exploring the Roots of Poor Mathematics Performance: A Stakeholder Perspective in Adamawa State, Nigeria","authors":"Habu Ibrahim, Sharifah Osman, Abdul Halim Abdullah","doi":"10.5296/ije.v16i1.20957","DOIUrl":"https://doi.org/10.5296/ije.v16i1.20957","url":null,"abstract":"In numerous countries worldwide, poor performance in mathematics remains a critical concern, and Adamawa State in Nigeria is no exception. This study investigates the perspectives of key stakeholders, including students, teachers, and headmasters, regarding the roots of poor mathematics performance within Shangui and Hong Government Senior Secondary Schools, Adamawa State. Through quantitative and qualitative approaches, data were collected from 151 senior secondary school participants, including 121 students, 11 mathematics teachers, 10 heads of departments, and 9 head teachers from randomly selected secondary schools in the Hong Local Government Area of Adamawa State. The findings revealed a prevalent negative attitude among students towards mathematics. Moreover, the study has identified a significant factor contributing to poor performance, which was the secondary schools' ineffective mathematics curriculum. In addition, many elementary school teachers lacked the aptitude and skills necessary to teach mathematics, which significantly impacted pupils' disinterest and resulted in low achievement in secondary education. The study recommends crucial interventions, including the revision of the final year mathematics curriculum, the incorporation of technology in mathematics education, enhancement of the quality of secondary mathematics teachers, a reduction in the emphasis on examinations, and the integration of internal assessments, projects, and fieldwork into the mathematics curriculum. This comprehensive stakeholder inquiry sheds light on the multifaceted challenges faced by the educational system in addressing and improving mathematics performance in Adamawa State.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"72 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140423997","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 the era of reforms, the text of curriculum policy and its supporting documents provide a blueprint that drives the teaching and learning processes in the new directions envisaged by policymakers. One dominant narrative within new curriculum policies is ‘integration.’ However, education systems have embraced this narrative without much unpacking of what it means for the agents and their extant practices. The dominant narrative in Lesotho’s ‘new’ curriculum suggests that it was designed to foster integration in the country’s primary schools. This study sought to uncover evidence of integration and or lack thereof through the deconstruction of this narrative and by unpacking the curriculum discourse and its implications for practice. The paper uses Derrida’s deconstruction theory to read and engage with the discourse on curriculum integration in these documents: Curriculum and Assessment Policy (2009), Guide to Continuous Assessment and Integrated Curriculum (Grade 1-7 syllabi). By deconstructing the integration narrative in these policy documents, the study's findings reveal contradictory messages about integration within the curriculum policy and its supporting documents. The policy advocates for a ‘holistic view and treatment of issues', yet the syllabi promote compartmentalisation of subjects. The policy also espouses different integration models within the new curriculum. Therefore, this paper argues that the contradictory messages and the unclear integration model followed can lead to multiple interpretations by the implementing agents, which ultimately cripples the implementation at the classroom level. This deconstruction and unpacking of discourse may contribute to scholarship, curriculum evaluation and policy implementation during educational reforms.
{"title":"The “Integrated Curriculum” for Primary Schools in Lesotho: Where Is the ‘Integration’?","authors":"L. M. Ralebese","doi":"10.5296/ije.v15i4.21296","DOIUrl":"https://doi.org/10.5296/ije.v15i4.21296","url":null,"abstract":"In the era of reforms, the text of curriculum policy and its supporting documents provide a blueprint that drives the teaching and learning processes in the new directions envisaged by policymakers. One dominant narrative within new curriculum policies is ‘integration.’ However, education systems have embraced this narrative without much unpacking of what it means for the agents and their extant practices. The dominant narrative in Lesotho’s ‘new’ curriculum suggests that it was designed to foster integration in the country’s primary schools. This study sought to uncover evidence of integration and or lack thereof through the deconstruction of this narrative and by unpacking the curriculum discourse and its implications for practice. The paper uses Derrida’s deconstruction theory to read and engage with the discourse on curriculum integration in these documents: Curriculum and Assessment Policy (2009), Guide to Continuous Assessment and Integrated Curriculum (Grade 1-7 syllabi). By deconstructing the integration narrative in these policy documents, the study's findings reveal contradictory messages about integration within the curriculum policy and its supporting documents. The policy advocates for a ‘holistic view and treatment of issues', yet the syllabi promote compartmentalisation of subjects. The policy also espouses different integration models within the new curriculum. Therefore, this paper argues that the contradictory messages and the unclear integration model followed can lead to multiple interpretations by the implementing agents, which ultimately cripples the implementation at the classroom level. This deconstruction and unpacking of discourse may contribute to scholarship, curriculum evaluation and policy implementation during educational reforms.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.17509/ije.v16i2.53760
Yulianeta Yulianeta
The COVID-19 pandemic has led to online learning and stay-at-home measures in Indonesia, enabling internet-based study from home (SFH). The Indonesian government regulates a Study from Home (SFH) policy due to the COVID-19 pandemic. This policy certainly affects the learning process, one of which is the readiness of the learning process in elementary schools. This research aims at revealing and evaluating the implementation of the Kampus Mengajar Perintis (Pioneer Campus Teaching, hereinafter KMP) program as one of Merdeka Belajar Kampus Merdeka programs. This program is conducted by undergraduate students who are spread out across all universities in Indonesia. They are given the chance to teach at elementary schools and are expected to help improve the learning process within three months. This research is conducted using a descriptive Qualitative research method. Students’ responses to the KMP program are collected and used as data. The study involved 17 respondents across schools in West Java. The data is collected through questionnaires, weekly report documents, and students’ final reports through the KMP system. The research shows that the implementation of the KMP program is in accordance with the objectives of the program’s implementation. Students are able to directly participate in helping the learning implementation in Elementary Schools during the COVID-19 pandemic, and they also have applied service-learning in the process. Conclusively, this program serves as a solution for the implementation of blended learning activities in elementary schools and also aids teachers in enhancing the crucial digital literacy required for learning during the pandemic.
{"title":"THE IMPLEMENTATION OF KAMPUS MENGAJAR PERINTIS PROGRAM AS AN ALTERNATIVE SOLUTION TO PROBLEMS IN ELEMENTARY SCHOOLS DURING THE PANDEMIC","authors":"Yulianeta Yulianeta","doi":"10.17509/ije.v16i2.53760","DOIUrl":"https://doi.org/10.17509/ije.v16i2.53760","url":null,"abstract":"The COVID-19 pandemic has led to online learning and stay-at-home measures in Indonesia, enabling internet-based study from home (SFH). The Indonesian government regulates a Study from Home (SFH) policy due to the COVID-19 pandemic. This policy certainly affects the learning process, one of which is the readiness of the learning process in elementary schools. This research aims at revealing and evaluating the implementation of the Kampus Mengajar Perintis (Pioneer Campus Teaching, hereinafter KMP) program as one of Merdeka Belajar Kampus Merdeka programs. This program is conducted by undergraduate students who are spread out across all universities in Indonesia. They are given the chance to teach at elementary schools and are expected to help improve the learning process within three months. This research is conducted using a descriptive Qualitative research method. Students’ responses to the KMP program are collected and used as data. The study involved 17 respondents across schools in West Java. The data is collected through questionnaires, weekly report documents, and students’ final reports through the KMP system. The research shows that the implementation of the KMP program is in accordance with the objectives of the program’s implementation. Students are able to directly participate in helping the learning implementation in Elementary Schools during the COVID-19 pandemic, and they also have applied service-learning in the process. Conclusively, this program serves as a solution for the implementation of blended learning activities in elementary schools and also aids teachers in enhancing the crucial digital literacy required for learning during the pandemic.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139348027","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 competitive world situation caused by globalization requires students in the 21st century to have the ability to think critically. Critical thinking ability is a thinking process that has a purpose and focuses on producing an idea to solve a problem. However, several studies show that students' critical thinking skills in biology are still in the low to medium category. Thus, several efforts are needed to improve critical thinking skills, one of which can be through the use of technology-based learning media. This study aims to improve students' critical thinking ability using Augmented Reality learning media. This research was carried out from January to July 2022 at State Senior High School 31 Jakarta (henceforth called SMAN 31 Jakarta). The research used a quasi-experimental design with a pretest-posttest control group design. The experimental class used AR SINAPS learning media to assist the learning process. The control class, on the other hand, used picture media. The research involved 44 students selected by simple random sampling. The participants were divided into experimental and control classes, each of which amounted to 22 students. The data analysis technique used was a t-test with a significant level (α) = 0.05. Based on the calculations on the average gain score for the experimental and control classes, a significance value of 0.01 was obtained, meaning that using AR SINAPS learning media might enhance high school students' critical thinking ability better than using the picture media.
全球化带来的世界竞争形势要求 21 世纪的学生具备批判性思维能力。批判性思维能力是一种有目的的思维过程，其重点是产生解决问题的想法。然而，多项研究表明，学生的生物批判性思维能力仍处于中低水平。因此，要提高批判性思维能力，需要多方面的努力，其中之一可以是通过使用基于技术的学习媒体。本研究旨在利用增强现实学习媒体提高学生的批判性思维能力。本研究于 2022 年 1 月至 7 月在雅加达第 31 州立高级中学（以下简称 SMAN 31 雅加达）进行。研究采用了前测-后测对照组的准实验设计。实验班使用 AR SINAPS 学习媒体辅助学习过程。对照组则使用图片媒体。研究通过简单随机抽样选取了 44 名学生。参与者分为实验班和对照班，每班 22 人。采用的数据分析技术是 t 检验，显著水平 (α) = 0.05。根据对实验班和对照班的平均增益得分的计算，得出显著值为 0.01，这意味着使用 AR SINAPS 学习媒体可能比使用图片媒体更能提高高中生的批判性思维能力。
{"title":"AR SINAPS: AUGMENTED REALITY LEARNING MEDIA TO ENHANCE CRITICAL THINKING ABILITY","authors":"Eka Putri Azrai, Daniar Setyo Rini, Mathias Bagas Kurnianto, Johsamer Ampang","doi":"10.17509/ije.v16i2.50329","DOIUrl":"https://doi.org/10.17509/ije.v16i2.50329","url":null,"abstract":"The competitive world situation caused by globalization requires students in the 21st century to have the ability to think critically. Critical thinking ability is a thinking process that has a purpose and focuses on producing an idea to solve a problem. However, several studies show that students' critical thinking skills in biology are still in the low to medium category. Thus, several efforts are needed to improve critical thinking skills, one of which can be through the use of technology-based learning media. This study aims to improve students' critical thinking ability using Augmented Reality learning media. This research was carried out from January to July 2022 at State Senior High School 31 Jakarta (henceforth called SMAN 31 Jakarta). The research used a quasi-experimental design with a pretest-posttest control group design. The experimental class used AR SINAPS learning media to assist the learning process. The control class, on the other hand, used picture media. The research involved 44 students selected by simple random sampling. The participants were divided into experimental and control classes, each of which amounted to 22 students. The data analysis technique used was a t-test with a significant level (α) = 0.05. Based on the calculations on the average gain score for the experimental and control classes, a significance value of 0.01 was obtained, meaning that using AR SINAPS learning media might enhance high school students' critical thinking ability better than using the picture media.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"209 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.17509/ije.v16i2.57357
Hernawan Hernawan, Dadang Anshari, S. Syihabuddin, Y. Mulyati
The motivation for this study stems from the observation that the culture and ability of tertiary students to write scientific articles are at a low level. This study aims to describe the profile of students’ scientific writing abilities. A descriptive method was used to gather data from five tertiary institutions in West Java. This study used a qualitative approach. The samples included 5 lecturers and 211 students. Data were collected using student needs questionnaires, interviews with lecturers, and analysis of student scientific articles. Data collection techniques included questionnaires and interviews and were analyzed using descriptive data analysis. The findings indicate that students’ ability to write scientific articles falls within the sufficient category. Despite this reality, the questionnaire results reveal that students still encounter difficulties in writing scientific articles and require a learning model that makes the process easier and helps to overcome problems in writing. The analysis of interviews with lecturers of scientific writing courses suggests that students’ ability to write scientific papers is adequate. Lecturers have implemented various learning methods during lectures because not all students like writing scientific articles. Moreover, most students are still confused about writing scientific articles correctly, and their motivation to read is low.
{"title":"EXPLORING THE PROFILE OF SCIENTIFIC ARTICLE WRITING ABILITY AMONG TERTIARY STUDENTS: INSIGHTS FROM FIVE INSTITUTIONS IN INDONESIA","authors":"Hernawan Hernawan, Dadang Anshari, S. Syihabuddin, Y. Mulyati","doi":"10.17509/ije.v16i2.57357","DOIUrl":"https://doi.org/10.17509/ije.v16i2.57357","url":null,"abstract":"The motivation for this study stems from the observation that the culture and ability of tertiary students to write scientific articles are at a low level. This study aims to describe the profile of students’ scientific writing abilities. A descriptive method was used to gather data from five tertiary institutions in West Java. This study used a qualitative approach. The samples included 5 lecturers and 211 students. Data were collected using student needs questionnaires, interviews with lecturers, and analysis of student scientific articles. Data collection techniques included questionnaires and interviews and were analyzed using descriptive data analysis. The findings indicate that students’ ability to write scientific articles falls within the sufficient category. Despite this reality, the questionnaire results reveal that students still encounter difficulties in writing scientific articles and require a learning model that makes the process easier and helps to overcome problems in writing. The analysis of interviews with lecturers of scientific writing courses suggests that students’ ability to write scientific papers is adequate. Lecturers have implemented various learning methods during lectures because not all students like writing scientific articles. Moreover, most students are still confused about writing scientific articles correctly, and their motivation to read is low.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.17509/ije.v16i2.55412
Alfredo Padios, Sarah Pascua, A. Orleans
Multimodal representations have caught science education researchers’ attention due to its immense role in meaning making. While much have been written about this area of research, the interplay between multimodal representations and scientific genres in classrooms is yet to be fully explored.The purpose of this study is to examine multimodal representations across scientific genres from the viewpoints of science teachers. With Filipino science teachers as respondents, we employed a sequential explanatory mixed methods research design to determine the frequency of occurrence of scientific genres in classrooms as well as the frequency of use of multimodal representations across each scientific genre. First, we administered the questionnaire, analyzed the result then conducted a follow-up interview to determine how and why scientific genres and multimodal representations are utilized. Results revealed that information report and explanation are the genres most utilized by science teachers primarily because they conform to curriculum standards and that these support students’ learning and skills. On the other hand, experimental account and argument genres are used less often largely due to lack of available materials and teacher competence. Across these genres, linguistic-verbal, visual-graphical and gestural-kinesthetic representations are “always” used while material-operational and mathematical-symbolic are used to a lesser extent. More importantly, this study confirms again that science teaching is multimodal mainly to address each student learning needs and make meaning making thus, science learning, easier. Important implications to practice and research are discussed.
{"title":"MULTIMODAL REPRESENTATIONS ACROSS SCIENTIFIC GENRES: PERSPECTIVES FROM SCIENCE TEACHERS' PRACTICES","authors":"Alfredo Padios, Sarah Pascua, A. Orleans","doi":"10.17509/ije.v16i2.55412","DOIUrl":"https://doi.org/10.17509/ije.v16i2.55412","url":null,"abstract":"Multimodal representations have caught science education researchers’ attention due to its immense role in meaning making. While much have been written about this area of research, the interplay between multimodal representations and scientific genres in classrooms is yet to be fully explored.The purpose of this study is to examine multimodal representations across scientific genres from the viewpoints of science teachers. With Filipino science teachers as respondents, we employed a sequential explanatory mixed methods research design to determine the frequency of occurrence of scientific genres in classrooms as well as the frequency of use of multimodal representations across each scientific genre. First, we administered the questionnaire, analyzed the result then conducted a follow-up interview to determine how and why scientific genres and multimodal representations are utilized. Results revealed that information report and explanation are the genres most utilized by science teachers primarily because they conform to curriculum standards and that these support students’ learning and skills. On the other hand, experimental account and argument genres are used less often largely due to lack of available materials and teacher competence. Across these genres, linguistic-verbal, visual-graphical and gestural-kinesthetic representations are “always” used while material-operational and mathematical-symbolic are used to a lesser extent. More importantly, this study confirms again that science teaching is multimodal mainly to address each student learning needs and make meaning making thus, science learning, easier. Important implications to practice and research are discussed.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.17509/ije.v16i2.51379
Jomar C. Cabuquin, Richard S. Brun, Henry Alwayne R. Mercado
Students' performance in the classroom can be viewed as vital since an aptitude for learning and intelligence can pave the way for their future success in both the workplace and the economy. This study examined the secondary students' profile and scholastic performance during the COVID-19 pandemic at a laboratory school in Eastern Visayas, Philippines. It utilized the quantitative approach to ascertain the variation among the specified study variables involving 620 secondary students from different grade levels. Secondary data on students' profile variables and scholastic performance were obtained from the school's Learner Information System (LIS). The T-test for two independent samples was likewise utilized to examine the significant difference in the performance of male and female students according to grade levels. Based on the results, majority of the students used mobile data and broadband as means to access the internet. Moreover, the online and blended learning were the student's preferred learning modalities. However, the inadequacy of gadgets available, insufficient load, intermittent mobile or internet access, existing health conditions, difficulty in self-regulated learning, conflict with other activities, and high electrical consumption and distractions were among the challenges students faced during the pandemic. Meanwhile, the students displayed very satisfactory to outstanding scholastic performance amidst COVID-19. Likewise, the study found no significant performance difference between male and female students in grades 8 and 12, in contrast to other grade levels. Therefore, creating flexible and responsive teaching practices in the current and post-pandemic educational environment and the enhancement of internet connectivity is recommended.
{"title":"SECONDARY STUDENTS’ PROFILE AND SCHOLASTIC PERFORMANCE DURING COVID-19: THE CASE OF A LABORATORY SCHOOL IN THE PHILIPPINES","authors":"Jomar C. Cabuquin, Richard S. Brun, Henry Alwayne R. Mercado","doi":"10.17509/ije.v16i2.51379","DOIUrl":"https://doi.org/10.17509/ije.v16i2.51379","url":null,"abstract":"Students' performance in the classroom can be viewed as vital since an aptitude for learning and intelligence can pave the way for their future success in both the workplace and the economy. This study examined the secondary students' profile and scholastic performance during the COVID-19 pandemic at a laboratory school in Eastern Visayas, Philippines. It utilized the quantitative approach to ascertain the variation among the specified study variables involving 620 secondary students from different grade levels. Secondary data on students' profile variables and scholastic performance were obtained from the school's Learner Information System (LIS). The T-test for two independent samples was likewise utilized to examine the significant difference in the performance of male and female students according to grade levels. Based on the results, majority of the students used mobile data and broadband as means to access the internet. Moreover, the online and blended learning were the student's preferred learning modalities. However, the inadequacy of gadgets available, insufficient load, intermittent mobile or internet access, existing health conditions, difficulty in self-regulated learning, conflict with other activities, and high electrical consumption and distractions were among the challenges students faced during the pandemic. Meanwhile, the students displayed very satisfactory to outstanding scholastic performance amidst COVID-19. Likewise, the study found no significant performance difference between male and female students in grades 8 and 12, in contrast to other grade levels. Therefore, creating flexible and responsive teaching practices in the current and post-pandemic educational environment and the enhancement of internet connectivity is recommended.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139348086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.17509/ije.v16i2.48399
I. Kusmaryono, Dyana Wijayanti
In essence, a learning process involves students interacting with teachers, other students, and the learning environment in an educational setting. This study aimed to explore student learning experiences and the long-term impact of learning mathematics outside the classroom. This research is a longitudinal study, in which the research subjects change after a certain period of time. This study involved subjects as 208 male and female students. The author collected data through tests, questionnaires, and interview methods. The author then analyzed the data by comparing the same data over two periods. The results suggested that learning by utilizing learning resources outside the classroom in learning mathematics may help increase student engagement in the cognitive, affective, and conative dimensions. Changes shifted from learning inside classroom to learning outside classroom have created a different learning atmosphere and provided a lot of learning experiences for students, and also increased student engagement in the cognitive, affective, and conative dimensions. It indicated that learning mathematics outside the classroom has a long-term impact on student interaction in three dimensions, namely (1) the cognitive dimension; students can develop such as critical thinking, problem-solving skills, and reasoning abilities; (2) affective dimensions; students’ positive disposition towards mathematics increases while students' mathematics anxiety levels decrease; and (3) the conative dimension; such as improvement in social skills, cooperation, better communication, confidence, and diligence in learning mathematics.
{"title":"EXPLORATION OF STUDENTS’ MATHEMATICS LEARNING EXPERIENCES AND ENGAGEMENT OUTSIDE THE CLASSROOM","authors":"I. Kusmaryono, Dyana Wijayanti","doi":"10.17509/ije.v16i2.48399","DOIUrl":"https://doi.org/10.17509/ije.v16i2.48399","url":null,"abstract":"In essence, a learning process involves students interacting with teachers, other students, and the learning environment in an educational setting. This study aimed to explore student learning experiences and the long-term impact of learning mathematics outside the classroom. This research is a longitudinal study, in which the research subjects change after a certain period of time. This study involved subjects as 208 male and female students. The author collected data through tests, questionnaires, and interview methods. The author then analyzed the data by comparing the same data over two periods. The results suggested that learning by utilizing learning resources outside the classroom in learning mathematics may help increase student engagement in the cognitive, affective, and conative dimensions. Changes shifted from learning inside classroom to learning outside classroom have created a different learning atmosphere and provided a lot of learning experiences for students, and also increased student engagement in the cognitive, affective, and conative dimensions. It indicated that learning mathematics outside the classroom has a long-term impact on student interaction in three dimensions, namely (1) the cognitive dimension; students can develop such as critical thinking, problem-solving skills, and reasoning abilities; (2) affective dimensions; students’ positive disposition towards mathematics increases while students' mathematics anxiety levels decrease; and (3) the conative dimension; such as improvement in social skills, cooperation, better communication, confidence, and diligence in learning mathematics.","PeriodicalId":510766,"journal":{"name":"International Journal of Education","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347927","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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