' learning approaches' Search Results
Measuring Students' Curiosity Character Using Confirmatory Factor Analysis
students curiosity confirmatory factor analysis...
This study aims to test proving the scale of measuring the character of students' curiosity using confirmatory factor analysis. This study uses a quantitative approach. The sample used was 325 randomly selected participants. The variable examined in this study is the character of curiosity. The curiosity variable is focused on elementary school students. In this study, this variable was measured by four indicators and 16 measuring items. The four indicators include: paying attention, taking notes, asking questions, and comparing. Data collection was carried out by distributing curiosity questionnaires to participants. The data analysis technique used was confirmatory factor analysis. The reliability analysis used was the composite score reliability analysis. The results of the study concluded that the constituent indicators of the latent variables of students' curiosity show that all loading factor values have a significant effect on the latent variables in the first order confirmatory factor analysis (CFA). Meanwhile, in the second order CFA, the variable of curiosity, the biggest contribution was the indicators compare. This student curiosity assessment model has fulfilled the goodness of fit aspect of the model and has been reliable based on construct reliability. This study recommends a scale measuring elementary school students' curiosity.
Implementation of Four-Tier Multiple-Choice Instruments Based on the Partial Credit Model in Evaluating Students’ Learning Progress
learning progress four-tier change of state of matter partial-credit model...
One of the issues that hinder the students’ learning progress is the inability to construct an epistemological explanation of a scientific phenomenon. Four-tier multiple-choice (hereinafter, 4TMC) instrument and Partial-Credit Model were employed to elaborate on the diagnosis process of the aforementioned problem. This study was to develop and implement the four-tier multiple-choice instrument with Partial-Credit Model to evaluate students’ learning progress in explaining the conceptual change of state of matter. This research applied a development research referring to the test development model by Wilson. The data were obtained through development and validation techniques on 20 4TMC items tested to 427 students. On each item, the study applied diagnostic-summative assessment and certainty response index. The students’ conceptual understanding level was categorized based on the combination of their answer choices; the measurement generated Partial-Credit Model for 1 parameter logistic (IPL) data. Analysis of differences was based on the student level class using Analysis of Variants (One-way ANOVA). This study resulted in 20 valid and reliable 4TMC instruments. The result revealed that the integration of 4TMC test and Partial-Credit Model was effective to be treated as the instrument to measure students’ learning progress. One-way ANOVA test indicated the differences among the students’ competence based on the academic level. On top of that, it was discovered that low-ability students showed slow progress due to the lack of knowledge as well as a misconception in explaining the Concept of Change of State of Matter. All in all, the research regarded that the diagnostic information was necessary for teachers in prospective development of learning strategies and evaluation of science learning.
Project-Based Assessment in Teaching Intercultural Communication Competence for Foreign Language Students in Higher Education: A Case Study
intercultural communication competence project-based assessment culture communication teaching innovation...
As a part of learning process, project-based assessment (PBA) is determined to be a potential approach in higher education evaluation that focuses on developing the important objectives related to critical thinking, team working and problems solving skills. The aim of the paper is to find out students’ reflection and teachers’ beliefs towards using this project-based assessment method in teaching Intercultural Communication Competence (ICC). To collect the data, a project-based assessment design was applied for 124 English major students at B University in the 9 weeks ICC course. This project was implemented from the beginning of the course, and at the end of the course, learners’ products were performed with specific activities regarding culture knowledge competition, online cultural community activities, talent performance, situational judgment ability, and eloquence skills. In addition, a set of questionnaires were delivered to the participants, plus the interviews with 36 teachers who have taught culture-related subjects from the universities in Vietnam, Thailand and Malaysia. The findings revealed that although there were certain challenges, using project-based assessment in teaching culture had satisfactory effects on students’ intercultural competence, problem- solving skills, critical thinking, and learning motivation.
Social Inclusion of German Students who Complete an Academic Stay Abroad
academic stay abroad international student mobility social inequality social inclusion bourdieu...
More and more student trajectories involve an academic stay abroad. To achieve the intercultural, personal or linguistic objectives associated with such placements, social inclusion with peers and faculty in the place of study is needed. This paper applies Bourdieu’s theory of capital as a conceptual framework to examine the experiences of students who have competed a placement abroad, in particular students from educationally disadvantaged families, students with disabilities, and migrant students. Longitudinal data were taken from the German National Education Panel Study (NEPS) with N=8.469 students. The findings show the interrelatedness of social inclusion and a placement abroad: students who experience high social inclusion with peers and faculty at the beginning of their studies are more likely to study abroad. Social capital with faculty increases after such a placement, in particular for at-risk student groups, while no difference in the increase in social inclusion is observed between student groups. The findings imply a need for early interventions as some of the effects already take place in the first semester.
Applying Transcript Based Lesson Analysis in Enhancing Communication Pattern between Teacher and Students in Chemistry Classroom
communication pattern transcript-based lesson analysis chemistry learning teacher-student interaction...
Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method developed at Nagoya University, Japan. This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome data are not sufficient to provide an overview of the actual classroom conditions. This study aims to analyse the communication patterns in learning Chemistry using the TBLA method. This research is a descriptive qualitative study that analysed the lesson of Chemical Bonds and Carbon Atoms Characteristics, which were conducted in two Senior High Schools in South Kalimantan, Indonesia. The data were collected using observation and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words spoken by teachers and students and the frequency of keywords in learning chemistry. The data were transformed into graphs. The results showed that analysis using TBLA provided integrated information about communication patterns and classroom quality. In these two classes, communication pattern occurs in Chemistry learning was teacher-student interaction only. The multi-ways transactions pattern has not occurred. The low quality of teacher questions and the incomplete deep learning phase in learning chemistry caused the expected multi-directional transaction communication has not been conducted. The result implies that TBLA is an effective tool to reflect on teacher practices and improve their teaching process for better instructional practices.
Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment
guidance inquiry learning prompts simulation...
We investigated the effects of just-in-time guidance at various stages of inquiry learning by novice learners. Thirteen participants, randomly assigned to an intervention (n = 8) or control (n = 5) group, were observed as they learned about DC electric circuits using a web-based simulation. Just-in-time instructional prompts to observe, predict, explain, systematically test, collect evidence, and generate rules were strongly associated with diagnosing and correcting misconceptions, and constructing correct scientific concepts. Students’ repeated use of predictions, systematic testing, and evidence-coordinated reasoning often led to formulating new principles, generalizing from observed patterns, verifying comprehension, and experiencing “Aha!” moments. Just-in-time prompts helped learners manage embedded cognitive challenges in inquiry tasks, achieve a comprehensive understanding of the model represented in the simulation, and show significantly higher knowledge gain. Just-in-time prompts also promoted rejection of incorrect models of inquiry and construction of robust scientific mental models. The results suggest ways of customizing guidance to promote scientific learning within simulation environments.
University Students’ Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology
pre-service teacher education students’ perceptions mobile learning socrative active methodologies...
The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.
The Implementation of Research-Based Learning Model in the Basic Science Concepts Course in Improving Analytical Thinking Skills
analytical thinking skills concept of energy mixed-method natural sciences research-based learning...
This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.
The Place and Effects of Technology in the Visual Arts Course
education material qualitative research secondary school instruction methods...
Individuals’ levels of access to contemporary education affect the development level of the societies they live in. Changes and developments in the field of education are important in this sense. Technological advancements experienced in the general field of education have also affected visual arts education, and different points of view have emerged in this field. In this study, it is aimed to determine the interaction of art education in parallel to the dynamism of the age with technology according to the opinions of visual arts course teachers. For this purpose, the study uses the qualitative research method of case study. The participants of the study consist of a total of 8 visual arts teachers including 5 female and 3 teachers actively working at secondary schools in the academic year of 2019-2020. Observation and semi-structured interview forms are used in the data collection process. By analyzing the obtained findings with the thematic analysis method, the findings are collected under the themes of reflections and usage methods. In line with the results of the study obtained from the data, positive and negative results of using technology as a material in art education are reached. As in all areas of education, the use of technology in the visual arts course is important for its positive effects such as providing ease of learning for the student. While the study has been completed before the COVID-19 pandemic period, the compulsory nature of technology use today has increased the significance of the study.
Eighth Grade Students’ Misconceptions and Errors in Mathematics Learning in Nepal
mathematical conceptions misconceptions in mathematics students’ errors in mathematics nepal...
This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.
Student’s Critical Thinking Skills Through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter
critical thinking skills e-learning environmental change discovery learning...
This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student’s critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.
E-Learning Evaluation Using General Extended Technology Acceptance Model Approach at Schools in COVID-19 Pandemic
e-learning perceived usefulness covid-19 high school teachers...
The purpose of this research is to provide empirical evidence of the influence of perceived usefulness, convenience, experience, gender, and age on the intention to use e-learning after the government's school closure policy due to the Coronavirus disease (COVID-19) pandemic. Our sample is junior high school teachers in Indonesia and the data are analyzed using the Structural Equation Model (SEM). We show that perceived usefulness has a positive influence on e-learning intentions. The perceived convenience is not the reason for the teachers to use e-learning because they have no other alternative in carrying out their duties apart from e-learning. Besides, we have also found that gender and experience influence e-learning intentions. The teachers with different genders and experiences continue to implement e-learning as their way of teaching during the pandemic. The younger teachers have a higher intention of using e-learning. They have adequate digital abilities and are more confident in using e-learning, so they have a great intention in implementing e-learning for the delivery of the materials. Experienced teachers will find it easier to find the use and convenience of e-learning. Apart from experience, male teachers also report that it is easier to grasp the ease of e-learning. However, older teachers show more concern about their perception of system usability as a reason for using e-learning than system convenience.
Probabilistic Thinking Profile of Mathematics Teacher Candidates in Problem Solving based on Self-Regulated Learning
probabilistic thinking problem-solving self-regulated learning...
Many problems in real life are full of uncertainty. Probabilistic thinking is one way to solve this uncertainty problem. The personality abilities that are interesting to examine include how independent the students are in facing probabilistic solutions. For this reason, it is necessary to study the probabilistic thinking profile of prospective mathematics teachers in solving probabilistic problems in terms of learning the self-regulation. The research method used in this research is qualitative research. In this study, the researcher conducted an analysis of students' probabilistic thinking with the scope of the probability material related to the sample space, the probability of events, and the probability of the random variable space. The profile of the level of probabilistic thinking is influenced by cognitive factors in the form of probabilistic knowledge obtained by students and personality in the form of self-regulated learning. Student learning self-regulated influences the mental activity in decision making. By studying the profile of probabilistic thinking, students are better prepare to face uncertainty with various aspects that influence it.
The Perceptions of Culturally Diverse Graduate Students on Multicultural Education: Implication for Inclusion and Diversity Awareness in Higher Education
critical pedagogy democratic society diversity multicultural education...
Multicultural education improves educators’ understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.
Influencing Variables and Implications in the Teacher-Student Relationships
learning motivation learning transfer perceived teacher innovation self-efficacy self-regulated learning...
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 Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School
creative thinking empowering srbp model...
Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.
Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic
higher education technology teaching competences virtual education andragogy...
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.
Using Reciprocal Teaching for Improving Students’ Skills in Mathematical Word Problem Solving - A Project of Participatory Action Research
reciprocal teaching mathematical word problems participatory action research...
This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks. All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.
The Effect of Smartphones Usability on High School Students' Science Literacy Ability in Physics Learning
high school students physics learning science literacy ability smartphones usability...
Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone’s usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.
Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools
social constructivist social science history teachers learning environment constructivist approaches...
This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.