Pub Date : 2022-11-30DOI: 10.31098/ijrse.v4i2.1123
Monique E. Malabayabas, Philamarie C. Torres, Sherwin B. Sapin, V. Tamban
Academic well-being is one of several elements that influence students' math learning and performance. This study looked at students' academic well-being in terms of math self-concept, schoolwork engagement, and burnout in relation to their educational aspirations in mathematics. It looked at the connections between the learners' mathematical performance and educational goals, as well as the connections between the learners' academic well-being and those variables. It used a descriptive-correlational study design. The population of grade 10 students from Lawa Integrated School served as the source of the statistics 161 students were gathered using the standard random sampling method (males: 86, females: 75). A survey questionnaire was used to assess the student's academic well-being in terms of math self-concept, schoolwork engagement, and school burnout, educational aspirations, and mathematics achievement to gather data. The mean, standard deviation, frequency, percentage, mean percentage scores, Pearson product-moment, and Spearman rank order correlations were used to examine the collected data. The results showed a robust and statistically significant association between the student's academic success and their arithmetic proficiency. The findings showed a small but statistically significant correlation between the learners' academic well-being and educational aspirations. On the other hand, there was a modest and statistically significant correlation between the learners' academic achievement in mathematics and their aspirations for further education.
{"title":"Mathematics Performance, Academic well-being, and Educational Aspirations of Junior High School Students","authors":"Monique E. Malabayabas, Philamarie C. Torres, Sherwin B. Sapin, V. Tamban","doi":"10.31098/ijrse.v4i2.1123","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.1123","url":null,"abstract":"Academic well-being is one of several elements that influence students' math learning and performance. This study looked at students' academic well-being in terms of math self-concept, schoolwork engagement, and burnout in relation to their educational aspirations in mathematics. It looked at the connections between the learners' mathematical performance and educational goals, as well as the connections between the learners' academic well-being and those variables. It used a descriptive-correlational study design. The population of grade 10 students from Lawa Integrated School served as the source of the statistics 161 students were gathered using the standard random sampling method (males: 86, females: 75). A survey questionnaire was used to assess the student's academic well-being in terms of math self-concept, schoolwork engagement, and school burnout, educational aspirations, and mathematics achievement to gather data. The mean, standard deviation, frequency, percentage, mean percentage scores, Pearson product-moment, and Spearman rank order correlations were used to examine the collected data. The results showed a robust and statistically significant association between the student's academic success and their arithmetic proficiency. The findings showed a small but statistically significant correlation between the learners' academic well-being and educational aspirations. On the other hand, there was a modest and statistically significant correlation between the learners' academic achievement in mathematics and their aspirations for further education.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75680956","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 : 2022-11-30DOI: 10.31098/ijrse.v4i2.1141
R. Setyawati, A. S. Pramasdyahsari, Iin Dwi Astutik, Sindi Nur Aini, Julia Puspita Arum, Wahyu Widodo, Ukima Nusuki, U. Salmah, Nafiatuz Zuliah
Critical thinking is one of the important competencies in the twenty-first century that should be acquired. Therefore, there is a need to facilitate the students with the teaching approach and learning model that could improve this skill. One of the learning approaches that provide the students with the opportunity to think creatively is STEM-PjBL. Therefore, the purpose of the study is to describe the application of STEM-PjBL able to increase the critical thinking skills of the student. The SLR or Systematic Literature Review method was chosen to present a comprehensive and balanced summary of primary research results. The literature review was conducted through Google Scholar, Crossref, and Scopus. From 100 works of literature, 15 articles showed that PjBL STEM learning was able to improve critical thinking skills. This study examined 15 articles that were analyzed based on research methods, and the findings revealed that the application of STEM-PjBL could enhance the critical thinking skills of the student with the literature review method. Based on the existing data collection, it is analyzed through case studies that are the subject of discussion. The findings of the study revealed that: 1) the use of STEM-PjBL had a positive and significant impact on the critical thinking skills of students in each educational unit, including primary school, secondary schools, and high school; 2) the use of STEM-PjBL can help students improve their mathematical critical thinking skills; 3) interpretation, analysis, inference, evaluation, explanation, and self-regulation are among the indicators recommended for use as a reference for students' mathematical critical thinking skills.
{"title":"Improving Mathematical Critical Thinking Skill through STEM-PjBL: A Systematic Literature Review","authors":"R. Setyawati, A. S. Pramasdyahsari, Iin Dwi Astutik, Sindi Nur Aini, Julia Puspita Arum, Wahyu Widodo, Ukima Nusuki, U. Salmah, Nafiatuz Zuliah","doi":"10.31098/ijrse.v4i2.1141","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.1141","url":null,"abstract":"Critical thinking is one of the important competencies in the twenty-first century that should be acquired. Therefore, there is a need to facilitate the students with the teaching approach and learning model that could improve this skill. One of the learning approaches that provide the students with the opportunity to think creatively is STEM-PjBL. Therefore, the purpose of the study is to describe the application of STEM-PjBL able to increase the critical thinking skills of the student. The SLR or Systematic Literature Review method was chosen to present a comprehensive and balanced summary of primary research results. The literature review was conducted through Google Scholar, Crossref, and Scopus. From 100 works of literature, 15 articles showed that PjBL STEM learning was able to improve critical thinking skills. This study examined 15 articles that were analyzed based on research methods, and the findings revealed that the application of STEM-PjBL could enhance the critical thinking skills of the student with the literature review method. Based on the existing data collection, it is analyzed through case studies that are the subject of discussion. The findings of the study revealed that: 1) the use of STEM-PjBL had a positive and significant impact on the critical thinking skills of students in each educational unit, including primary school, secondary schools, and high school; 2) the use of STEM-PjBL can help students improve their mathematical critical thinking skills; 3) interpretation, analysis, inference, evaluation, explanation, and self-regulation are among the indicators recommended for use as a reference for students' mathematical critical thinking skills.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74516884","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 : 2022-11-30DOI: 10.31098/ijrse.v4i2.1188
Udan Kusmawan
Through a distance education system, the teacher education program meets its challenges in the pedagogy of practical courses. Correspondingly, student-teachers face challenges in completing their practical courses due to professional and geographical constraints. The survey research results revealed the effectiveness of a virtual lab application in connecting the pedagogical approach to the student teacher's needs for practicum through implementing the Scalable Practicum. The results showed that the virtual lab promotes excellent facilitation for student-teachers conducting science Scalable Practicum in their limited circumstances. This study recommends further research on wider scopes and samples to receive more comprehensive pictures regarding the effectiveness of the virtual lab.
{"title":"A Virtual Lab As A Vehicle For Active Learning Through Distance Education","authors":"Udan Kusmawan","doi":"10.31098/ijrse.v4i2.1188","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.1188","url":null,"abstract":"Through a distance education system, the teacher education program meets its challenges in the pedagogy of practical courses. Correspondingly, student-teachers face challenges in completing their practical courses due to professional and geographical constraints. The survey research results revealed the effectiveness of a virtual lab application in connecting the pedagogical approach to the student teacher's needs for practicum through implementing the Scalable Practicum. The results showed that the virtual lab promotes excellent facilitation for student-teachers conducting science Scalable Practicum in their limited circumstances. This study recommends further research on wider scopes and samples to receive more comprehensive pictures regarding the effectiveness of the virtual lab.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91180984","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 : 2022-11-30DOI: 10.31098/ijrse.v4i2.1171
Abbas Abubakar Hiliya, U. Tambari, Yusuf Sarkingobir, Abdulrahman Hamza, Nafisa Abdulrahman Ashafa
Education delves into issues in developing nations, including Sokoto; thus, poor supervision rendered public schools poor than private ones. The objective of the study was to investigate the relationship between instructional supervision and teacher effectiveness in senior secondary schools in Tambuwal local government area of Sokoto state, Nigeria using a correlational survey design. Therewith, 165 teachers and 9 principals were involved. Analysis shows that 84(52.5%) of teachers agreed that their planned lessons contain learner-centered activities, and 41(25.6%) strongly agreed. Teachers' responses on My principal ensures that I use teaching aids in teaching, 101(63.1%) agreed, 32(20%) strongly agreed, 12(7.5%), and 9(5.6%) disagreed and strongly disagreed, respectively. Regarding teachers' use of modern methods of teaching, 7(77.8%) of the principals agreed, and 2(22.2%) strongly agreed. Principals' responses on Teachers in my school ensure that students gain mastery of the content of instruction reveals 6(66.7%) of them agreed, 2(22.2%) were undecided, and 1(11.1%) strongly agreed. On teachers keeping records of vital information of instruction, most principals are positive as 4(44.4%) and 4(44.4%) agreed and strongly agreed, respectively; 1(11.1%) undecided. Principals submitted Teachers keeping records of student’s assessment 5(55.6%) as agreed, 3(33.3%) strongly agreed, and 1(11.1%) undecided. Pearson Product Moment Correlation shows a very high positive correlation between instructional supervision and the appropriateness of teaching methods used in the study area; likewise, there is a moderate positive relationship between instructional supervision and teacher record keeping. Effective supervision of secondary schools is needed for teacher effectiveness in schools in Tambuwal local government area and Sokoto state, Nigeria
{"title":"Instructional Supervision and Teacher Effectiveness in Senior Secondary Schools in Tambuwal Local Government Area, Sokoto State, Nigeria","authors":"Abbas Abubakar Hiliya, U. Tambari, Yusuf Sarkingobir, Abdulrahman Hamza, Nafisa Abdulrahman Ashafa","doi":"10.31098/ijrse.v4i2.1171","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.1171","url":null,"abstract":" Education delves into issues in developing nations, including Sokoto; thus, poor supervision rendered public schools poor than private ones. The objective of the study was to investigate the relationship between instructional supervision and teacher effectiveness in senior secondary schools in Tambuwal local government area of Sokoto state, Nigeria using a correlational survey design. Therewith, 165 teachers and 9 principals were involved. Analysis shows that 84(52.5%) of teachers agreed that their planned lessons contain learner-centered activities, and 41(25.6%) strongly agreed. Teachers' responses on My principal ensures that I use teaching aids in teaching, 101(63.1%) agreed, 32(20%) strongly agreed, 12(7.5%), and 9(5.6%) disagreed and strongly disagreed, respectively. Regarding teachers' use of modern methods of teaching, 7(77.8%) of the principals agreed, and 2(22.2%) strongly agreed. Principals' responses on Teachers in my school ensure that students gain mastery of the content of instruction reveals 6(66.7%) of them agreed, 2(22.2%) were undecided, and 1(11.1%) strongly agreed. On teachers keeping records of vital information of instruction, most principals are positive as 4(44.4%) and 4(44.4%) agreed and strongly agreed, respectively; 1(11.1%) undecided. Principals submitted Teachers keeping records of student’s assessment 5(55.6%) as agreed, 3(33.3%) strongly agreed, and 1(11.1%) undecided. Pearson Product Moment Correlation shows a very high positive correlation between instructional supervision and the appropriateness of teaching methods used in the study area; likewise, there is a moderate positive relationship between instructional supervision and teacher record keeping. Effective supervision of secondary schools is needed for teacher effectiveness in schools in Tambuwal local government area and Sokoto state, Nigeria","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87480501","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 : 2022-11-30DOI: 10.31098/ijrse.v4i2.1174
Lilian Ganira
Integration of Science, Technology, Engineering, Art, and Maths (STEAM) ideals in Early Years Education (EYE) builds a strong foundation for learners to discover, explore, play, discuss and experiment with the environment. Given that the goal of EYE is to expand an understanding of the world through observation, experimentation, and exploration, the integration of STEAM activities requires an intentional connection between lesson design and implementation for long life learning. Skills of creativity, collaboration, critical thinking, communication, and inquiry processes embedded in STEAM concepts prepare learners to develop a scientific mindset for solving global challenges. Therefore, the study determined the influence of STEAM strategies on the development of creativity, collaboration, critical thinking, and communication skills among learners in Nairobi City County, Kenya. Based on a descriptive survey design, the study purposively sampled 107 teachers in EYE, 99 head teachers, and 55 parents. The teacher questionnaire, which anchored the study in data collection, was complemented by observation of class activities and documentary analysis. Multiple intelligence theory was adopted to explore the nexus between STEAM and core competencies required for survival in the 21st century. Results illustrated that even though teachers in EYE implemented STEAM activities, which resulted in the development of creativity, collaboration, critical thinking, and collaboration skills, there exist challenges emanating from pedagogy and inadequate support for instructional resources. The study recommends that teachers should be equipped with tools and resources for integrating STEAM activities in EYE, considering the nature of practices to apply and attributes that may promote or deter learning.
{"title":"Adopting Steam Development Strategies in Early Years Education in Nairobi City County, Kenya: Implication For 21st Century Skills","authors":"Lilian Ganira","doi":"10.31098/ijrse.v4i2.1174","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.1174","url":null,"abstract":"Integration of Science, Technology, Engineering, Art, and Maths (STEAM) ideals in Early Years Education (EYE) builds a strong foundation for learners to discover, explore, play, discuss and experiment with the environment. Given that the goal of EYE is to expand an understanding of the world through observation, experimentation, and exploration, the integration of STEAM activities requires an intentional connection between lesson design and implementation for long life learning. Skills of creativity, collaboration, critical thinking, communication, and inquiry processes embedded in STEAM concepts prepare learners to develop a scientific mindset for solving global challenges. Therefore, the study determined the influence of STEAM strategies on the development of creativity, collaboration, critical thinking, and communication skills among learners in Nairobi City County, Kenya. Based on a descriptive survey design, the study purposively sampled 107 teachers in EYE, 99 head teachers, and 55 parents. The teacher questionnaire, which anchored the study in data collection, was complemented by observation of class activities and documentary analysis. Multiple intelligence theory was adopted to explore the nexus between STEAM and core competencies required for survival in the 21st century. Results illustrated that even though teachers in EYE implemented STEAM activities, which resulted in the development of creativity, collaboration, critical thinking, and collaboration skills, there exist challenges emanating from pedagogy and inadequate support for instructional resources. The study recommends that teachers should be equipped with tools and resources for integrating STEAM activities in EYE, considering the nature of practices to apply and attributes that may promote or deter learning.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86170005","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 : 2022-11-30DOI: 10.31098/ijrse.v4i2.1051
Cincy Merly Gecolea, Maurice Amon
The study of chemistry is considered to be the most important discipline of study because of its significant impact on both the individuals who study it and society as a whole. Because of this, many academicians now believe it to be an important area of study. This study mainly focused on the use of contextualized activities in the acquisition of Chemistry concepts in Science7. Quasi-experimental, particularly the non-equivalent dependent variable, was utilized as the research design. The scores during pre- and post-tests served as the primary source of data from the 41 Grade 7 students. Total enumeration was implemented. The study revealed that there is a significant difference in the results of the pre-test and post-test of the Grade 7 students since the calculated t-value (52.84) exceeded the critical value (2.02). The scope and focus of the study were limited only to the use of contextualized activities intended to determine its effects on the acquisition of Chemistry concepts in Science 7. It was also restricted only to 41 students of the Calamba Bayside National High School who are enrolled in the school year 2017-2018. The results of the study could help the division in encouraging teachers to be more creative and innovative and craft more contextualized learning materials in science.
化学研究被认为是最重要的学科，因为它对研究它的个人和整个社会都有重大影响。正因为如此，许多学者现在认为这是一个重要的研究领域。本研究主要关注情境化活动在《科学》化学概念习得中的应用。采用准实验，特别是非等效因变量作为研究设计。以41名七年级学生的前测和后测成绩为主要数据来源。实现全枚举。研究发现，七年级学生的前测和后测结果存在显著差异，计算出的t值(52.84)超过临界值(2.02)。本研究的范围和重点仅限于使用情境化活动，旨在确定其对科学7中化学概念习得的影响。它也仅限于2017-2018学年入学的41名Calamba Bayside National High School的学生。这项研究的结果可以帮助该部门鼓励教师更具创造性和创新性，并制作更多情境化的科学学习材料。
{"title":"The Use of Contextualized Activities on Acquisition of Chemistry Concepts in Science","authors":"Cincy Merly Gecolea, Maurice Amon","doi":"10.31098/ijrse.v4i2.1051","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.1051","url":null,"abstract":"The study of chemistry is considered to be the most important discipline of study because of its significant impact on both the individuals who study it and society as a whole. Because of this, many academicians now believe it to be an important area of study. This study mainly focused on the use of contextualized activities in the acquisition of Chemistry concepts in Science7. Quasi-experimental, particularly the non-equivalent dependent variable, was utilized as the research design. The scores during pre- and post-tests served as the primary source of data from the 41 Grade 7 students. Total enumeration was implemented. The study revealed that there is a significant difference in the results of the pre-test and post-test of the Grade 7 students since the calculated t-value (52.84) exceeded the critical value (2.02). The scope and focus of the study were limited only to the use of contextualized activities intended to determine its effects on the acquisition of Chemistry concepts in Science 7. It was also restricted only to 41 students of the Calamba Bayside National High School who are enrolled in the school year 2017-2018. The results of the study could help the division in encouraging teachers to be more creative and innovative and craft more contextualized learning materials in science.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"144 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77512818","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}
Dyah Aniza Kismiati, Udan Kusmawan, Leonard R. Hutasoit
Practicum is an essential part of the student learning process. It promotes strengthening scientific process skills to students. On the other hand, limited access in experiencing hands-on activities requires serious attention due to the characteristics of a distance education system that restrains face-to-face activities in student learning. For this reason, a virtual lab is necessary to meet the needs of students to comprehend the functions of scientific actions while their learning. The paper will discuss the role of a virtual lab in the Biology practicum in Universitas Terbuka (UT). This paper is a meta-analysis study involving preliminary data of UT students who attended biology practicum courses during the Covid-19 pandemic. The research recommends using the virtual Lab to advance biological knowledge in biology practicum and Virtual Reality as suitable for urogenital system material. The use of 3D simulation in Virtual Reality should provide an exciting and meaningful learning experience for students.
{"title":"Thoughts of Biology Virtual Lab: A Meta-analysis study of Urogenital System Practicum in Universitas Terbuka","authors":"Dyah Aniza Kismiati, Udan Kusmawan, Leonard R. Hutasoit","doi":"10.31098/ijrse.v4i1.659","DOIUrl":"https://doi.org/10.31098/ijrse.v4i1.659","url":null,"abstract":"Practicum is an essential part of the student learning process. It promotes strengthening scientific process skills to students. On the other hand, limited access in experiencing hands-on activities requires serious attention due to the characteristics of a distance education system that restrains face-to-face activities in student learning. For this reason, a virtual lab is necessary to meet the needs of students to comprehend the functions of scientific actions while their learning. The paper will discuss the role of a virtual lab in the Biology practicum in Universitas Terbuka (UT). This paper is a meta-analysis study involving preliminary data of UT students who attended biology practicum courses during the Covid-19 pandemic. The research recommends using the virtual Lab to advance biological knowledge in biology practicum and Virtual Reality as suitable for urogenital system material. The use of 3D simulation in Virtual Reality should provide an exciting and meaningful learning experience for students. \u0000 ","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77259165","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 current research aims at examining challenges associated with numerical cognition in early years in South Africa. Guided by cognitive learning theory, the current investigation was informed by continuous quest in South Africa. The aim was to respond to unresolved challenges associated with early numerical cognition in terms of numerical cognition through semantics and textual misunderstanding in early numerical problems and concepts. Using survey design, a sample of 80 learners was chosen and tested through descriptive statistics. Data was collected using semi-structured questionnaires. It was revealed that the challenges associated with numerical cognition in early numerical problems and concepts are counting, reading numbers that contain more than one digit, difficulties with copying numbers, mathematical signs confusion, and challenges associated with manipulatives. By implication, the study highlighted that there is a severe lack of numerical literacy and competency among learners. Implying too that teachers need to pay particular attention to both semantics and textual misunderstanding
{"title":"Examining Challenges Associated with Numerical Cognition in Early Years Challenges Associated with Numerical Cognition in Early Years","authors":"A. Bayaga, P. Nzuza","doi":"10.31098/ijrse.v4i1.884","DOIUrl":"https://doi.org/10.31098/ijrse.v4i1.884","url":null,"abstract":" The current research aims at examining challenges associated with numerical cognition in early years in South Africa. Guided by cognitive learning theory, the current investigation was informed by continuous quest in South Africa. The aim was to respond to unresolved challenges associated with early numerical cognition in terms of numerical cognition through semantics and textual misunderstanding in early numerical problems and concepts. Using survey design, a sample of 80 learners was chosen and tested through descriptive statistics. Data was collected using semi-structured questionnaires. It was revealed that the challenges associated with numerical cognition in early numerical problems and concepts are counting, reading numbers that contain more than one digit, difficulties with copying numbers, mathematical signs confusion, and challenges associated with manipulatives. By implication, the study highlighted that there is a severe lack of numerical literacy and competency among learners. Implying too that teachers need to pay particular attention to both semantics and textual misunderstanding","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87566389","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}
Abstract Higher-order thinking is as an important skill needed to function effectively in 21st century classrooms. Consequently, teacher professional development should be geared towards assisting teachers in acquiring skills needed to plan intellectually demanding classroom activities for their students. Engaging teachers in activities such as inquiry-oriented discussion, investigation, experimentation with new classroom practices, expansion of pedagogical knowledge, and acquisition of new teaching skills and development of innovative approaches to teaching is an effective way of promoting higher-order cognitive skills. However, information about the quality of the teacher training manual in terms of its intellectual demands are lacking. Hence, the need for this study becomes imperative. Existing prescribed learning objectives for Mathematics and Science components of the manual which served as the data source were analyzed by using qualitative content analysis method. The findings showed that the majority of the learning objectives prescribed in the teacher training manual clustered around lower-order cognitive skills. In addition, reasonable proportion of learning objectives prescribed for the Mathematics component emphasized higher-order cognitive skills more than the Science component. Further results revealed that the subject-matter content is more intellectually demanding than the aspect of the manual focusing on pedagogical knowledge. These have implications for the prescription of learning objectives in teacher training manual and planning of high-quality teacher professional development programme.
{"title":"Analysis of intellectual demands embodied in the learning objectives prescribed for mathematics and science components of the teacher training manual","authors":"Ayoade Ejiwale Okanlawon","doi":"10.31098/ijrse.v4i1.775","DOIUrl":"https://doi.org/10.31098/ijrse.v4i1.775","url":null,"abstract":"Abstract \u0000Higher-order thinking is as an important skill needed to function effectively in 21st century classrooms. Consequently, teacher professional development should be geared towards assisting teachers in acquiring skills needed to plan intellectually demanding classroom activities for their students. Engaging teachers in activities such as inquiry-oriented discussion, investigation, experimentation with new classroom practices, expansion of pedagogical knowledge, and acquisition of new teaching skills and development of innovative approaches to teaching is an effective way of promoting higher-order cognitive skills. However, information about the quality of the teacher training manual in terms of its intellectual demands are lacking. Hence, the need for this study becomes imperative. Existing prescribed learning objectives for Mathematics and Science components of the manual which served as the data source were analyzed by using qualitative content analysis method. The findings showed that the majority of the learning objectives prescribed in the teacher training manual clustered around lower-order cognitive skills. In addition, reasonable proportion of learning objectives prescribed for the Mathematics component emphasized higher-order cognitive skills more than the Science component. Further results revealed that the subject-matter content is more intellectually demanding than the aspect of the manual focusing on pedagogical knowledge. These have implications for the prescription of learning objectives in teacher training manual and planning of high-quality teacher professional development programme.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"137 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76727998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the implications and complications of collective disruptive consequences on education, especially on the learning process. The driver of disruptions includes globalization and the Industrial Revolution 4.0 (including Society 5.0), demands for the Sustainable Development Goals, and the onslaught of the Covid-19 Pandemic. The results of the study are intended to broaden the horizons of virtual teachers in the digital era so that they are not hampered in carrying out their mandate due to the shift from offline to online learning. This study also aims to provide a basic overview for students and parents so as not to stutter suddenly as an implication of the shift in learning modes. Methodologically, this study uses a qualitative approach, specifically an integrative review. After going through four phases of the procedural process (Design, Implementation, Analysis, and Writing of Results and Review), this study succeeds in formulating four basic ideas for virtual teachers in the digital era. One: Ten characteristics of the virtual teacher of the digital age. Two: Self-transformation into a true virtual teacher according to the demands of 21st-century learning (cultural, functional, and digital transformation). Three: Proficient in three technical skills of virtual teachers to build Indonesia's golden generation (skills in developing interactive digital learning modules, packaging virtual-digital learning delivery, and compiling online learning assessments). Four: Mastering practical tips for becoming a virtual teacher (developing a golden generation, applying a growth mindset perspective) so that it is continuously adaptive to any kind of shift.
{"title":"The Role of Virtual Teacher in the Digital Age: Engraver the Future of Indonesian Golden Generations","authors":"Maximus Gorky Sembiring","doi":"10.31098/ijrse.v4i1.907","DOIUrl":"https://doi.org/10.31098/ijrse.v4i1.907","url":null,"abstract":"This study investigates the implications and complications of collective disruptive consequences on education, especially on the learning process. The driver of disruptions includes globalization and the Industrial Revolution 4.0 (including Society 5.0), demands for the Sustainable Development Goals, and the onslaught of the Covid-19 Pandemic. The results of the study are intended to broaden the horizons of virtual teachers in the digital era so that they are not hampered in carrying out their mandate due to the shift from offline to online learning. This study also aims to provide a basic overview for students and parents so as not to stutter suddenly as an implication of the shift in learning modes. Methodologically, this study uses a qualitative approach, specifically an integrative review. After going through four phases of the procedural process (Design, Implementation, Analysis, and Writing of Results and Review), this study succeeds in formulating four basic ideas for virtual teachers in the digital era. One: Ten characteristics of the virtual teacher of the digital age. Two: Self-transformation into a true virtual teacher according to the demands of 21st-century learning (cultural, functional, and digital transformation). Three: Proficient in three technical skills of virtual teachers to build Indonesia's golden generation (skills in developing interactive digital learning modules, packaging virtual-digital learning delivery, and compiling online learning assessments). Four: Mastering practical tips for becoming a virtual teacher (developing a golden generation, applying a growth mindset perspective) so that it is continuously adaptive to any kind of shift.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82140973","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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