Pub Date : 2023-06-08DOI: 10.12691/education-11-6-7
Milagros C Faustino, Dennis B. Roble
The availability of more online courses has led to an increase in online learning options and blended learning approaches. These developments brought to light the need to equip preservice teachers with the knowledge and abilities to design online classes and activities and improve their abilities to control student behavior in online learning. This study sought to determine the effects of authentic learning tasks on preservice teachers' self-efficacy in online teaching. The researchers assessed the effect of authentic learning activities on preservice teachers' self-efficacy for online teaching using single group pretest-posttest experimental design .Data were collected using a modified version of The Michigan Nurse Educators' Sense of Efficacy for Online Teaching Scale (MNESEOT) by [1] and the "Survey of Online Teaching Perception" questionnaire. A total of 32 third-year preservice teachers who were enrolled in a Principles and Strategies of Teaching Mathematics course participated in the study. The findings demonstrated that authentic activities significantly improved preservice teachers' online teaching self-efficacy scores in the areas of student engagement, instructional techniques, classroom management, and computer abilities. The results of the study demonstrate that pre-service teachers had a high level of confidence in their capacity to carry out authentic learning tasks such creating websites, maintaining blogs, directing synchronous classes, and planning presentations. Also, despite their initial hesitation brought on by their lack of experience, the pre-service mathematics teachers felt confidence in their capacity to conduct online instruction. The connection of authentic learning exercises to real-world situations increased their degree of comfort with future online education.
{"title":"Pre-service Mathematics Teachers Online Teaching Training Using Authentic Learning Activities: It’s Effect on Their Online Teaching Self-Efficacy","authors":"Milagros C Faustino, Dennis B. Roble","doi":"10.12691/education-11-6-7","DOIUrl":"https://doi.org/10.12691/education-11-6-7","url":null,"abstract":"The availability of more online courses has led to an increase in online learning options and blended learning approaches. These developments brought to light the need to equip preservice teachers with the knowledge and abilities to design online classes and activities and improve their abilities to control student behavior in online learning. This study sought to determine the effects of authentic learning tasks on preservice teachers' self-efficacy in online teaching. The researchers assessed the effect of authentic learning activities on preservice teachers' self-efficacy for online teaching using single group pretest-posttest experimental design .Data were collected using a modified version of The Michigan Nurse Educators' Sense of Efficacy for Online Teaching Scale (MNESEOT) by [1] and the \"Survey of Online Teaching Perception\" questionnaire. A total of 32 third-year preservice teachers who were enrolled in a Principles and Strategies of Teaching Mathematics course participated in the study. The findings demonstrated that authentic activities significantly improved preservice teachers' online teaching self-efficacy scores in the areas of student engagement, instructional techniques, classroom management, and computer abilities. The results of the study demonstrate that pre-service teachers had a high level of confidence in their capacity to carry out authentic learning tasks such creating websites, maintaining blogs, directing synchronous classes, and planning presentations. Also, despite their initial hesitation brought on by their lack of experience, the pre-service mathematics teachers felt confidence in their capacity to conduct online instruction. The connection of authentic learning exercises to real-world situations increased their degree of comfort with future online education.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46427712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.12691/education-11-6-6
Rachelle O. Holland
The study analyzed the constructive alignment of the learning competencies, learning activities, and assessment in the Learner's Packet for third-grade Science. The use of integration and differentiation in the Learning Packets was also explored. The analysis results were used to develop the Learning Exemplar to model constructive alignment, integration, and differentiation. The second quarter content, performance standards, and learning competencies in the Simplified Module Intended for Learning Encounters (SMILE) Learner's Packet used by the third-grade students in Department of Education Naga City Division in the Philippines during the Covid-19 pandemic school years were the ones subjected to the analysis. The language errors and validation of the Learning Plan exemplars were beyond the scope of the study. The descriptive evaluative research was used to analyze the constructive alignment, whereas the descriptive developmental research was applied in the development of the Learning Plan Exemplars. Qualitative descriptive research was used in describing the constructive alignment, integration, differentiation, and the different approaches in developing the Learning Exemplar. Document analysis and the Evaluation Guide developed by the researcher were used in gathering data. The study revealed that Learning competencies, learning activities, and assessments in the Learner's Packet were partially aligned. There were minimal integration and no differentiation done in the Learner's Packet. The Learning Plan Exemplars were developed modeling constructive alignment, integration, and differentiation with the use of RAISE (Review- Activate-Immerse-Synthesize-Evaluate) learning plans, Differentiated Instruction (DI), UbD (Understanding by Design) Framework and 5Es (Engage, Explore, Explain, Elaborate, and Evaluate) format.
{"title":"Modeling Constructive Alignment, Integration and Differentiation in Science Modules: A Blended Learning Tool in a Flexible Educational Landscape","authors":"Rachelle O. Holland","doi":"10.12691/education-11-6-6","DOIUrl":"https://doi.org/10.12691/education-11-6-6","url":null,"abstract":"The study analyzed the constructive alignment of the learning competencies, learning activities, and assessment in the Learner's Packet for third-grade Science. The use of integration and differentiation in the Learning Packets was also explored. The analysis results were used to develop the Learning Exemplar to model constructive alignment, integration, and differentiation. The second quarter content, performance standards, and learning competencies in the Simplified Module Intended for Learning Encounters (SMILE) Learner's Packet used by the third-grade students in Department of Education Naga City Division in the Philippines during the Covid-19 pandemic school years were the ones subjected to the analysis. The language errors and validation of the Learning Plan exemplars were beyond the scope of the study. The descriptive evaluative research was used to analyze the constructive alignment, whereas the descriptive developmental research was applied in the development of the Learning Plan Exemplars. Qualitative descriptive research was used in describing the constructive alignment, integration, differentiation, and the different approaches in developing the Learning Exemplar. Document analysis and the Evaluation Guide developed by the researcher were used in gathering data. The study revealed that Learning competencies, learning activities, and assessments in the Learner's Packet were partially aligned. There were minimal integration and no differentiation done in the Learner's Packet. The Learning Plan Exemplars were developed modeling constructive alignment, integration, and differentiation with the use of RAISE (Review- Activate-Immerse-Synthesize-Evaluate) learning plans, Differentiated Instruction (DI), UbD (Understanding by Design) Framework and 5Es (Engage, Explore, Explain, Elaborate, and Evaluate) format.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45670688","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 dynamics of the digital economy constitute the central thesis of every education policy within the context of the trending the fourth industrial revolution. This implies that the focus of every education and training policy should be geared towards the development of skills for the digital economy. Despite being cognizant of the above premise, it has been observed that the Ministry of Secondary Education lacks a strong technology policy and practice for teaching-learning geared towards the development of skills for digital economy. This study is set to evaluate the extent to which educational technology policy and practice develop digital economy skills on high school learners in government secondary schools in Cameroon. The methodology constitutes a mixed approach, with the purposeful sampling used for the selection of policy makers and planners at the Ministry of Secondary Education. The stratified random sampling was used to obtain information from high school managers, high school teachers, high school graduates pursuing studies at the University of Yaounde I. The data were analyzed with content analysis. The results revealed existing but poorly designed technology policies and plans for secondary schools in Cameroon. Policy implementation presented an unprecedented gap at all levels. As a result, recommendations have been made to policy makers and planners/education managers of ICT in education to bridge the said gap.
{"title":"Critical Issues in Developing Skills for the Digital Economy: The State of Policy in the Ministry of Secondary Education in Cameroon","authors":"Yvan Rony Engozo’o, Innocent Fozing, Roselyn Mutia","doi":"10.12691/education-11-6-5","DOIUrl":"https://doi.org/10.12691/education-11-6-5","url":null,"abstract":"The dynamics of the digital economy constitute the central thesis of every education policy within the context of the trending the fourth industrial revolution. This implies that the focus of every education and training policy should be geared towards the development of skills for the digital economy. Despite being cognizant of the above premise, it has been observed that the Ministry of Secondary Education lacks a strong technology policy and practice for teaching-learning geared towards the development of skills for digital economy. This study is set to evaluate the extent to which educational technology policy and practice develop digital economy skills on high school learners in government secondary schools in Cameroon. The methodology constitutes a mixed approach, with the purposeful sampling used for the selection of policy makers and planners at the Ministry of Secondary Education. The stratified random sampling was used to obtain information from high school managers, high school teachers, high school graduates pursuing studies at the University of Yaounde I. The data were analyzed with content analysis. The results revealed existing but poorly designed technology policies and plans for secondary schools in Cameroon. Policy implementation presented an unprecedented gap at all levels. As a result, recommendations have been made to policy makers and planners/education managers of ICT in education to bridge the said gap.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48306029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.12691/education-11-6-4
Marina Birkenstock, David-S. Di Fuccia
{"title":"Using Concept Maps to Support Prospective Chemistry Teachers in Interconnecting Chemical Contents","authors":"Marina Birkenstock, David-S. Di Fuccia","doi":"10.12691/education-11-6-4","DOIUrl":"https://doi.org/10.12691/education-11-6-4","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45374077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.12691/education-11-6-2
Charlotte M. Canilao, Melanie G. Gurat
{"title":"Comparing Mathematics Achievement: Control vs. Experimental Groups in the Context of Mobile Educational Applications","authors":"Charlotte M. Canilao, Melanie G. Gurat","doi":"10.12691/education-11-6-2","DOIUrl":"https://doi.org/10.12691/education-11-6-2","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135831655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.12691/education-11-6-3
TIBI P.I
{"title":"Counselling for Social Inclusion of Disadvantaged Students towards Sustainable National Development","authors":"TIBI P.I","doi":"10.12691/education-11-6-3","DOIUrl":"https://doi.org/10.12691/education-11-6-3","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135831889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.12691/education-11-6-1
Cathlyn P. Dumale, Melanie G. Gurat
{"title":"Pedagogical Approaches in Statistics and Probability during Pandemic","authors":"Cathlyn P. Dumale, Melanie G. Gurat","doi":"10.12691/education-11-6-1","DOIUrl":"https://doi.org/10.12691/education-11-6-1","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135832825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-28DOI: 10.12691/education-11-5-12
Abdul-Naser El-sayed Aamer, S. Farrag
{"title":"Developing and Testing Smartphone Addiction Scale among a Sample of Egyptian Children after COVID-19 Pandemic","authors":"Abdul-Naser El-sayed Aamer, S. Farrag","doi":"10.12691/education-11-5-12","DOIUrl":"https://doi.org/10.12691/education-11-5-12","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45760245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.12691/education-11-5-10
Michael Gr. Voskoglou, Joachim Feuerstein, Evangelos Athanassopoulos
{"title":"The Role of Induction for Human Reasoning and Science","authors":"Michael Gr. Voskoglou, Joachim Feuerstein, Evangelos Athanassopoulos","doi":"10.12691/education-11-5-10","DOIUrl":"https://doi.org/10.12691/education-11-5-10","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48879687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.12691/education-11-5-11
Nguyen Dinh Nhu Ha, T. Tuyen, Nguyen Truong Giang, Nguyen Thi Minh Hieu
{"title":"The Use of Metacognitive Listening Strategy among English-majored Students","authors":"Nguyen Dinh Nhu Ha, T. Tuyen, Nguyen Truong Giang, Nguyen Thi Minh Hieu","doi":"10.12691/education-11-5-11","DOIUrl":"https://doi.org/10.12691/education-11-5-11","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49233784","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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