Pub Date : 2024-06-03DOI: 10.46827/ejes.v11i7.5403
Realyn A. Gruta, Susan F. Astillero
This study investigated the second language difficulties of Grade 7 students in one national high school in Sorsogon province, Philippines, S.Y. 2023-2024. Specifically, it identified the grammatical errors of students in their narrative essays along with subject-verb agreement and verb tenses. It determined the second language difficulties leading to their grammatical errors and their implications for language teaching and learning. Based on the 45 essays analyzed by the 15 students, the results showed that the grammatical errors identified were along the verb tense, which ranked highest (66%), and subject-verb agreement (42%), indicating a high level of students’ writing difficulty. Several linguistic difficulties that contributed to these errors were vocabulary gaps, limited knowledge of grammatical rules, syntactic differences between the students’ local language (L1) and English language (L2), the challenging learning environment, lack of resources, distractions, and insufficient family support. The students’ L2 difficulties may have implications for teaching and learning, particularly in terms of communicative effectiveness, reading comprehension, shift in teaching approach, and balancing formal and communicative activities. Article visualizations:
{"title":"EXPLORING GRADE 7 STUDENTS’ SECOND LANGUAGE DIFFICULTIES: IMPLICATIONS FOR TEACHING AND LEARNING","authors":"Realyn A. Gruta, Susan F. Astillero","doi":"10.46827/ejes.v11i7.5403","DOIUrl":"https://doi.org/10.46827/ejes.v11i7.5403","url":null,"abstract":"This study investigated the second language difficulties of Grade 7 students in one national high school in Sorsogon province, Philippines, S.Y. 2023-2024. Specifically, it identified the grammatical errors of students in their narrative essays along with subject-verb agreement and verb tenses. It determined the second language difficulties leading to their grammatical errors and their implications for language teaching and learning. Based on the 45 essays analyzed by the 15 students, the results showed that the grammatical errors identified were along the verb tense, which ranked highest (66%), and subject-verb agreement (42%), indicating a high level of students’ writing difficulty. Several linguistic difficulties that contributed to these errors were vocabulary gaps, limited knowledge of grammatical rules, syntactic differences between the students’ local language (L1) and English language (L2), the challenging learning environment, lack of resources, distractions, and insufficient family support. The students’ L2 difficulties may have implications for teaching and learning, particularly in terms of communicative effectiveness, reading comprehension, shift in teaching approach, and balancing formal and communicative activities. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"42 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141389122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.46827/ejes.v11i6.5333
Shylene F. Aguilar
The study aims to navigate the play-based learning concept and development of teaching in private preschools. Specifically, it identifies to explore the concept of a play-based learning approach described in terms of imagination and creativity, cognitive growth, emotional and behavioral benefits, improved literacy, greater independence, and physical fitness. This includes measuring the play-based learning development of teaching in private schools in Vietnam in language and literacy development, social and emotional skills, creativity and imagination, confidence and a positive attitude towards learning, and motor skills. On the other hand, the descriptive correlative quantitative method is utilized to obtain systematic regarding information to describe the situation, population and phenomenon. Likewise, purposive sampling is employed in the study. It is the proper way of selecting the sample size where the respondents chosen have expertise and experience in teaching preschool. The study is conducted in Vietnam because the researcher is presently teaching there which serves as the basis for her study. The study comprised one hundred twenty-five (125) respondents only. Results reveal that the concept of a play-based learning approach on imagination creativity creates a combined imagination and knowledge in the school teachers' practices to stimulate children's development of learning, cognitive growth shows to promote learning development and benefits for students in an interactive environment, emotional and behavioral benefits show to boost self-esteem and joy for the preschool learners to understand better the emotions of every individual child as the center of learning improves literacy shows to develop resources and better learning on the strategy to facilitate learning actively in the trend of quality education, greater independence shows to help socialize and observe cues and interaction on the tasks among the members of the group as part of the learning process, and physical fitness shows to provide motivation on the learning process and implementation on play-based learning in the preschool level of teaching. On the other hand, play-based learning development on language and literacy development shows its best way for learning and play for preschool children on their skills literacy and skills in language, social and emotional skills show to establish the ability to maintain meaningful and healthy relationships towards each other as to support, resolve conflicts, resist negative pressure, listen, cooperate, and communicate clearly, creativity and imagination show to provide concepts for students who are prominent for nature of learning in the subject areas of competency, positive attitude toward learning shows to design and understand the issue of predicting observation on positive learning processes, motor skills show that it requires precision and control among the learners with proper knowledge of the process. Findings show that there is
{"title":"PLAY-BASED LEARNING CONCEPT AND DEVELOPMENT OF TEACHING AMONG KINDERGARTEN TEACHERS","authors":"Shylene F. Aguilar","doi":"10.46827/ejes.v11i6.5333","DOIUrl":"https://doi.org/10.46827/ejes.v11i6.5333","url":null,"abstract":"The study aims to navigate the play-based learning concept and development of teaching in private preschools. Specifically, it identifies to explore the concept of a play-based learning approach described in terms of imagination and creativity, cognitive growth, emotional and behavioral benefits, improved literacy, greater independence, and physical fitness. This includes measuring the play-based learning development of teaching in private schools in Vietnam in language and literacy development, social and emotional skills, creativity and imagination, confidence and a positive attitude towards learning, and motor skills. On the other hand, the descriptive correlative quantitative method is utilized to obtain systematic regarding information to describe the situation, population and phenomenon. Likewise, purposive sampling is employed in the study. It is the proper way of selecting the sample size where the respondents chosen have expertise and experience in teaching preschool. The study is conducted in Vietnam because the researcher is presently teaching there which serves as the basis for her study. The study comprised one hundred twenty-five (125) respondents only. Results reveal that the concept of a play-based learning approach on imagination creativity creates a combined imagination and knowledge in the school teachers' practices to stimulate children's development of learning, cognitive growth shows to promote learning development and benefits for students in an interactive environment, emotional and behavioral benefits show to boost self-esteem and joy for the preschool learners to understand better the emotions of every individual child as the center of learning improves literacy shows to develop resources and better learning on the strategy to facilitate learning actively in the trend of quality education, greater independence shows to help socialize and observe cues and interaction on the tasks among the members of the group as part of the learning process, and physical fitness shows to provide motivation on the learning process and implementation on play-based learning in the preschool level of teaching. On the other hand, play-based learning development on language and literacy development shows its best way for learning and play for preschool children on their skills literacy and skills in language, social and emotional skills show to establish the ability to maintain meaningful and healthy relationships towards each other as to support, resolve conflicts, resist negative pressure, listen, cooperate, and communicate clearly, creativity and imagination show to provide concepts for students who are prominent for nature of learning in the subject areas of competency, positive attitude toward learning shows to design and understand the issue of predicting observation on positive learning processes, motor skills show that it requires precision and control among the learners with proper knowledge of the process. Findings show that there is","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"37 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.46827/ejes.v11i5.5327
B. Anukaenyi, Ene Nnamdi Sonni
The study examined the strategic planning competencies utilized by principals in managing emerging issues in public secondary schools in Enugu State. Two research questions and two null hypotheses were formulated. The study adopted a descriptive survey research design. The target population comprised 462 respondents which made up of all the 231 principals and 231 vice-principals in the public secondary schools in Enugu State. The instrument for data collection was a researcher-developed questionnaire, structured on a 4-point rating scale that ranged from very high extent to very low extent. It was validated by two experts, one in Educational Administration and Planning and the other in Measurement and Evaluation, Godfrey Okoye University, Enugu. The test-retest method of reliability of the instrument was used and the data obtained were analyzed using Pearson Product Moment Correlation and yielded a correlation coefficient of 0.85. Mean and standard deviation were used in answering the research questions. The t-test was used in testing the hypotheses at a 0.05 level of significance. The findings showed that principals utilized strategic planning competencies to a low extent going by the mean ratings of principals and vice-principals. There were also no significant differences between the mean ratings of principals and vice principals on their utilization of the strategic planning competencies. Poor utilization of strategic planning competencies by principals implies that it is either that principals were not adequately trained and prepared to strategically manage schools for effective results or that the training they received was no longer adequate to meet the challenges of emerging issues in secondary school management. It was thus, recommended among other things that Continuous training opportunities should be given to all principals through seminars and workshops to expose them to modern trends and skills in strategic planning for managing emerging issues in their schools through the optimum use of targets, standards, and scarce resources. Article visualizations:
{"title":"STRATEGIC PLANNING COMPETENCIES UTILIZED BY PRINCIPALS IN MANAGING EMERGING ISSUES IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA","authors":"B. Anukaenyi, Ene Nnamdi Sonni","doi":"10.46827/ejes.v11i5.5327","DOIUrl":"https://doi.org/10.46827/ejes.v11i5.5327","url":null,"abstract":"The study examined the strategic planning competencies utilized by principals in managing emerging issues in public secondary schools in Enugu State. Two research questions and two null hypotheses were formulated. The study adopted a descriptive survey research design. The target population comprised 462 respondents which made up of all the 231 principals and 231 vice-principals in the public secondary schools in Enugu State. The instrument for data collection was a researcher-developed questionnaire, structured on a 4-point rating scale that ranged from very high extent to very low extent. It was validated by two experts, one in Educational Administration and Planning and the other in Measurement and Evaluation, Godfrey Okoye University, Enugu. The test-retest method of reliability of the instrument was used and the data obtained were analyzed using Pearson Product Moment Correlation and yielded a correlation coefficient of 0.85. Mean and standard deviation were used in answering the research questions. The t-test was used in testing the hypotheses at a 0.05 level of significance. The findings showed that principals utilized strategic planning competencies to a low extent going by the mean ratings of principals and vice-principals. There were also no significant differences between the mean ratings of principals and vice principals on their utilization of the strategic planning competencies. Poor utilization of strategic planning competencies by principals implies that it is either that principals were not adequately trained and prepared to strategically manage schools for effective results or that the training they received was no longer adequate to meet the challenges of emerging issues in secondary school management. It was thus, recommended among other things that Continuous training opportunities should be given to all principals through seminars and workshops to expose them to modern trends and skills in strategic planning for managing emerging issues in their schools through the optimum use of targets, standards, and scarce resources. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140687722","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 research aims to analyze the social aspects of the direct and indirect causes of various factors that influence self-confidence, with a sample size of 100 respondents. Data analysis uses multiple linear regression analysis. Linkert scale method and analyzed using Structural Equation Models and Path Analysis. This method will examine cause and effect chronologically between variables, to examine direct and indirect effects as well as the dominance of a set of variables as cause and effect over other variables as effect variables. This research found that based on six scenario models proposed and tested with three different calibrations, namely (a) based on data, (b) based on gender (c) based on age range. The results obtained show that based on general data, for the first scenario, self-confidence is partly influenced by heredity (3.12%), self-confidence (2.81%), body weight (3.07%), and work (9, 77%), and for the second scenario the results obtained show that self-confidence is influenced by factors (4.12%), body weight (2.82%), and work (10.7%). Then the results based on gender data show that for women self-confidence is partially influenced by confidence factors (8.65%) and for men, it is influenced by weight factors (6.65%). Article visualizations:
{"title":"DETERMINING FACTORS OF SELF-CONFIDENCE IN A USING SOCIAL ENVIRONMENT PATH ANALYSIS","authors":"Endah Setyaningsih, Maya Nursalfi Yani, Nugroho Catur Prasetyo","doi":"10.46827/ejes.v11i5.5326","DOIUrl":"https://doi.org/10.46827/ejes.v11i5.5326","url":null,"abstract":"This research aims to analyze the social aspects of the direct and indirect causes of various factors that influence self-confidence, with a sample size of 100 respondents. Data analysis uses multiple linear regression analysis. Linkert scale method and analyzed using Structural Equation Models and Path Analysis. This method will examine cause and effect chronologically between variables, to examine direct and indirect effects as well as the dominance of a set of variables as cause and effect over other variables as effect variables. This research found that based on six scenario models proposed and tested with three different calibrations, namely (a) based on data, (b) based on gender (c) based on age range. The results obtained show that based on general data, for the first scenario, self-confidence is partly influenced by heredity (3.12%), self-confidence (2.81%), body weight (3.07%), and work (9, 77%), and for the second scenario the results obtained show that self-confidence is influenced by factors (4.12%), body weight (2.82%), and work (10.7%). Then the results based on gender data show that for women self-confidence is partially influenced by confidence factors (8.65%) and for men, it is influenced by weight factors (6.65%). Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140689036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.46827/ejes.v11i6.5329
Duncan Otieno Owiye, J. Sika, Maureen A. Olel
The effectiveness of public financial support for secondary education is an issue of concern given the delay in submitting government grants, challenges of increased enrolment and inadequate resources to support quality teaching and learning. This study was based in Kenya; however, Kisumu County was chosen for its below-average KCSE mean score of 4.08 (D+) in 2017 compared to the average mean of 6 (C); low teacher-student ratio at 1:59 compared to the required 1:45 and absolute poverty index of 41% compared to the national poverty index of 35.6. The purpose of this study was to analyze community financing of public secondary schools and its effect on the quality of education in Kisumu County, Kenya. The specific objective of the study was to examine community financing of secondary school lunch programs and their effect on the provision of quality education in Kisumu County. A descriptive and correlation research design was used in the study. The target population for this study comprised 214 secondary schools in Kisumu County, 214 school principals, 214 BOM chairpersons, the CDE, 48 CBOs and 51,243 students. Questionnaires, document analysis and interview schedules for school principals, BOM chairpersons, the CDE, CBOs and students were used in this study. A stratified simple random sampling procedure was used to sample the 64 public secondary schools in Kisumu County from which 64 school principals, 64 BOM chairpersons, 16 CBOs and 387 purposively selected students were used for the study. The content and face validity of the instruments were determined by employing experts in the Department of Education Management and Foundations. The reliability of the instruments was calculated by using the test re-test and was calculated at Pearson r coefficient of 0.879. Qualitative data was transcribed and analyzed in emergent themes and sub-themes. The results showed that there was a positive correlation of 0.952 between Community financing, lunch programs and academic performance. The study concluded that community financing of adequate lunch programs significantly influences the academic performance of learners to a great extent. The study recommended that community financing of lunch programmes should be increased in order to achieve fully the objectives of the secondary education policy. The findings may be significant to policymakers, education planners and implementers on the requirement for the registration of institutions of higher learning. Article visualizations:
{"title":"EXAMINING COMMUNITY FINANCING OF SECONDARY EDUCATION LUNCH PROGRAMMES AND THEIR EFFECT ON PROVISION OF QUALITY EDUCATION IN KISUMU COUNTY, KENYA","authors":"Duncan Otieno Owiye, J. Sika, Maureen A. Olel","doi":"10.46827/ejes.v11i6.5329","DOIUrl":"https://doi.org/10.46827/ejes.v11i6.5329","url":null,"abstract":"The effectiveness of public financial support for secondary education is an issue of concern given the delay in submitting government grants, challenges of increased enrolment and inadequate resources to support quality teaching and learning. This study was based in Kenya; however, Kisumu County was chosen for its below-average KCSE mean score of 4.08 (D+) in 2017 compared to the average mean of 6 (C); low teacher-student ratio at 1:59 compared to the required 1:45 and absolute poverty index of 41% compared to the national poverty index of 35.6. The purpose of this study was to analyze community financing of public secondary schools and its effect on the quality of education in Kisumu County, Kenya. The specific objective of the study was to examine community financing of secondary school lunch programs and their effect on the provision of quality education in Kisumu County. A descriptive and correlation research design was used in the study. The target population for this study comprised 214 secondary schools in Kisumu County, 214 school principals, 214 BOM chairpersons, the CDE, 48 CBOs and 51,243 students. Questionnaires, document analysis and interview schedules for school principals, BOM chairpersons, the CDE, CBOs and students were used in this study. A stratified simple random sampling procedure was used to sample the 64 public secondary schools in Kisumu County from which 64 school principals, 64 BOM chairpersons, 16 CBOs and 387 purposively selected students were used for the study. The content and face validity of the instruments were determined by employing experts in the Department of Education Management and Foundations. The reliability of the instruments was calculated by using the test re-test and was calculated at Pearson r coefficient of 0.879. Qualitative data was transcribed and analyzed in emergent themes and sub-themes. The results showed that there was a positive correlation of 0.952 between Community financing, lunch programs and academic performance. The study concluded that community financing of adequate lunch programs significantly influences the academic performance of learners to a great extent. The study recommended that community financing of lunch programmes should be increased in order to achieve fully the objectives of the secondary education policy. The findings may be significant to policymakers, education planners and implementers on the requirement for the registration of institutions of higher learning. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140687145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.46827/ejes.v11i5.5328
Gamze Hastürk, Kamile Çöl
This study aimed to determine the relationship between sustainable consumption behaviors and the environmental literacy of pre-service primary school teachers. The study was conducted with 144 (103 female, 41 male) pre-service teachers (103 female, 41 male) studying in the department of classroom teaching at the faculty of education of a state university located in the Central Black Sea Region in the spring semester of the 2022-2023 academic year. The relational survey model, one of the quantitative research methods, was used in the study. The research data were collected using the Sustainable Consumption scale developed by Doğan, Bulut, Çımrın (2015); to measure individuals' sustainable consumption behaviors. "Environmental Literacy Scale for Adults (ELSA)" developed by Atabek-Yiğit et al. (2014) was used for environmental literacy. According to the research findings, a positive relationship was found between the sustainable consumption behaviors of pre-service teachers and their environmental awareness, non-essential purchasing, saving and reusability levels. There is a moderate, positive and significant relationship between pre-service teachers' environmental literacy levels and sustainable consumption behaviors. The sustainable consumption behavior, environmental awareness, saving, and non-essential purchasing of pre-service primary school teachers do not show a significant difference according to gender. In line with the findings obtained as a result of the research, prospective primary school teachers are sustainable. Article visualizations:
{"title":"EXAMINING THE RELATIONSHIP BETWEEN SUSTAINABLE CONSUMPTION BEHAVIORS AND ENVIRONMENTAL LITERACY OF PRE-SERVICE PRIMARY SCHOOL TEACHERS","authors":"Gamze Hastürk, Kamile Çöl","doi":"10.46827/ejes.v11i5.5328","DOIUrl":"https://doi.org/10.46827/ejes.v11i5.5328","url":null,"abstract":"This study aimed to determine the relationship between sustainable consumption behaviors and the environmental literacy of pre-service primary school teachers. The study was conducted with 144 (103 female, 41 male) pre-service teachers (103 female, 41 male) studying in the department of classroom teaching at the faculty of education of a state university located in the Central Black Sea Region in the spring semester of the 2022-2023 academic year. The relational survey model, one of the quantitative research methods, was used in the study. The research data were collected using the Sustainable Consumption scale developed by Doğan, Bulut, Çımrın (2015); to measure individuals' sustainable consumption behaviors. \"Environmental Literacy Scale for Adults (ELSA)\" developed by Atabek-Yiğit et al. (2014) was used for environmental literacy. According to the research findings, a positive relationship was found between the sustainable consumption behaviors of pre-service teachers and their environmental awareness, non-essential purchasing, saving and reusability levels. There is a moderate, positive and significant relationship between pre-service teachers' environmental literacy levels and sustainable consumption behaviors. The sustainable consumption behavior, environmental awareness, saving, and non-essential purchasing of pre-service primary school teachers do not show a significant difference according to gender. In line with the findings obtained as a result of the research, prospective primary school teachers are sustainable. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140689375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.46827/ejes.v11i6.5324
Selma Kara
In language teacher education programs, to train learners to become effective and qualified teachers, theories of learning and teaching are taught. In the methodology courses, learners experience teaching to their peers as a link between theory and practice. To improve teaching experiences, the current study focuses on a special methodology course, Teaching English to Young Learners, by implementing technology, reflective feedback, and collaborative learning, and it presents a model that is grounded within the social constructivist theory. Sixty-two learners participated in the study. Two groups were randomly assigned to the Technology Enhanced Group and Control Group to investigate the effectiveness of the technology-enhanced, reflective, and collaborative model; and to explore the learners’ perceptions. The qualitative data was analyzed using feedback, reflections, and learner interviews. The technology-enhanced, reflective, and collaborative model of teaching how to teach to young learners proved to be effective. Participants noticed the pedagogical aspects of the teaching model presented to them and their perceptions were positive. It is concluded that it is crucial to search for ways to help learners learn the theory and prepare future teachers for their actual classroom experience in language teacher education programs. Article visualizations:
{"title":"PREPARING STUDENT TEACHERS TO TEACH: A TECHNOLOGY-ENHANCED, REFLECTIVE, AND COLLABORATIVE MODEL","authors":"Selma Kara","doi":"10.46827/ejes.v11i6.5324","DOIUrl":"https://doi.org/10.46827/ejes.v11i6.5324","url":null,"abstract":"In language teacher education programs, to train learners to become effective and qualified teachers, theories of learning and teaching are taught. In the methodology courses, learners experience teaching to their peers as a link between theory and practice. To improve teaching experiences, the current study focuses on a special methodology course, Teaching English to Young Learners, by implementing technology, reflective feedback, and collaborative learning, and it presents a model that is grounded within the social constructivist theory. Sixty-two learners participated in the study. Two groups were randomly assigned to the Technology Enhanced Group and Control Group to investigate the effectiveness of the technology-enhanced, reflective, and collaborative model; and to explore the learners’ perceptions. The qualitative data was analyzed using feedback, reflections, and learner interviews. The technology-enhanced, reflective, and collaborative model of teaching how to teach to young learners proved to be effective. Participants noticed the pedagogical aspects of the teaching model presented to them and their perceptions were positive. It is concluded that it is crucial to search for ways to help learners learn the theory and prepare future teachers for their actual classroom experience in language teacher education programs. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"25 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140709044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.46827/ejes.v11i6.5322
Phan Sung Tin
Cet article présente une recherche sur la question de la compréhension des concepts de chaleur et de température ainsi que des phénomènes liés à ces deux concepts. La recherche était qualitative et a été menée avec des entretiens guidés avec des élèves d'environ 16 ans. Les élèves se sont vu présenter 6 tâches virtuelles sur la base desquelles les discussions ont eu lieu. Les résultats ont montré que les élèves ont des difficultés à identifier et à traiter ces concepts, car ils sont influencés par les expériences de la vie quotidienne.This article presents research on the question of understanding the concepts of heat and temperature as well as the phenomena related to these two concepts. The research was qualitative and was conducted with guided interviews with students around the age of 16. The students were presented with 6 virtual tasks on the basis of which the discussions took place. The results showed that students have difficulty identifying and processing these concepts, as they are influenced by everyday life experiences. Article visualizations:
{"title":"LA CHALEUR ET LA TEMPÉRATURE DANS LA PENSÉE DES ÉLÈVES DE 16 ANS / HEAT AND TEMPERATURE IN THE MINDS OF 16-YEAR-OLDS","authors":"Phan Sung Tin","doi":"10.46827/ejes.v11i6.5322","DOIUrl":"https://doi.org/10.46827/ejes.v11i6.5322","url":null,"abstract":"Cet article présente une recherche sur la question de la compréhension des concepts de chaleur et de température ainsi que des phénomènes liés à ces deux concepts. La recherche était qualitative et a été menée avec des entretiens guidés avec des élèves d'environ 16 ans. Les élèves se sont vu présenter 6 tâches virtuelles sur la base desquelles les discussions ont eu lieu. Les résultats ont montré que les élèves ont des difficultés à identifier et à traiter ces concepts, car ils sont influencés par les expériences de la vie quotidienne.This article presents research on the question of understanding the concepts of heat and temperature as well as the phenomena related to these two concepts. The research was qualitative and was conducted with guided interviews with students around the age of 16. The students were presented with 6 virtual tasks on the basis of which the discussions took place. The results showed that students have difficulty identifying and processing these concepts, as they are influenced by everyday life experiences. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"82 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140707704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-06DOI: 10.46827/ejes.v11i5.5312
Maricica Hotea, E. Turda
We live in an increasingly accelerated world. The society we belong to has come to value other aspects of an individual's development. The phenomenon of learning is at the center of the concerns of all teachers, especially because every teacher wants his students not only to say that they are learning but to be dedicated and involved wholeheartedly in this process. This can be a reality, especially when we talk about a strong motivation to learn. Motivation has a very important role in the learning process, we can even say that it is the key to success in education. Our trust in group members exerted a profound influence on our motivation: successful group functioning requires that we be motivated to interact and engage with those around us. Feedback is essential to improving performance and is increasingly well understood, but the fact that it is so absent in classrooms should remain an important research topic. This study aimed to develop an educational intervention program based on scaffolding to stimulate academic motivation among third-grade students. The results demonstrated the fact that social motivation, respectively the peer feedback significantly contribute to the stimulation of students' motivation in the learning process. Article visualizations:
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Pub Date : 2024-04-06DOI: 10.46827/ejes.v11i4.5311
Kun Liu, Imelda L. An
This research critically examines the prohibition on primary school kids during playtime and its potentially harmful impact on student development. The theoretical backdrop and literature analysis emphasised the importance of playtime activities in improving kids' physical and mental health, social skills, and cognitive development. According to the study, limiting playtime activities may overlook pupils' basic requirements, affecting their overall development. The paper examines the problem of prohibition through the lenses of pedagogy, psychology, physiological health, and human development and makes recommendations for increasing the diversity of activities and encouraging students to participate in decision-making to improve students' health and learning efficiency.
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