This study investigated the effect of the self-questioning strategy on English as a Foreign Language (EFL) for tenth-grade students' reading comprehension. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys, a public school, Directorate of Education in Irbid (AL Kora Directorate of Education). First, the experimental group of 25 students selected and second the control group of 25 students was selected. To achieve the purpose of the study, a pre-/post reading comprehension test was designed. In addition, self-questioning strategywas used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the Teacher's Book. Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group. Considering the research results, the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.
本研究旨在探讨自我质疑策略对十年级学生英语阅读理解的影响。采用两组准实验设计。研究人员从伊尔比德的公立学校Al Samtt男子中学(Al Kora Directorate of Education)随机抽取了两个10年级的整个班级。首先选取实验组25名学生，其次选取对照组25名学生。为了达到研究的目的，我们设计了一个阅读理解前/后测试。此外，实验组采用自我质疑策略进行教学，对照组采用传统教学策略进行教学。结果显示，对照组与实验组之间存在显著的统计学差异，实验组的差异较大。考虑到研究结果，研究者建议针对不同的英语技能和不同水平的学生使用自我质疑策略。教师还应该参加在职培训课程，提供更多关于课程修订和项目的信息，重点是提高他们的提问能力。
{"title":"The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension","authors":"Talib Ali Bani Hamad, Abdallah Baniabdelrahman","doi":"10.30564/jiep.v6i2.5525","DOIUrl":"https://doi.org/10.30564/jiep.v6i2.5525","url":null,"abstract":"This study investigated the effect of the self-questioning strategy on English as a Foreign Language (EFL) for tenth-grade students' reading comprehension. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys, a public school, Directorate of Education in Irbid (AL Kora Directorate of Education). First, the experimental group of 25 students selected and second the control group of 25 students was selected. To achieve the purpose of the study, a pre-/post reading comprehension test was designed. In addition, self-questioning strategywas used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the Teacher's Book. Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group. Considering the research results, the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities. ","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45504306","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 explores the role of research as a tool for enhancing students' job creation in the context of 21st-century university education. The survey research design was the approach used for this investigation. The researcher created a questionnaire to collect pertinent data for the study from 200 respondents. The questionnaire was duly validated by 3 experts. The internal reliability of the instrument was examined in this study using Cronbach's alpha (α). Cronbach's alpha method is able to determine the correlation between the outcomes of each test item and the test's total score. Google Forms was used to deliver the survey to the respondents electronically. A statistical package was used to calculate the mean and standard deviation. The study hypotheses were also investigated using inferential statistics (t-test) with 198 degrees of freedom and a 0.05 threshold of significance. To determine whether to accept or reject the null hypothesis, the critical value and estimated t-value are compared. Findings suggest that research-oriented education positively impacts students' ability to create job opportunities in the 21st century. Engaging in research projects fosters critical thinking, creativity, and adaptability among students, enabling them to identify and capitalize on emerging trends and market gaps. Furthermore, the study reveals the significance of university-industry collaborations and mentorship programs in enhancing students' entrepreneurial skills and connecting them with practical resources and networks. The implications of this research are significant for educational policymakers, university administrators, and curriculum developers, as it underscores the importance of incorporating research as an integral component of 21st-century university education.
{"title":"Research as A Veritable Tool for Enhancing Students' Job Creation in the 21st Century University Education","authors":"Akujieze M.O.","doi":"10.30564/jiep.v6i2.5528","DOIUrl":"https://doi.org/10.30564/jiep.v6i2.5528","url":null,"abstract":"This study explores the role of research as a tool for enhancing students' job creation in the context of 21st-century university education. The survey research design was the approach used for this investigation. The researcher created a questionnaire to collect pertinent data for the study from 200 respondents. The questionnaire was duly validated by 3 experts. The internal reliability of the instrument was examined in this study using Cronbach's alpha (α). Cronbach's alpha method is able to determine the correlation between the outcomes of each test item and the test's total score. Google Forms was used to deliver the survey to the respondents electronically. A statistical package was used to calculate the mean and standard deviation. The study hypotheses were also investigated using inferential statistics (t-test) with 198 degrees of freedom and a 0.05 threshold of significance. To determine whether to accept or reject the null hypothesis, the critical value and estimated t-value are compared. Findings suggest that research-oriented education positively impacts students' ability to create job opportunities in the 21st century. Engaging in research projects fosters critical thinking, creativity, and adaptability among students, enabling them to identify and capitalize on emerging trends and market gaps. Furthermore, the study reveals the significance of university-industry collaborations and mentorship programs in enhancing students' entrepreneurial skills and connecting them with practical resources and networks. The implications of this research are significant for educational policymakers, university administrators, and curriculum developers, as it underscores the importance of incorporating research as an integral component of 21st-century university education.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44899778","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}
Mancheng Lei, Siman Lei, Tanjian Liang, Wenxin Xia, P. Ballard
This research investigates the intricate relationships between socioeconomic status (SES) and physical play in early childhood development within the unique context of Macau. Our study reveals that parental education levels are associated with conducive home environments for child development, characterized by larger play spaces, diverse toys, and increased participation in physical activities and extracurriculars. This study found a significant correlation between media screen activity and involvement in extracurriculars or physical activity programs, highlighting the need to explore the multifaceted influences on children's media consumption. This study emphasizes the importance of parental education in creating nurturing environments for child development and the crucial need for an in-depth understanding of media screen activity's role in early childhood. Our findings bear implications for academia and policymakers, educators, and parents, underscoring the importance of supportive environments that facilitate physical play, promote parental education, and encourage healthy media usage habits for optimal child development outcomes. However, a larger and more diverse sample size in future research could enhance these findings' external validity.
{"title":"Exploring the Impact of Socioeconomic Status and Physical Play on Early Childhood Development","authors":"Mancheng Lei, Siman Lei, Tanjian Liang, Wenxin Xia, P. Ballard","doi":"10.30564/jiep.v6i1.5519","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5519","url":null,"abstract":"This research investigates the intricate relationships between socioeconomic status (SES) and physical play in early childhood development within the unique context of Macau. Our study reveals that parental education levels are associated with conducive home environments for child development, characterized by larger play spaces, diverse toys, and increased participation in physical activities and extracurriculars. This study found a significant correlation between media screen activity and involvement in extracurriculars or physical activity programs, highlighting the need to explore the multifaceted influences on children's media consumption. This study emphasizes the importance of parental education in creating nurturing environments for child development and the crucial need for an in-depth understanding of media screen activity's role in early childhood. Our findings bear implications for academia and policymakers, educators, and parents, underscoring the importance of supportive environments that facilitate physical play, promote parental education, and encourage healthy media usage habits for optimal child development outcomes. However, a larger and more diverse sample size in future research could enhance these findings' external validity.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45164829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to review intervention studies on school-based physical activity programs in early childhood to identify the gaps and future trends in this topic. Forty-one quantitative experimental studies were identified from nine electronic databases using predefined inclusion and exclusion criteria. All identified studies were coded using a coding template. The interrater reliability between the two coders was 96.5%. The frequencies and percentages for each coded category were reported descriptively. The randomized controlled trial with a control group was the most used research design (70.7%), and 41.5% of the studies were guided by a theoretical/conceptual framework. The intervention length ranged from four days to three years, and 41.5% of the studies reported an intervention fidelity check in various forms. Different dependent variables were measured, and about half of the studies were focused on physical activity and anthropometry outcomes. A trend of the positive impact of school-based physical activity programs on children in early childhood was found. However, the rigor of studies needs significant improvements in multiple areas. Future intervention programs are suggested to include different elements in the design to develop children’s cognition, physical fitness, and affective outcomes.
{"title":"A Systematic Review of School-based Physical Activity Programs on Physical Fitness, Cognition, and Affective Outcomes in Early Childhood","authors":"Xiuye Xi̇e, Xiaoping Fan, Tanjian Liang","doi":"10.30564/jiep.v6i1.5363","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5363","url":null,"abstract":"The purpose of this study was to review intervention studies on school-based physical activity programs in early childhood to identify the gaps and future trends in this topic. Forty-one quantitative experimental studies were identified from nine electronic databases using predefined inclusion and exclusion criteria. All identified studies were coded using a coding template. The interrater reliability between the two coders was 96.5%. The frequencies and percentages for each coded category were reported descriptively. The randomized controlled trial with a control group was the most used research design (70.7%), and 41.5% of the studies were guided by a theoretical/conceptual framework. The intervention length ranged from four days to three years, and 41.5% of the studies reported an intervention fidelity check in various forms. Different dependent variables were measured, and about half of the studies were focused on physical activity and anthropometry outcomes. A trend of the positive impact of school-based physical activity programs on children in early childhood was found. However, the rigor of studies needs significant improvements in multiple areas. Future intervention programs are suggested to include different elements in the design to develop children’s cognition, physical fitness, and affective outcomes. ","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44510416","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}
Dance and movement encourages socialization promoting children's social and emotional skills. This study aimed to examine the impact on the SEL of children after a weekend dance program. METHOD: This study employed a quasi-experimental controlled trial design with 60 children aged 5-6 in Fujian Province, China. Participants were randomly assigned to either an integrated dance program group (n=30) or control group (n=30). The weekend dance program was led by professional instructors and consisted of 12 weekly lessons, each lasting 50 minutes. Pre- and post-measurements were taken using the Social-Emotional and Character Development Scale (SECDS) and the Preschooler Gross Motor Quality Scale (PGMQS) to assess changes in social-emotional learning and gross motor skills. Repeated-measures ANOVA tests were conducted to determine the impact of the integrated dance program.RESULTS: The study found a significant difference in the changes between the two groups, indicating that the weekend dance program had a positive impact on the social-emotional behavior and motor skill quality of the children who participated compared to the control group. Specifically, the participants in the dance program group demonstrated significantly greater improvements in their social-emotional behavior and motor skill quality compared to those in the control group.CONCLUSION: The study provides preliminary evidence that an integrated dance program can promote social-emotional development and gross motor skills in young children. After-school dance activities may help to improve children's well-being. Further research is needed to understand the underlying mechanisms and to evaluate alternative arts-based therapies.
{"title":"The Impact of a Weekend Dance Program on Social-Emotional Learning Among Young Children","authors":"Mancheng Lei, Siman Lei, Yan Wang, Tanjian Liang","doi":"10.30564/jiep.v6i1.5324","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5324","url":null,"abstract":"Dance and movement encourages socialization promoting children's social and emotional skills. This study aimed to examine the impact on the SEL of children after a weekend dance program. METHOD: This study employed a quasi-experimental controlled trial design with 60 children aged 5-6 in Fujian Province, China. Participants were randomly assigned to either an integrated dance program group (n=30) or control group (n=30). The weekend dance program was led by professional instructors and consisted of 12 weekly lessons, each lasting 50 minutes. Pre- and post-measurements were taken using the Social-Emotional and Character Development Scale (SECDS) and the Preschooler Gross Motor Quality Scale (PGMQS) to assess changes in social-emotional learning and gross motor skills. Repeated-measures ANOVA tests were conducted to determine the impact of the integrated dance program.RESULTS: The study found a significant difference in the changes between the two groups, indicating that the weekend dance program had a positive impact on the social-emotional behavior and motor skill quality of the children who participated compared to the control group. Specifically, the participants in the dance program group demonstrated significantly greater improvements in their social-emotional behavior and motor skill quality compared to those in the control group.CONCLUSION: The study provides preliminary evidence that an integrated dance program can promote social-emotional development and gross motor skills in young children. After-school dance activities may help to improve children's well-being. Further research is needed to understand the underlying mechanisms and to evaluate alternative arts-based therapies. ","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45331825","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 objective of this study was to experimentally evaluate children's daily food memory and eating habits. The study found that the gender and school location had an impact on the nutritional condition of primary school students as well as the school food scheme. The investigations were based on three hypotheses and three research questions. In this study, the Eating Habits and Daily Dietary Recall Scale was the tool utilized to gather data (EPDDRS). Four experts—three from the department of vocational education and one lecturer in test and measurement evaluation—validated the instrument's face. The dependability indices of EPDDRS were calculated using Cronbach's Alpha. While delivering the instruments, the researcher used the direct administration and retrieval approach. 58 instructors and a sample size of 1240 students were selected using a systematic random selection approach. The obtained data was examined using mean and standard deviation to address the research objectives, and the null hypotheses were tested using t-test statistics and Analysis of variance (ANOVA) at the 0.05 level of significance. The main conclusions of this study were that the school meal program had a favorable impact on the students' nutritional status. Also, a balanced ration of nutrient-dense meals that were suitably varied was supplied for the students via the school food program. Also, the findings revealed a substantial difference in the mean assessments of male and female students about their eating patterns. On the school meal program's dietary recall list, students from high, middle, and low socioeconomic status differ significantly. Recommendations were given to the government, schools, and parents based on the study's findings. The study's shortcomings were discussed, and recommendations for more research were made.
{"title":"Eating Patterns and Daily Dietary Recall of Primary School Pupils: An Empirical Evidence from A School Feeding Scheme","authors":"Okadigwe John Chukwujekwu","doi":"10.30564/jiep.v6i1.5487","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5487","url":null,"abstract":"The objective of this study was to experimentally evaluate children's daily food memory and eating habits. The study found that the gender and school location had an impact on the nutritional condition of primary school students as well as the school food scheme. The investigations were based on three hypotheses and three research questions. In this study, the Eating Habits and Daily Dietary Recall Scale was the tool utilized to gather data (EPDDRS). Four experts—three from the department of vocational education and one lecturer in test and measurement evaluation—validated the instrument's face. The dependability indices of EPDDRS were calculated using Cronbach's Alpha. While delivering the instruments, the researcher used the direct administration and retrieval approach. 58 instructors and a sample size of 1240 students were selected using a systematic random selection approach. The obtained data was examined using mean and standard deviation to address the research objectives, and the null hypotheses were tested using t-test statistics and Analysis of variance (ANOVA) at the 0.05 level of significance. The main conclusions of this study were that the school meal program had a favorable impact on the students' nutritional status. Also, a balanced ration of nutrient-dense meals that were suitably varied was supplied for the students via the school food program. Also, the findings revealed a substantial difference in the mean assessments of male and female students about their eating patterns. On the school meal program's dietary recall list, students from high, middle, and low socioeconomic status differ significantly. Recommendations were given to the government, schools, and parents based on the study's findings. The study's shortcomings were discussed, and recommendations for more research were made.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48103069","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}
To remove obstacles in the path of ‘Education for All’, the government of India launched several programs, Sarva Shiksha Abhiyan (SSA) being one of them. Despite several attempts, the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level. In India, children are not absent from school owing to a lack of demand; rather, low quality of government education delivery is a major cause for their absence. There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education. Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice, whether it is a government or private school. This may be accomplished through the education voucher scheme. Governments do not need to spend any additional public funds on vouchers to implement this approach. The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.
{"title":"Education Voucher Scheme in India: Would Lead to School Choice and Universal Education?","authors":"Athar Ullah","doi":"10.30564/jiep.v6i1.5449","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5449","url":null,"abstract":"To remove obstacles in the path of ‘Education for All’, the government of India launched several programs, Sarva Shiksha Abhiyan (SSA) being one of them. Despite several attempts, the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level. In India, children are not absent from school owing to a lack of demand; rather, low quality of government education delivery is a major cause for their absence. There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education. Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice, whether it is a government or private school. This may be accomplished through the education voucher scheme. Governments do not need to spend any additional public funds on vouchers to implement this approach. The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43495980","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 engagement of students is a recognised challenge for teachers. Technology offers some practical student engagement tools, and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement. The academic exploration of low-stakes tests and dialogic feedback has been extensive, and they are credible teaching tools. In this study, we explore the learning benefit of their combination. Postgraduate engineering students' self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement. We measured a 500% increase in the Learning Management System (LMS) page views on the days when we ran the low-stakes tests (each worth 2% of the marks for the subject) and engaged in immediate dialogic feedback. To interpret these results, we draw on theories of behavioural engagement, low-stakes tests, and feedback. We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.
{"title":"Improved Behavioural Engagement of Students through Low-stakes Online Tests and Immediate Dialogic Feedback","authors":"G. Currie, Tracii Ryan","doi":"10.30564/jiep.v6i1.5295","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5295","url":null,"abstract":"The engagement of students is a recognised challenge for teachers. Technology offers some practical student engagement tools, and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement. The academic exploration of low-stakes tests and dialogic feedback has been extensive, and they are credible teaching tools. In this study, we explore the learning benefit of their combination. Postgraduate engineering students' self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement. We measured a 500% increase in the Learning Management System (LMS) page views on the days when we ran the low-stakes tests (each worth 2% of the marks for the subject) and engaged in immediate dialogic feedback. To interpret these results, we draw on theories of behavioural engagement, low-stakes tests, and feedback. We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44892964","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 paper argues for the adoption of concept attainment strategy when teaching math and shows the structure of this curriculum design that can substantially improve math instruction and comprehension in K-12 education. Initial findings based on informal surveys of teacher candidates indicate many of them do not have a clear understanding of the concepts they are expected to teach. The concept attainment strategy is a proven effective method used in social studies for teaching powerful concepts like democracy and liberty. One reason for many students feeling inadequate about their math skills stem from their lack of understanding of the key math concepts like area, perimeter, percent, and others. Poor understanding of the math fundamentals in early grades if not rectified, develops into a dislike for an incomprehensible subject. The concept attainment strategy is an inductive approach that allows the students to participate in knowledge construction and master the fundamental math skills. This paper shows how the structure of this social studies curriculum design can be adapted for teaching mathematics and invites practitioners and scholars to consider this approach to improve math instruction.
{"title":"Adapting the Concept Attainment Strategy to Teach Math","authors":"K. Kaviani","doi":"10.30564/jiep.v6i1.5404","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5404","url":null,"abstract":"This paper argues for the adoption of concept attainment strategy when teaching math and shows the structure of this curriculum design that can substantially improve math instruction and comprehension in K-12 education. Initial findings based on informal surveys of teacher candidates indicate many of them do not have a clear understanding of the concepts they are expected to teach. The concept attainment strategy is a proven effective method used in social studies for teaching powerful concepts like democracy and liberty. One reason for many students feeling inadequate about their math skills stem from their lack of understanding of the key math concepts like area, perimeter, percent, and others. Poor understanding of the math fundamentals in early grades if not rectified, develops into a dislike for an incomprehensible subject. The concept attainment strategy is an inductive approach that allows the students to participate in knowledge construction and master the fundamental math skills. This paper shows how the structure of this social studies curriculum design can be adapted for teaching mathematics and invites practitioners and scholars to consider this approach to improve math instruction.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47930965","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 investigated the effect of “Think-Talk-Write strategy” on English as a Foreign Language (EFL) tenth-grade students' writing performance. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al-Kharaj Secondary School for Boys. The first section was chosen as the experimental group with (20) students, and the second as the control group with (20). To achieve the purpose of the study, a pre/post writing performance test was designed. In addition, Think-Talk-Write (TTW) strategy was used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the teacher's book. Results revealed that TTW strategy enhanced students’ writing performance. In light of the research results, the researcher recommends to use TTW strategy on other genres of writing.
{"title":"The Effect of “Think-Talk-Write” Strategy on EFL Tenth-Grade Students' Writing Performance","authors":"Mahmoud Azzam Mohammad, Baniabdelrahman Abdallah","doi":"10.30564/jiep.v6i1.5388","DOIUrl":"https://doi.org/10.30564/jiep.v6i1.5388","url":null,"abstract":"This study investigated the effect of “Think-Talk-Write strategy” on English as a Foreign Language (EFL) tenth-grade students' writing performance. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al-Kharaj Secondary School for Boys. The first section was chosen as the experimental group with (20) students, and the second as the control group with (20). To achieve the purpose of the study, a pre/post writing performance test was designed. In addition, Think-Talk-Write (TTW) strategy was used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the teacher's book. Results revealed that TTW strategy enhanced students’ writing performance. In light of the research results, the researcher recommends to use TTW strategy on other genres of writing.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41563312","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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