The purpose of the study was to examine correlations between perceived teacher innovation (PTI) and self-regulated learning (SRL), where learning motivation, self-efficacy, and learning transfer help illustrate the interplay between and among influencing variables in the teacher-student relationship. This study gathered 213 valid questionnaires out of 355 participants in the Design Thinking for Data Scientists, which is one of the courses taught from a university in Taiwan. This study has analyzed the possible linkage in the Structural Equation Modeling (SEM) through the path coefficient. The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer not only served as the mediator effects in the PTI and SRL but also played small moderating effects. It appears that when learning motivation, self-efficacy, and learning transfer decrease, the interplay between PTI and SRL becomes stronger. It is necessary to increase the level of intrinsic motivation by the perception of greater innovation in teaching materials. By so doing, students would be more receptive and affective of course contents in the classroom and regulate themselves to achieve educational goals. The implications of teachers' perceptions of pedagogical innovation for learning motivation and learning experience are likewise discussed.

The changes brought about in higher education by the Coronavirus disease (COVID-19) pandemic require effective action. Teachers must be trained to work on university platforms. The study allows us to analyse the current educational problems, which are found in many countries, not only in Ecuador. The research aimed to determine the virtual andragogical competencies of Ecuadorian university education during the COVID-19 pandemic. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active higher education teachers in Ecuador. A questionnaire of 106 questions divided into four variables was applied. A multiple analysis of variance (MANOVA) was performed. The analyses demonstrated the need to apply four integral competencies. First the teacher must "Know how to be", through continuous ICT training. After the teacher has been trained, he/she must "Know". This process involves mastering educational technology. After updating knowledge, they must "Know how to live together". Develop critical and constructive communication. Then "Know how to do" by applying an effective guiding methodology. Teacher training under the competency-based approach is seen as a viable alternative.

While previous studies on assessments focused on measurement of principles and constructs, existing attention is given to content validation involving vocational education and skills. The emphasis on content validation has prompted a holistic perspective of teaching and learning to demand alternative research approaches. Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions. Content validity analysis was studied in two major phases, namely, through an assessment of an electrical technology course at a Malaysian higher education institution and expert panels’ examination of items. It was found that to increase confidence in providing reliable instruments for future empirical studies, a careful process in item development and content validity analysis was considered important. Therefore, applying these findings on item analysis and expert panels to reflect content validity can enhance the validity of assessment items.

Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.

The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.

Evolution is one of the most difficult and controversial topics. Scientific knowledge of evolution should belong to general knowledge of people, it should be the part of their natural science knowledge or biological education because it is the basis for accepting or refusing of other important topics such as genetical modification, global climatic change and others. Our aim was to analyse the inclusion of evolution in the teaching process in Slovakia in the subjects of history and biology and the associated potential threats to the formation of misconceptions. We measured the level of knowledge and understanding of evolution and evolutionary processes among high school graduates (N = 200). In doing so, we hypothesized that graduating high school students who have received evolutionary education achieve higher levels of both knowledge and understanding of evolutionary processes compared to those who have not received such education. We hypothesized that interest in science and acceptance of evolution would also positively influence levels of knowledge about evolutionary phenomena and understanding of evolutionary processes. Having used research, we claimed the impact of interest in natural science. We suggest to include the evolution as a main topic of biology into education through exploration- oriented teaching.

Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student’s maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching.

The main objective of this research was to study the effects of instructional management models and nominal variables on the development of students’ creative thinking. The researchers used the research synthesis of 400 studies on the development of students' creative thinking by a meta-analysis of research according to Cohen. The meta-analysis results revealed that the average effect size of the instructional management model (d = 3.43; [3.10, 3.17]) was positive and had a very high effect size with statistical significance. The most significant influence on the creative thinking development model was creative development theory (d = 4.217; [3.32, 5.11]). In addition, effect sizes varied with the attribute variables of the research, particularly the attribute variable of the research on instruction with the highest effect consisted of research with the focus on language, at the primary level, applied Torrance's creativity theory, designed between one to six lesson plans. Moreover, there was less than one hour per plan, the instructional period including the experiment conducted more than 31 hours and there were four weeks of instruction. In addition, there were six steps for instruction, there had quiz as an assessment tool, number of exams varied between 30 and 39 questions, and knowledge sheets were used as instructional materials. In the context of the meta-analysis, the findings indicated that the teachers should apply creative development theory in developing the students’ creative thinking for more effective instructional management.

The present research aimed to test an Amharic version of the multi-dimensional Work Task Motivation Scale for Teachers (WTMST), which measures the five pillars of university instructors’ motivation toward teaching and student evaluation tasks based on self-determination theory (SDT). Therefore, the WTMST offers the first instrument to measure all five motivational elements, and today it is one of the most applicable instruments to assess teachers’ motivation. An Amharic version of the WTMST for teaching and student evaluation tasks was adopted and assessed in large-scale data (N=1,117). Our findings demonstrate excellent reliability and construct validity (convergent, discriminant, divergent and factorial). Besides, the results of the model comparisons provided that out of the four theoretically competing models (single-order factor, correlated factor, higher-order factor and bi-factor models), the bi-factor model was the most-fitted one used for measurement invariance across various groups. Results also suggest that the factor structure of the WTMST for both teaching and student evaluation tasks demonstrate consistency across gender (men, women), university types (research, applied, and general university), age and experience in teaching. Therefore, the WTMST for teaching and student evaluation tasks may be valid in Ethiopian higher education settings.

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

This study aims to identify students' styles of career choices. The second aim is to investigate what factors influence career choice style. The third aim is to determine whether all students of education programs want to become teachers one day. This research model is a relational model that uses multinomial logistic regression. The research population was Universitas Negeri Semarang (UNNES) students of education programs from five faculties in 2018. The number of people in the population was 4,531, and the participants were 220 students. The data analysis consisted of the multinomial logistic regression method. The results showed that the model met the requirements for use. Factors affecting career decisions are gathering information, locus of control, decision-making speed, and aspiration of an ideal career. Career choice has five styles: rational, intuitive, spontaneous, dependent, and avoidant. Accordingly, the spontaneous style is most commonly used by students. The other result shows that the factor that most influences students in choosing a style is pursuing an ideal career.

Under the influence of neo-liberalism and marketization, education is increasingly becoming more content-focused than character one. Ignoring the fact that money, science, and technology may take a person to the moon, these are ethical and moral values that take him/her to the even loftier heights of humanity. Recent COVID-19-driven focus on information and communication technology (ICT) and digital learning have further added to these woes by focusing more on human-machine interaction than human-human ones. Traditional models for inculcating these values through education which heavily rely on the physical presence of teachers do not seem to work in these circumstances. This demands a model for inculcating these values in learning management systems/ e-learning platforms. This study contributes in this regard by first identifying key players and factors, and then proposing a model for it. Using the Delphi model, it gathers opinions from 59 experts in two rounds. Academic institutions, society and online community members, teachers, and e-contents were identified as key factors and players. It suggests a holistic approach-based model through which all of them play their role and collaborate through an e-learning platform. That platform can be used to disseminate information, create awareness, monitor, and report the e-learners. It uses pull and push strategies to help the e-learners to develop those values.

The primary objective of this study is to require the experts’ unanimous agreement on the e-learning antecedents and usage behavior towards e-learning performance. This study used the Fuzzy Delphi Method (FDM) to gather answers and feedback using a 7-point Likert scale. The survey (items) was reviewed and approved by eight panel members or experts. It was analyzed using Fuzzy Delphi Logic (FUDELO 1.0) software. The data were evaluated using triangular fuzzy numbering and the position (ranking) of each variable was established through defuzzification. The findings revealed that all of the items received high levels of expert agreement, significantly greater α-cut defuzzification values >.5, the overall value of the threshold (d) is less than .2 and had to comply with the overall percentage of percent consensus, which must be greater than 75%. All 45 recommended items were retained adequately and acceptable for a large-scale survey in this study. Finally, each item was prioritized (ranked) based on the defuzzification value, and then some additional items were added, as recommended by experts.

The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.

The various intuitive reasoning types in many cases comprise the core of students’ misconceptions about concepts, procedures and phenomena that pertain to natural sciences. Some researchers support the existence of a relatively closer connection between the right hemisphere and intuitive thought, mainly due to a notably closer relation of individual intuitive cognitive processes with specific right hemisphere regions. It has been suggested that individuals show a different preference in making use of each hemisphere’s cognitive capacity, a tendency which has been termed Hemisphericity or Hemisphere Preference. The purpose of the present study was to examine the association between hemispheric preference and students’ misconceptions. A correlational explanatory research approach was implemented involving 100 seventh grade students from a public secondary school. Participants completed a hemispheric preference test and a misconceptions documentation tool. The results revealed that there wasn’t any differentiation in the mean score of misconceptions among the students with right hemispheric dominance and those with left hemispheric dominance. These findings imply a number of things: (a) the potential types of intuitive processes, that might be activated by the students, in interpreting the biology procedures and phenomena and their total resultant effect on students’ answers, probably do not have any deep connection with the right hemisphere; (b) it is also possible that students might use reflective and analytic thought more frequently than we would have expected.

The study aims to point out direct and indirect correlations between others' roles on career self-efficacy, and career self-management. This research uses a multifactor correlational model, samples were 342 students. The research instruments are Career Self-Management Self-Efficacy Scale (CEDLE-Scale), Career Decision Self-Efficacy (CDSE Short-Form), and Role Model Influence Career Decisions Scale (RIMICDS). Data were analyzed using path analysis with AMOS 23. The findings show that 1) the variable of others' role directly influences career self-efficacy; 2) career self-management directly influences the career self-efficacy on career self-efficacy; 3) others' influence on career decision directly influences the career self-management, and 4) others' role on the career decision indirectly influences self-efficacy moderated by career self-management. Support, guidance, and inspiration from others will ease someone in deciding on a career. Guidance for managing a career will improve career self-efficacy. It will then positively contribute to the self-confidence to pursue the career.

This study aimed to find the Classical Test Theory (CTT) and Modern Test Theory (MTT) item parameters of the Differential Aptitude Test (DAT) and examined their comparability of them. The item parameters being studied are difficulty level and discrimination index. 5.024 data of the result sub-test DAT were documented by the Department of Psychology and Guidance and Counselling bureau. The parameter of classical and modern test items was estimated and correlated by examining the comparability between parameters. The results show that there is a significant correlation between item parameter estimates. The Rasch and IRT 1-PL models have the highest correlation toward CTT regarding the item difficulty level. In contrast, model 2-PL has the highest correlation toward CTT in the item discrimination index. Overall, the study concluded that CTT and MTT were comparable in estimating item parameters of DAT and thus could be used independently or complementary in developing DAT.

Advertising or promotion management analyses, plans, and monitors programs to create target market exchanges and achieve institutional goals. Early childhood education (ECE) is an educational institution needing advertising management. This study examines the implementation of ECE advertising management in terms of challenges, opportunities, and developments. This study showed two major areas: 1) practitioners were more innovative and creative in using technology to develop advertising management, and 2) the educational institution got better recognition from society, especially parents. This study uses the literature study method, assisted by the publish perish application, to find reference sources related to educational advertising management for ECE. The study showed that the ability of schools and teachers to provide services based on consumers’ demands influenced the implementation of organisational advertising management challenges. Meanwhile, advertising management developments were sometimes affected by the actions of the advertising media. Social media informed consumers about the institution without spending more money and effort.

The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progressed over time. The experiment was carried out by teachers who had received assistance in preparing the lesson and practicing the lesson plan. The six-meeting experiment was conducted in 11 small classes, with a total sample of 132 students. The student improvement after the first four meetings (cycle 1) was compared using inferential statistical analyses with that after eight meetings (cycle 2). The results show that the student’s achievement significantly improved in the first cycle and continued to improve, although at a lower rate, in the second cycle. This result suggests that CTL can be used to transition from a traditional teaching method to a more established method in EFL teaching. Therefore, teachers need help planning their teaching and practicing how to implement the teaching plan accurately.

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.