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The influence of learning technology on the formation of research skills in primary school students: Action research
Get PDFThis study aims to determine the effectiveness of the author's teaching technology in developing schoolchildren's research skills, the challenges an elementary school faces, and how the entire process of developing research skills works. Quantitative and qualitative research techniques were used. Participants were from No.15, No.1, No.46, and No.16 schools in Ust-Kamenogorsk (East Kazakhstan). A random selection was made of an EG comprising 176 students and a CG comprising 173 students. To test the hypothesis that the author's teaching technology in studying natural science fosters the effectiveness of generating research skills, the research methodology employed an experimental pretest-posttest learning CG and EG study. As a result of the introduction of the developed technology in the EG, the levels of formation of these skills among students from the CG and the EG differ significantly. Finally, the developed technology can be used in the practical activities of teachers in elementary schools and serve as the basis for creating methodological materials that perform the developing function of teaching "Natural Science."
 
Enhancing students' pedagogical potential with practice-oriented courses in teacher education universities
Get PDFThe main aim of this study is to evaluate the effectiveness of the course designed by the author, which focuses on practical application, in improving students' pedagogical skills. Furthermore, the research aims to identify the challenges faced by teacher education institutions in this context and examine the mechanisms involved in improving pedagogical capabilities. The evaluation of students' instructional capacity is conducted through the utilization of both quantitative and qualitative methodologies. The Mann-Whitney U-test statistical test was used to confirm that the data conformed to the normal distribution law. The research encompassed a sample of 51 students from Zhetysu University, specifically named after I. Zhansugurov, located in Kazakhstan. The results showed that the conditions for supporting the pedagogical potential of students are not sufficiently created at the university. This demonstrated the necessity of the upcoming tasks, which included the introduction of the author's practice-oriented course and the development of pedagogical environments for the preparation of future educators to enhance their pedagogical potential. Finally, higher education policy experts in Kazakhstan might employ "practice-oriented courses" and pedagogical settings to improve the pedagogical expertise of future educators in pedagogical universities
Impact of teachers’ self-efficacy on their work engagement: A case of Vietnam
Get PDFRecent research across various educational settings has consistently highlighted the statistically positive effects of teachers' efficacy on their level of work engagement. However, an in-depth analysis of the literature reveals an important gap in this study in relation to Vietnamese education. Hence, the present study aims to establish a relationship by investigating the relationship between teachers' efficacy and their work engagement within the framework of the Vietnamese educational system. The study used both the Teachers' Sense of Efficacy Scale (TSES) and the Utrecht Work Engagement Scale (UWES) to gather quantitative data from 354 high school teachers across 6 different high schools. The findings revealed a positive relationship between teachers' efficacy and their work engagement through a combination of factorial analysis and path analysis. These findings are significant because they highlight the value of incorporating self-efficacy concepts into training programs and creating encouraging environments to increase teachers' levels of engagement with their jobs. It is essential to prioritize the use of random sampling techniques in future research initiatives in order to generate a sample that is more extensive and applicable to a broader range of situations. Future researchers may explore incorporating qualitative research methodologies to better understand the impact of teacher efficacy by capturing the unique narratives and perspectives of teachers. This approach would provide a complete understanding of the dynamic relationship between teacher efficacy and work engagement
Comparing the efficacy of two teaching strategies on students’ attitudes towards biology: A case in Ashanti Mampong municipality, Ghana
Get PDFBiology is an essential and compulsory subject offered at all senior high schools in Ghana. However, the level of students’ attitude towards biology has been seen to be a result of the use of less motivating teachers’ instructional strategies. This research study examined the effect of concept mapping and cooperative learning strategies on enhancing students’ attitudes towards the development of biology in two selected deprived science-based senior high schools within the Ashanti Mampong municipality of Ghana. The study used a quasi-experimental design involving a 3 x 2 multi-factorial analysis with a positivist paradigm. A purposive sampling technique was used to obtain 498 biology students for the study. Three research instruments, the biology attitude questionnaire (BAQ), student verbal ability test items and the students’ performance test (SPT) were used in collecting the data. The results showed that the intervention improved students' attitudes towards learning biology and the development of biology activities using analysis of covariance (ANCOVA) in a statistical package for social science version 20. Therefore, the two strategies enhanced students’ attitudes towards the subject in the two selected institutions within the Ashanti Mampong Municipality of Ghana. The two instructional strategies should therefore be emphasized, adopted and enforced in the teaching and learning of biological concepts among all deprived science-based senior high school students in Ghana where appropriate learning and teaching resources are scarcely unavailable and elsewhere in related challenges
In-action reflective teaching in Vietnam: A qualitative exploration of practices, influences and implications
Get PDFReflective teaching plays a crucial role in the field of education though its intricacies in particular cultural contexts like Vietnam are still little understood. This study aims to investigate reflective teaching practices in more detail within the context of Vietnamese education. This study used a qualitative methodology and semi-structured interviews with twelve Vietnamese teachers, each representing a different stage of their careers to shed light on the many forms of in-action reflective practices and their implementation, benefits, drawbacks and even cultural influences. The results of this in-depth investigation provided an overview of the wide range of in-action reflective practices that are actively used in the classroom. The enhancement of adaptive teaching methodologies and the bolstering of student engagement are prominent among the many advantages that were noted. Teaching in the Vietnamese context also presents unique challenges. Teachers often struggle with the demands of multitasking, the complexities of navigating uncertainties in real-time classroom scenarios and the predominant challenge of managing large class sizes. Moreover, it was surprising to learn how many Vietnamese cultural, social and educational factors influenced teacher understanding and use of in-action reflection. The understanding of reflective teaching practices is enhanced by the research findings which also have broad implications for areas such as instructional strategies, teacher preparation programmes, academic research perspectives and even the development of educational policies. The study strongly emphasizes the pressing need for more context-specific investigations into reflective teaching and underscores the indispensable role of reflection in fostering an environment conducive to effective teaching and learning
Performance assessment: Improving metacognitive ability in mathematics learning
Get PDFThis study aims to examine the improvement of metacognitive abilities in learning mathematics through a variety of formative assessments. The study applied an experimental approach with a pre- and post-tests control group design. Six classes of students were chosen by cluster random sampling as the sample, with two classes serve as the experimental group with performance assessments, two classes serve as the comparison group with essay assessments and two additional classes serve as the control group with multiple choice assessments. The instrument to measure metacognitive ability was developed specifically for the pre-and post-tests. The gain score was analyzed using a one-way ANOVA and continued with the Scheffe test. The study discovered that students who participated in learning with formative assessments of performance showed the highest levels of metacognitive skills followed by those who participated in learning with formative assessments of essays and those who participated in learning with formative assessments of multiple-choice questions came in third. These findings lead to the conclusion that formative assessment of performance has a positive effect on improving metacognitive abilities. According to the characteristics of learning mathematics, this situation might happen because the performance evaluation includes activities that are difficult, comprehensive and associated with daily life. In addition, performance assessment also has intrinsic value because it requires students to organize and present material in their own way. It is recommended that mathematics teachers use formative performance assessments in order to enhance cognitive capacities
Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation
Get PDFThe substantial disruption caused by the COVID-19 epidemic to the world's education system is only one of the many setbacks the world has recently experienced. The transition of the students from their offline learning mode to a fully digital approach was not easy from the beginning for them. The online teaching readiness heavily relied on their competencies and skills to adapt the pedagogy, training, technical skills, a proper mindset and new roles. This research endeavors to evaluate the readiness of the teachers belonging to higher education institutions (HEIs) to handle online education based on the online teaching readiness model. A systematic questionnaire with 30 statements was used by the researcher to collect and analyse data from 296 HEI lecturers in Saudi Arabia. Smart PLS3 was used to attain reliability, convergent, discriminate validity and model fitness. These programs will help equip the teachers with the necessary technical skills, pedagogy, competency and readiness to comprehend the requisite techniques of online teaching and the vital strategies for keeping their students engaged. Technical proficiency, pedagogy, competency and teaching readiness show a direct relationship with online education. On the other hand, attitude and training do not show any relationship with online education
Exploring rural secondary students’ English language learning anxiety: A study on secondary students of Bauphal, Patuakhali, Bangladesh
Get PDFFor more than a decade second language researchers, psychologists and language practitioners have found out multifarious impact of anxiety on language learning process. Realizing its’ significance in the EFL context of Bangladesh, this study has explored the anxieties of rural secondary school students in learning English and offered some specific suggestions to reduce it. This mixed approach research collected quantitative data by administering Foreign Language Anxiety scale and gathered qualitative data from in-depth interviews with 20 students of 10 secondary schools of Bauphal upzilla, Pautakhali. Quantitative data was put in SPSS version 22 for statistical analysis and presented graphically and qualitative data was interpreted thematically. Results revealed that secondary students in this rural context experienced English language learning anxiety as about 68.44% of students were anxious about negative evaluation; 51.27% about classroom anxiety; 61.2% about test anxiety and 60.88% about communicating in English. Findings of this study have implications for the English language teachers of secondary and higher secondary levels particularly in the rural areas by drawing their attention to learners’ foreign language anxiety (FLA) as a major barrier to learning English and by suggesting them some possible ways to lessen it and for the academicians who aspire to come up with effective teaching methodologies considering the contextual variations to maximize foreign language learning output
Is the Environmental-Economic Performance Relationship Symbiotic? Evidence from Listed Non-Financial Firms in Nigeria
Get PDFThis study aims to examine whether environmental sustainability disclosure (ESD) connects symbiotically with the economic performance of non-financial listed firms in Nigeria. The study employed ex-post facto design by collecting secondary data on return on equity (ROE) and measures of ESD from annual financial reports of eighty-six (86) listed non-financial firms with environmentally significant operational impact in Nigeria. Descriptive statistics, including mean and standard deviation were used to describe the properties of the data while the Granger causality test was applied to test the stated hypothesis. The results indicate the existence of a bi-directional association between the measures of ESD and economic performance. Thus, it portrays the economic consequence of listed firms’ operations. The study took a detour from examining mere relationships to delve into causality and thus, implies that commitment to ESD presage benefits to both the host communities and firms. The value of the study lies in the fact that it disentangled the question of causality between ESD and the economic performance of listed non-financial firms in Nigeria. Therefore, within the Nigerian context, the study is pioneer evidence of symbiotic relations between ESD and ROE and hence, improves sustainability discourse
Is the Markowitz Model Still Effective in Forming an Optimal Stock Portfolio? Empirical Evidence from the IDX ESG Leaders Index
Get PDFThe current portfolio calculation was basically developed by Markowitz (1952) who gave rise to the Modern Portfolio Theory. However, along with the development of science, other models emerged in portfolio calculation. This study tried to provide a flashback to whether the Markowitz portfolio model is still effective in forming an optimal portfolio compared to other portfolio calculation models. This study used descriptive research with a quantitative approach. This study used secondary data in the form of daily stock prices of companies, including the IDX ESG Leaders Index on the Indonesia Stock Exchange for the period of December 2020 to March 2022. The results showed that 11 stocks out of 25 stock samples were included in the optimal portfolio in both the Markowitz model and the Single Index Model but with different stock compositions. In terms of portfolio performance, the Markowitz model is still superior to the Single Index Model. This can be seen from the calculation results of the three indexes used, including the Sharpe Index, Treynor Index, and Jensen Index. This study provided an important contribution that the Markowitz model portfolio formation can be used and has proven to perform well in the formation of a stock portfolio