The purpose of this research is to experimentally evaluate how the “flipped classroom” model used to deliver Business English, which is commonly an integral part to the ESP course at tertiary schools of Economics in Ukraine, to the students majoring in Economics fosters students’ critical thinking skills and improved their academic performances and what students’ perceptions of this model are. The learning environment used a multimedia-based textbook entitled “Business skills through English”. This was experimental research which used a mixed-methods approach. Students’ critical thinking skills and academic performance (learning outcomes) were the variables for this study. Placement tests, needs analysis questionnaires, Course Satisfaction Questionnaire, a test to assess the students’ critical thinking skills were used to collect the statistical data. Cronbach Alpha coefficient was applied to interpret the test on critical thinking data and SPSS AMOS statistical package programme was used to analyse the consolidated data. The study found that the “flipped classroom” model used to deliver ESP and Business English to the students majoring in Economics has the potential to provide a better learning experience for the students and teaching experience for the teachers. This model fosters students’ critical thinking skills by involving them in problem-solving-based learning and improves their academic performances by increasing their responsibility for learning results and stimulating them to use different learning styles. Overall, the above model substitutes a teacher-centered with a student-centered approach that engages learners in the true-to-life business world and language environment. In this way, learning Business English and ESP at higher educational institutions in Ukraine is a move from just training memory (memorizing professionalism-related English vocabulary and doing grammar drills) to applying language as a learning medium in the specifically designed vocational contexts.

This study aims to determine the effect of the application of the Search, Solve, Create, and Share (SSCS) learning model to the mathematical reflective thinking skills and the students' mathematical problem-solving abilities. This research is a type of Quasi-Experimental Design research with a 2x2 factorial research design. Data collection techniques in this study in the form of documentation and tests at Private school in Bandar Lampung with 28 students of experiment classes and 28 students of control classes. Data analysis techniques used are the normality test and homogeneity test. Testing the hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the results of the study, The calculation of the MANOVA test, it was concluded that there was an influence on the application of the SSCS learning model to students' mathematical reflective thinking skills. The application of the SSCS learning model to the mathematical reflective thinking ability has an influence percentage of 91.9%. The application of the SSCS learning model to mathematical reflective thinking skills and mathematical problem solving abilities has a relatively high level of effectiveness.

Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students’ skills are less satisfying. Thus, this study aims to improve students’ problem-solving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasi-experimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre- and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students’ problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students’ problem-solving and mathematical communication skills.

Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers’ self-efficacy and critical thinking. A quasi-experimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students’ self-efficacy and critical thinking skills in higher education.

After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers’ skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers’ efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents’ attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers’ inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers’ role in the inclusive agenda.

The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 61.34 percent of total variance. Item total-correlations ranged from .488 to .778, and factor loadings from .590 to .790. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research.

Online counseling is a mental health intervention between the counselee and the counselor using digital technologies computers or smartphones. A growing number of counselors have been providing counseling via the Internet. However, there are mixed findings regarding the effectiveness of online counseling when compared traditional face-to-face counseling and other modalities. Thus, the main purpose of the study was to investigate the effectiveness of online individual counseling compared to face-to-face counseling, and a control group regarding subjective well-being. To that end, a total of 60 college students were assigned to one of the three groups (21 online, 24 face-to-face, and 15 control). The instruments of the study were the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Brief Symptom Inventory. In order to examine the effectiveness of online counseling comparing to face-to-face counseling and control group, Mixed design (split-plot) ANOVA was employed. The findings of mixed ANOVA revealed that there was no significant interaction effect for the subjective well-being of the participants in different groups indicating that the three groups did not differ regarding subjective well-being scores measured over three times (pre-test, post-test, and follow-up). Nevertheless, the main effect for the group was significant indicating that the scores of the participants in the face-to-face counseling group regarding positive and negative affect changed significantly. Findings and implications were discussed regarding the relevant literature and some suggestions were offered.

This research aims to test (1) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on written mathematical communication skills, (2) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills, (3) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on the written mathematical communication skills from each cognitive style, and (4) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills from each learning model. This quantitative research employed a quasi-experimental method. The research sample consisted of 240 fifth-grade elementary school students in Jebres District, Surakarta, Indonesia. Data collection techniques included tests of written mathematical communication skills and cognitive styles. The data were analyzed using prerequisite (normality, homogeneity, and balance), hypothesis, and multiple-comparison tests. The findings prove that (1) PP model with Indonesian realistic mathematical education approach is more effective than the PP and direct instruction models, (2) field-independent cognitive style is better than field dependent, (3) PP with Indonesian realistic mathematical education is as effective as the PP model, but more effective than the direct instruction model, and the PP model is more effective than the direct instruction model in each cognitive style, and (4) in the PP learning model with Indonesian realistic mathematical education approach, field-independent cognitive style is same skill as with field-dependent, but field-independent is better than field-dependent cognitive style in the PP and direct instruction learning models.

There is a national trend on the declining percentage of school performance in the Certified Public Accountant (CPA) Licensure Examination in the Philippines. This report aims to present the result of this licensure exam in regional level between private and public schools. Quantitative descriptive type of research was utilized in the study using documentary analysis from the result of the Licensure Examination including almost 415 accountancy schools in the country with first takers. Results showed that large number of examinees did not contribute much to increase the record of passing percentage of a certain region but instead it pulls down the passing rate. Public schools in eight (8) regions of the country have significantly higher passing rate than private HEIs. Private HEIs had been consistent in terms of having higher percentage of institutions with zero percent performance rating among first takers. However, private universities produced more top performing examinees than other private colleges and public schools in the country. Findings of the study may provide insights to educational leaders in ensuring the quality on the delivery of instruction through maintaining qualified teachers with relevant knowledge and competencies necessary to prepare the accountancy graduates for licensure examination.

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.

This research aims to analyze the effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on the graduates quality of vocational higher education. Data were collected from 217 cadets at Surabaya Shipping Polytechnic who already took an internship as respondents using stratified cluster random technique. This is a correlational and quantitative study using a questionnaire developed from several existing scales and analyzed using Structural Equation Models (SEM) to determine the path of effects and to create the best structural model of intelligence-based graduates quality (IESA-Q). The results indicate that there are direct and indirect effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on graduates quality, meaning that each quotient has a positive effect on graduate’s quality. The process to create the professional and ethical quality of Surabaya Shipping Polytechnic graduate is dominated by Emotional Quotient (25,2%) and Spiritual Quotient (21,4%), while Intelligence Quotient (IQ) becomes the support as it effects the development process of all quotients, Emotional Quotient (EQ), Spiritual Quotient (SQ), and also Adversity Quotient (AQ). Therefore, based on the findings of this study, the student acceptance requirements are emphasized on IQ and EQ as a basis to develop other quotients in order to generate graduates with good quality. Learning is designed on IQ, EQ, SQ, AQ to control and to evaluate process and product outcomes.

This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students’ EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to Non-Adiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students’ EL. There was also a tendency that the higher the student's grade, the better their EL level.

This study determined the challenging learning experiences of engineering students while completing their degree program as factor that might influence to their changing attitude towards achieving higher academic performance. Mixed method of research was utilised in the study considering the total population of 75 graduating students for quantitative and 12 students for qualitative part of the study using focus group discussion. Results showed that engineering students have significantly higher level of positive attitude towards academic performance during their junior level but significantly lower after taking professional courses. Attaining high academic performance still really matters for the engineering students during their junior level but continuously changing their perspective due to encountered challenging experiences while taking the professional courses. Performance in General Engineering courses describes the attitude of the students towards academic performance in personal aspect while professional courses define their attitude in professional aspect. The finding of the qualitative research revealed that there are three themes emerged in the challenging experiences of the engineering students and these are: Abandoned Social Freedom, Survival of the Fittest and Future Oriented Mindset which contributed to the changing perspectives of the engineering students.

The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students’ critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students’ critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.

This study aims to investigate students’ attitudes towards e- book use, and its relationship to self-efficacy and academic motivation in Omani higher education institutions. The sample of the study, which was chosen based on the stratification random method, consisted of 200 students from both genders and different colleges and academic years. To achieve the aims of the study, a descriptive correlational approach was adopted using attitudes, academic motivation and self-efficacy scales developed by the researchers, and administered to the study sample after assessing their psychometric properties. Findings show generally a positive significant correlation between students’ attitudes towards e-book use, self-efficacy, and academic motivation.

The purpose of the study was to examine the mediating role of self-orientations in the relationship between resilience and world assumptions of psychological counsellors. A total of 321 psychological counsellors, were recruited and 211 of them were women and 110 of them were men.  The ages of the participants ranged from 23 to 52. The Brief Resilience Scale, World Assumptions Scale, and Balanced Integration-Differentiation (BID) Scale were used as data collection tools. In the analysis of the data, descriptive statistics, Pearson Correlation Coefficient, as well as the Bootstrap method was used to analyze the mediation effects. The findings showed that the assumptions of benevolence, randomness, self-worth, and justice and self-orientation were positively related to psychological resilience. Results of the mediation analysis revealed that self-developmental and interrelational orientations had mediation effects on relationships between world assumptions and resilience as in the proposed model. Findings for the model tested in the study were discussed with the literature and the implications were given to field experts, researchers, and psychological counsellors.

The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance.

Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students’ motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students’ beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis– technology for computing and graphing, technology for speed and accuracy, technology for a short-cut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.

New Inquiry-Based Learning (NIBL) was developed to improve students’ multiple higher-order thinking skills (MHOTS), such as thinking critically, analytically, creatively, and practically (CACP). This study aimed to examine the increase of students’ MHOTS ability, their perceptions of the NIBL model, and the contribution of the NIBL model to the learning outcomes.  A quasi-experiment of the nonequivalent control group design was implemented in this study. Research subjects were university students majoring in chemistry education and enrolling in the Organic Chemistry course. The experiment and the control groups consisted of 34 and 32 students, respectively. The collected data were analyzed by using t-test and ANCOVA procedures. N-Gain scores were calculated to measure the differences in the increase in learning outcomes. Eta square values measured the contribution of NIBL. The results of this study revealed that there were differences in the learning outcomes of the experiment and control group. The CACP thinking skills and the mastery of organic chemistry concepts of the experiment group increased significantly. The N-Gain scores of practical thinking skills aspect were on medium category, and for critical, analytical, and creative thinking, as well as for mastery of organic chemistry concepts were on high categories. For the control group, the N-Gain scores of all categories were on low or medium categories. The NIBL model effectively improved the prospective chemistry teachers’ M-HOTS in terms of CACP thinking skills and contributed significantly to the increase in the students’ mastery of organic chemistry concepts.

Current research on self-efficacy beliefs of interdisciplinary science teaching indicates shortcomings in facing recent teaching challenges in secondary education and corresponding valid instruments. Thus, we designed the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) instrument based on a pedagogical content knowledge model for science teaching. We ensured the factorial validity of ten factors. To bring construct validity down to a round figure, we examined convergent and divergent validity in this paper. For answering the overall research question regarding arguments for the convergent and divergent validity of the interpretation of the SElf-ST instrument’s test values (and related hypotheses), we analyzed data of pre-service, trainee, and in-service biology, chemistry, and physics teachers (n = 590) in a cross-sectional study. While the strong latent correlations of the ten SElf-ST factors with self-efficacy beliefs of interdisciplinary science teaching in primary education (r = 0.40 – 0.63, p < 0.01) indicate convergent validity, the rather weak correlations with self-efficacy beliefs of general teaching (r = 0.17 – 0.54, p < 0.01), self-rated content knowledge in science (r = 0.13 – 0.40, p < 0.01), and perceived stress (r = -0.13 – -0.19, p < 0.01) support different divergent validity intensities. Thus, assumed relations within the nomological net surrounding the self-efficacy beliefs of interdisciplinary science teaching construct were confirmed for secondary education. In sum, we shed light on a rarely explored aspect of construct validity in science education research regarding self-efficacy beliefs. Doing so, we gained strong arguments that the SElf-ST instrument’s test values can serve as indicators of self-efficacy beliefs of interdisciplinary science teaching in secondary education.