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Quantifying Influence: Propensity Score Matching Unravels the True Effect Sizes of Learning Management Models on Students’ Analytical Thinking
analytical thinking learning management models meta-analysis propensity score matching research synthesis...
Analytical thinking is crucial for developing problem-solving, decision-making, and higher-order thinking skills. Many researchers have consistently developed learning management models to enhance students' analytical thinking, resulting in extensive knowledge but lacking clear systematic summaries. This study aims to: (a) explore the effect sizes and research characteristics influencing students' analytical thinking, and (b) compare the effect sizes of learning management models after adjusting for propensity score matching. In exploring 131 graduate research papers published between 2002 and 2021, the research utilized forms for recording research characteristics and questionnaires for assessing research quality for data collection. Effect sizes were calculated using Glass's method, while data analysis employed random effects, fixed effects, and regression meta-analysis methods. The findings indicate that (a) research on learning management models significantly impacts students' analytical thinking at a high level (d̅ = 1.428). Seven research characteristics, including year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, statistically influence students' analytical thinking, and (b) after propensity score matching, learning through techniques such as KWL, KWL-plus, Six Thinking Hats, 4MAT, and Mind Mapping had the highest influence on students' analytical thinking. Recommendations for developing students' analytical thinking involve creating a learning management process that fosters understanding, systematic practical training, expanding thinking through collaborative exchanges, and assessments using learning materials and tests to stimulate increased analytical thinking.
eTwinning in Science Learning: The Perspectives of Pre-service Primary School Teachers
collaborative research etwinning ite initiative teacher training...
eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative.
The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction
teacher collective innovativeness school climate job satisfaction teaching and learning international survey...
Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.
Integration of Chatbots in Additional Language Education: A Systematic Review
artificial intelligence chatbot computer-assisted learning language foreign language learning...
This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and self-confidence.
Combining Performance-Based and Self-Reported Measures of Executive Functions: Are Both Meaningful in Predicting Study Success in Higher Education Students?
executive functions higher education performance-based measurements self-reported measurements study success...
Research in higher education has revealed a significant connection between executive functions (EF) and study success. Previous investigations have typically assessed EF using either neuropsychological tasks, which provide direct and objective measures of core EF such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EF. This study aims to evaluate the predictive capabilities of performance-based and self-reported EF measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EF. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EF measures. Additionally, the model incorporating self-reported EF accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EF raising this proportion to 16%. Self-reported EF assessments modestly predict study success. However, monitoring levels of self-reported EF could offer valuable insights for students and educational institutions, given that EF play a crucial role in learning. Additionally, one in five students reports experiencing significant EF difficulties, highlighting the importance of addressing EF concerns for learning and study success.
Students’ Vocabulary and Reading Comprehension
communicative competence primary school reading literacy testing...
The development of communicative competence is a fundamental goal of Slovene language teaching in Slovene primary schools. As part of this goal, reading literacy is also being developed. In the project Reading Literacy and the Development of Slovene–ARLEM (Awareness, Reading, Language, Evaluation, Models), a reading comprehension test for fifth and eighth grade has been developed, consisting of four tests. This article focuses on two of them, the Vocabulary Test and the Reading Comprehension Test for fifth and eighth grade. A study conducted among more than one thousand students showed a correlation between students’ vocabulary comprehension and reading comprehension, and a relationship between these two variables and teachers’ assessment of students’ reading and students’ grades in the school subjects Slovene, math, and social studies / history. The results also show that, on average, boys score lower than girls, that on average, students whose first language is not Slovene score lower than students whose first language is Slovene, and that students who receive additional professional help with reading score lower than students who do not need additional help with reading. The results confirm the importance of developing vocabulary and reading skills randomly and in a planned way in all school subjects. Furthermore, the results show the importance of acquiring reading techniques over time and developing reading motivation. Furthermore, the results show the need for cross-curricular integration, individualization, and differentiation.
Promoting Gender Equality Through Cross-Disciplinary Collaborative Online International Learning Projects: The Students’ Perspective
collaborative online international learning cross-disciplinary research gender violence higher education teaching and learning innovation...
This article describes a methodology and a didactic innovation in higher education that employs Collaborative Online International Learning (COIL) across four universities in the fields of sociology, psychology, social education and economics in order to explore the phenomenon of economic violence. The COIL activities were developed by four teachers in the second semester of 2022. The students explored the social and cultural origins of economic violence and the daily exposure to economic inequality in the domestic sphere, while also studying the prevention and responses offered by anti-violence centers from both organizational and social perspectives. The most novel aspect of COIL projects is the research approach to the topic (gender violence) and the students' participation in extracurricular activities, namely presenting the results of their research developed during their academic subjects after the course, at international events. In this study, we describe the projects and the assessment of this part of the research, analyzing the perceptions of the Italian and Spanish students who participated in the dissemination activity. The students' perceptions were recorded through a semi-structured questionnaire utilizing Likert scales and open-ended questions, which included their self-assessments of their knowledge before and after participating in the project, the impact on their development of competences and skills, and their satisfaction with the whole experience. Students acquired a great deal of knowledge and understanding of the phenomenon being studied through COIL methodology and connected these extracurricular activities to a clear improvement in their transversal skills.
Risks Analysis and Internet Perception Among Spanish University Students
risks analysis technologies structural equation modeling qualitative content analysis university students...
Digital competence entails the healthy, safe, and responsible use of digital technologies to take engage in society, to learn, work and to interact with. However, the use of digital devices is not exempt of risks. The objectives of this study were to analyze the mediating effect of fear of missing out (FoMO) on phubbing and nomophobia, and to explore the perception of the use of Internet-connected devices among 522 Spanish university students, with an average age of 27.11 years. The 80.8% are women and 68.2% study degrees related with Educational Sciences. A mixed-methods approach was used, combining bivariate correlation with structural equation modelling (SEM), and qualitative content analysis. SEM analysis revealed that FoMO had a significant effect on nomophobia and phubbing. Qualitative content analysis underlined that the time spent, problematic use, and sense of dependence were the main concerns for participants. It is emphasized that the plethora of ICT opportunities exposes individuals to risk contexts, necessitating media education to mitigate psychological and social consequences stemming from Internet risks.
Curiosity and Digital Stories: Exploring Preschoolers’ Behaviors
child-computer interaction curiosity measurement digital stories preschool age...
Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.
Determining the Influence of Digital Literacy on Learning Personal Competence: The Moderating Role of Fear of Missing Out
learning personal competence fear of missing out (fomo) metacognitive awareness digital literacy meaningful learning...
One of the ways to enhance and improve the quality of learning delivery is through the use of technology, particularly the Internet, which facilitates faster and easier access to information. This research aims to explore the degree to which factors such as digital literacy, metacognitive awareness, meaningful learning, habits of using smartphones, and personal learning competence are related to one another. Both the relationship between metacognitive awareness and personal learning competence, as well as the relationship between smartphone habits and personal learning competence, are moderated by a moderating variable known as the fear of missing out. Fear of missing out is a moderating variable. Structural equation modeling, specifically partial least squares, was employed to analyze data from 597 engineering students. SmartPLS version 4 was the tool used for this analysis. The study found that the moderating variable, fear of missing out, significantly impacts metacognitive awareness, learning personal competence, and smartphone habits, making it a crucial factor to investigate. This result is significant because it is a variable that influences the learning that students go through for their education and because it is an extremely important thing to investigate.
Knowledge and Use of Social Networks in University Students from Mexico and Spain
comparative study higher education ict university students social networks...
It is unclear how social networks can be utilized in educational settings. An exploratory study was conducted to examine the differences between university students in Mexico and Spain in terms of their perceptions of knowledge and utilization of networks in the university environment. An overall sample of 378 students was collected from two public universities, one in Mexico and one in Spain. This study utilized descriptive statistics as part of a contingency analysis, X2 with correction was used for the analysis of differences, Mann-Whitney U for the analysis of independence, Mantel-Haenszel test for association degree, Cramer's V for strength of association, Spearman's correlation coefficient for correlations. According to the results, the use of social networks is clearly related to country of origin, but not to gender. It seems that Instagram is a platform widely used by both Mexican and Spanish students, but it is not used in educational environments. Therefore, the use of social networks in higher education contexts differs by country, as does the knowledge of social bookmarking and the distribution of content to share information and resources.