Pub Date : 2024-03-25DOI: 10.59762/rer904105362120240305125840
Dheifallah Hussein Falah Altamimi
English language learning attracts individuals from diverse linguistic backgrounds due to a global demand and is seen as a gateway to academic and professional success. Language anxiety is seen as a reoccurring issue among these learners of foreign languages. This research paper examines the relationship between language anxiety and foreign language achievement of learners by conducting a quantitative study with a sample of 80 undergraduate students at the University of Tabuk-Haql College using a scale (FLCAS) to measure the levels of anxieties induced in the process of foreign language learning. A survey questionnaire was developed using Achievement Emotions Questionnaire (AEQ). The results of the research revealed a negative correlation between the two variables, stressing that language anxiety is a hindering factor in language achievement. There was no statistical difference found in FLA and its effect on language achievement based on gender among the students. The findings of the present research emphasize the significance of equipping educators with the tools to assess language anxiety among learners effectively. Foreign language anxiety can be reduced in learners by creating a supportive classroom environment, fostering encouragement, and developing interventions for situation specific anxiety such as fear of making mistakes and classroom participation can lead to more successful and confident language learners.
{"title":"The Correlation Between Language Anxiety And Foreign Language Achievement Among Undergraduate Students At The University Of Tabuk","authors":"Dheifallah Hussein Falah Altamimi","doi":"10.59762/rer904105362120240305125840","DOIUrl":"https://doi.org/10.59762/rer904105362120240305125840","url":null,"abstract":"English language learning attracts individuals from diverse linguistic backgrounds due to a global demand and is seen as a gateway to academic and professional success. Language anxiety is seen as a reoccurring issue among these learners of foreign languages. This research paper examines the relationship between language anxiety and foreign language achievement of learners by conducting a quantitative study with a sample of 80 undergraduate students at the University of Tabuk-Haql College using a scale (FLCAS) to measure the levels of anxieties induced in the process of foreign language learning. A survey questionnaire was developed using Achievement Emotions Questionnaire (AEQ). The results of the research revealed a negative correlation between the two variables, stressing that language anxiety is a hindering factor in language achievement. There was no statistical difference found in FLA and its effect on language achievement based on gender among the students. The findings of the present research emphasize the significance of equipping educators with the tools to assess language anxiety among learners effectively. Foreign language anxiety can be reduced in learners by creating a supportive classroom environment, fostering encouragement, and developing interventions for situation specific anxiety such as fear of making mistakes and classroom participation can lead to more successful and confident language learners.","PeriodicalId":515752,"journal":{"name":"Recent Educational Research","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384079","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 : 2024-03-25DOI: 10.59762/rer904105362120240305130226
Ibrahim Khleel Khader
The study aimed to know the reality of marketing in Arab university libraries using social media platforms and its impact on information services from the point of view of faculty members, and to achieve the objectives of the study used a descriptive analytical method, and the study tool was a questionnaire divided into two axes: (marketing axis and Information Services Axis), The study reached several results, the most important of which was that the reality of marketing in Arab university libraries is high from the point of view of faculty members by (73.18%), it was also found that the level of information services from the point of view of faculty members is high by (74.54%), One of the most prominent recommendations of this study is that Marketing through social media platforms as the best and shortest way to provide information services.
{"title":"The Reality Of Marketing In Arab University Libraries Using Social Media Platforms And Its Impact On Information Services From The Point Of View Of Faculty Members","authors":"Ibrahim Khleel Khader","doi":"10.59762/rer904105362120240305130226","DOIUrl":"https://doi.org/10.59762/rer904105362120240305130226","url":null,"abstract":"The study aimed to know the reality of marketing in Arab university libraries using social media platforms and its impact on information services from the point of view of faculty members, and to achieve the objectives of the study used a descriptive analytical method, and the study tool was a questionnaire divided into two axes: (marketing axis and Information Services Axis), The study reached several results, the most important of which was that the reality of marketing in Arab university libraries is high from the point of view of faculty members by (73.18%), it was also found that the level of information services from the point of view of faculty members is high by (74.54%), One of the most prominent recommendations of this study is that Marketing through social media platforms as the best and shortest way to provide information services.","PeriodicalId":515752,"journal":{"name":"Recent Educational Research","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382401","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 : 2024-03-25DOI: 10.59762/rer904105362120240305124927
Gemma F. Quintana
In the quest to improve mathematics proficiency, it is worthwhile to emphasize not only enhancing instructional strategies but also developing a positive attitude towards mathematics. One of the things that hinder students’ performance is math anxiety, which interferes with cognitive and learning processes. This research determined the level and causes of math anxiety among students and developed an instructional material to improve their performance in mathematics. The study is an educational design research (EDR). Data on the levels of math anxiety were gathered from 307 Mathematics students, and the causes were examined through focus group discussions with 50 students and 4 mathematics specialists. Using this data, an instructional material was developed and pilot implemented in a mathematics class of forty- two (42) students. Findings revealed that 80.13% of the student- respondents had Average to High Math Anxiety. The causes of math anxiety were mainly negative experiences such as past failures, pressure to find the correct answers, embarrassment in front of peers, and strict teachers. Instructional materials that reduce math anxiety are easy to understand, contain varied activities, and incorporate additional online resources. Analysis of paired samples t-test conducted using SPSS resulted to a t-value of -12.513 and a p-value of 0.000, revealing that the instructional material significantly lowered math anxiety and improved the student’s performance in mathematics. It is recommended that universities expand guidance and counseling services to recognize math anxiety as an integral factor in students’ mental health and conduct a review of the mathematics instructional materials to evaluate their adequacy in lowering the math anxiety.
{"title":"Math Anxiety and Development of an Instructional Material to Improve Performance in Mathematics","authors":"Gemma F. Quintana","doi":"10.59762/rer904105362120240305124927","DOIUrl":"https://doi.org/10.59762/rer904105362120240305124927","url":null,"abstract":"In the quest to improve mathematics proficiency, it is worthwhile to emphasize not only enhancing instructional strategies but also developing a positive attitude towards mathematics. One of the things that hinder students’ performance is math anxiety, which interferes with cognitive and learning processes. This research determined the level and causes of math anxiety among students and developed an instructional material to improve their performance in mathematics. The study is an educational design research (EDR). Data on the levels of math anxiety were gathered from 307 Mathematics students, and the causes were examined through focus group discussions with 50 students and 4 mathematics specialists. Using this data, an instructional material was developed and pilot implemented in a mathematics class of forty- two (42) students. Findings revealed that 80.13% of the student- respondents had Average to High Math Anxiety. The causes of math anxiety were mainly negative experiences such as past failures, pressure to find the correct answers, embarrassment in front of peers, and strict teachers. Instructional materials that reduce math anxiety are easy to understand, contain varied activities, and incorporate additional online resources. Analysis of paired samples t-test conducted using SPSS resulted to a t-value of -12.513 and a p-value of 0.000, revealing that the instructional material significantly lowered math anxiety and improved the student’s performance in mathematics. It is recommended that universities expand guidance and counseling services to recognize math anxiety as an integral factor in students’ mental health and conduct a review of the mathematics instructional materials to evaluate their adequacy in lowering the math anxiety.","PeriodicalId":515752,"journal":{"name":"Recent Educational Research","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384050","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 : 2024-03-25DOI: 10.59762/rer904105362120240305123807
Ma. Victoria D. Naboya
Science is dynamic in nature and with the emerging trends in the world of teaching, the methodology of the teaching process must be innovative to adapt to the current trends in education. Chemistry is often regarded as a challenging subject, an observation that sometimes discourages learners from continuing with their studies. Students prefer learning in a classroom where active participation is greatly encouraged, and it is desirable that Science teachers introduce strategies that will enable students to think of solutions that address scientific knowledge construction. With these, the researcher was interested in finding alternative ways to help the BSED Science major students improve their conceptual understanding. The highlight of the study was the use of manipulative instructional materials that will make learning and understanding molecular geometry more concrete and enjoyable, anchored on the constructivism theory, which views learning as an active process that results from self-constructed meanings. The study utilized the quasi-experimental design, particularly the non-equivalent control group design. Based on the results, there is no noteworthy difference between the conceptual understanding of learning molecular geometry using molecular models and the lecture method, and both are effective teaching strategies for improving the conceptual understanding of the BSED Science major students.
{"title":"Conceptual Understanding Of BSED Science Major Students Using The Molecular Models In Inorganic Chemistry","authors":"Ma. Victoria D. Naboya","doi":"10.59762/rer904105362120240305123807","DOIUrl":"https://doi.org/10.59762/rer904105362120240305123807","url":null,"abstract":"Science is dynamic in nature and with the emerging trends in the world of teaching, the methodology of the teaching process must be innovative to adapt to the current trends in education. Chemistry is often regarded as a challenging subject, an observation that sometimes discourages learners from continuing with their studies. Students prefer learning in a classroom where active participation is greatly encouraged, and it is desirable that Science teachers introduce strategies that will enable students to think of solutions that address scientific knowledge construction. With these, the researcher was interested in finding alternative ways to help the BSED Science major students improve their conceptual understanding. The highlight of the study was the use of manipulative instructional materials that will make learning and understanding molecular geometry more concrete and enjoyable, anchored on the constructivism theory, which views learning as an active process that results from self-constructed meanings. The study utilized the quasi-experimental design, particularly the non-equivalent control group design. Based on the results, there is no noteworthy difference between the conceptual understanding of learning molecular geometry using molecular models and the lecture method, and both are effective teaching strategies for improving the conceptual understanding of the BSED Science major students.","PeriodicalId":515752,"journal":{"name":"Recent Educational Research","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381793","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 : 2024-03-25DOI: 10.59762/rer904105362120240305125335
Hasbi Sjamsir, Almira Tasya Vania, Heppy Liana
The motivation for this study stems from initial observations indicating relatively low social-emotional abilities in children. The primary objective of this research was to assess the enhancement of social-emotional skills in 5-6-year-old children through the implementation of the project-based learning model at Samarinda State Kindergarten 9. The research methodology employed was classroom action research, encompassing planning, execution, observation, and reflection stages. The study involved 12 students from the B3 class at Samarinda State Kindergarten 9, and data were collected through observation, interviews, and documentation, followed by analysis using descriptive statistics to derive an average score. The research comprised three phases: pre-action, cycle I (consisting of 5 sessions), and cycle II (also with 5 sessions). Data analysis in the pre-action phase indicated a low average score of 39% for children’s social-emotional skills, which increased in cycle. But did not yet meet the predefined success threshold of 53%. However, in cycle II, the average score improved significantly and reached a success rate of 79%. These findings lead to the conclusion that the project-based learning model effectively enhances the social-emotional abilities of 5-6-year-old children at Samarinda State Kindergarten 9.
{"title":"Project-Based Learning in Developing Children’s Social-Emotional Skills at Public Kindergarten 9 Samarinda","authors":"Hasbi Sjamsir, Almira Tasya Vania, Heppy Liana","doi":"10.59762/rer904105362120240305125335","DOIUrl":"https://doi.org/10.59762/rer904105362120240305125335","url":null,"abstract":"The motivation for this study stems from initial observations indicating relatively low social-emotional abilities in children. The primary objective of this research was to assess the enhancement of social-emotional skills in 5-6-year-old children through the implementation of the project-based learning model at Samarinda State Kindergarten 9. The research methodology employed was classroom action research, encompassing planning, execution, observation, and reflection stages. The study involved 12 students from the B3 class at Samarinda State Kindergarten 9, and data were collected through observation, interviews, and documentation, followed by analysis using descriptive statistics to derive an average score. The research comprised three phases: pre-action, cycle I (consisting of 5 sessions), and cycle II (also with 5 sessions). Data analysis in the pre-action phase indicated a low average score of 39% for children’s social-emotional skills, which increased in cycle. But did not yet meet the predefined success threshold of 53%. However, in cycle II, the average score improved significantly and reached a success rate of 79%. These findings lead to the conclusion that the project-based learning model effectively enhances the social-emotional abilities of 5-6-year-old children at Samarinda State Kindergarten 9.","PeriodicalId":515752,"journal":{"name":"Recent Educational Research","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382165","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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