English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development.

Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.

Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students’ self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students’ self-reliance in SRL.

The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.

This research presents an analysis of the value given to the game as an educational resource on social networks. The purpose of this study is to analyze the discourse on Twitter of the different educational agents (teachers and other educational professionals) to know the value given to the use of this tool and how the social network is an educational form of communication and interaction. From a qualitative methodology, a descriptive-interpretative study of the information on didactic/play strategies present in social networks is approached. The analysis is performed by the Nvivo12 software through matrices and content analysis. The results show that the game is mentioned within the speech on Twitter where it is alluded to its importance, value, application, etc. From an educational perspective, working in the classroom with the use of social networks provides some significant advantages; these networks offer interactive and effective teaching and learning tools. In addition, the integration of tools and applications. It is concluded that Twitter is an educational and formative way and where the value attributed to the game as a didactic resource is significant.

Metacognition inventory supports increased awareness and self-control to improve student’s academic success, including physics. However, there are limitations to revealing the Physics Metacognition Inventory (PMI), especially in Indonesia. This study aims to explore and evaluate the psychometric properties of PMI. This survey research has involved 479 students from three high schools in Indonesia. The psychometric properties of the I-PMI were evaluated using a Confirmatory Factor Analysis and Rasch Model approach. The results show that the Indonesian Physics Metacognition Inventory (I-PMI) is collected in 6 constructs from 26 items. The validity, reliability, and compatibility tests have also been analyzed with good results. The five rating scales used have adequate functionality. This research has also presented more comprehensive information about the Physics Metacognition Inventory in the context of Indonesian culture. This study has implications for using I-PMI to assess students’ metacognition at the high school level in Indonesia and recommendations for future research.

Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.

This study aims to develop a mathematics learning application, namely Android-based mobile learning to increase students' High Order Thinking Skills (HOTs). The result of mathematics learning media is a valid and practical mobile learning application product. "Mastering Math" is the name of a mathematics e-learning application designed as a mobile or smartphone application, with specifications for the OS Android. The procedure for the development of virtual mathematical media used the development of the 4D model of Thiagarajan: (1) define; (2) design; (3) develop, and (4) disseminate. The trials conducted included five expert judgments and a small group. The research instruments used were a validation sheet, a practical assessment sheet by the teacher, a practical assessment sheet by students, and a media effectiveness test instrument. Data analysis was performed using Cochran's Q test for similarity of expert validation and qualitative analysis. The teaching materials used are junior high school teaching materials with validity and practicality in the good category to increase students' HOTs. This research implies that the learning of mathematics is more effective and efficient, students' divergent thinking develops, and their learning motivation for mathematics increases.

The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.

Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers’ work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers’ efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution. Our findings indicate that experience in online teaching methods can enhance self-efficacy, which contributes to higher job satisfaction.

The current study explored the potential effect of using the flipped class strategy in developing grammatical concepts among fifth-grade primary school students in Irbid, Jordan during the academic year 2019/2020. The study followed the quasi-experimental design, which was applied to a sample of 52 female students, who were divided into a control and an experimental group. The control was taught traditionally and the experimental group was taught grammar through using a flipped classroom strategy respectively. The study developed a list of suitable grammatical concepts for the study sample and a test to measure the Arabic grammatical concepts: declension, case marking, case ending, representation in a sentence, and extraction. After performing the appropriate statistical analysis, the results of the study showed the presence of significant differences between the experimental and the control groups in all grammatical concepts in favor of the experimental group. The researcher recommended applying the flipped class strategy in teaching the grammatical concepts for female fifth graders.

This study is an endeavour to explicate the dissonance of the linguistic quality outcome of study abroad (SA) experiences by exploring the second language (L2) motivation of six academic sojourners in Manchester. A person-in-context approach revealed that developing intimate relationships with ‘native-speakers’, providing L2-mediated interaction opportunities with international students, and social approval were key determinants of the extent to which SA students were invested in social practices. Such social engagements were found to stem from second language motivation that is part of identity construction process. In addition, the thematic analysis of the narrative inquiries suggests that the global status of the English language defies the traditional conceptualisations of L2 motivation as most participants’ motivations were formed despite their negative or neutral attitudes towards the English community. The findings also endorse the role of the other as a robust motivational source by which learners can replenish their motivation stream, leading to social identity investment to construct their ideological selves. The paper concludes with a recommendation to re-interpret the conceptualisation of the Ideal L2 Self system because ‘native-speakers’ are rarely the closest parallels to L2 learners, and it should incorporate explicit intrinsic orientations. Furthermore, language institutions in SA contexts should direct their focus on establishing conversation clubs and hosting social events for SA students to provide a safe space for their identities to be developed, enacted and reconstructed.

The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students’ affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the “good” category and “very good” category for female students.

In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.

For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners’ academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students’ use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (Mage=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students’ level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students’ age as the covariate to analyse our data. Results revealed a significant effect of gender on the students’ use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.

This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students’ skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.

Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.

Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was performed to provide an overview of existing evidence of both generic and subject-didactic characteristics with regard to student performance. More precisely, this paper aims to (a) identify both generic and subject-didactic characteristics affecting student performance in mathematics in secondary school, (b) cluster these characteristics into categories to show areas for quality teaching, and (c) analyse and assess the effects of these characteristics on student performance to rate the scientific evidence in the context of the articles considered. The results reveal that teaching characteristics, and not just the instruments for recording the quality of teaching as described in previous research, can be placed on a continuum ranging from generic to subject-didactic. Moreover, on account of the inconsistent definition of subject-didactic characteristics, the category of ‘subject-didactic specifics’ needs further development to establish it as a separate category in empirical research. Finally, this study represents a further step toward understanding the effects of teaching characteristics on student performance by providing an overview of teaching characteristics and their effects and evidence.

In this study we focus our research on the case analysis of an eleven-year-old boy and his close relationship with technology, specifically robotics. The methodology of the study is experimental in nature, with the aim of improving the subject's attention span through robotics, thereby favouring his educational process and, consequently, his overall development. To this end, the attitudes, and aptitudes that this technological tool has provided the subject with are evaluated over a period of four years. Three data collection instruments were selected: questionnaire, interview, and observation. Among the conclusions we highlight, on the one hand, that the older the age and the greater the interest in robotics, the greater the individual's attention span and greater psychomotor coordination, increasing the improvement in the educational process and in their daily life. On the other hand, robotics is an effective way of orienting knowledge towards the personal and educational sphere and can provide advantages in integral development.  

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.