International Journal of Progressive Education (IJPE)
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958 research outputs found
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Effect of Educational Coaching Uniquely Designed with the GROW Model in Science Teaching on Motivation toward Science and Achievement
Full text linkThis research aimed to investigate the influence of educational coaching that was uniquely designed with the GROW model in science teaching on the motivation and success levels of 7th-grade students in science lessons. The investigation was implemented with 7th-grade pupils in a middle school in Turkey in 2024 and lasted 14 weeks. The investigation was performed using a quasi-experimental, pretest-posttest control group experimental design. Measuring instruments (Scale of Motivation for Science Course-Science Achievement Test) were used as pre-, post-, and follow-up tests. The pupils’ success in the science lesson was also evaluated by comparing their lesson grades in the first and second semesters. Students in the control and experimental groups received student-centered training%253B however, those in the experimental group also received 20 minutes of face-to-face educational coaching every week. During the educational coaching process, activities were performed for students to know themselves, see their weaknesses and strengths, strengthen their weaknesses, reveal their potential, identify factors that have a negative effect on motivation, learning, and achievement, and overcome them. At the start of the research, pupils in the control and experimental groups had like achievement, science scores, and motivation. However, at the completion of the study, the success-motivation points and science grades of the pupils in the experimental group were meaningfully greater compared with those in the group under control. Additionally, pupils in the experimental group had meaningfully higher achievement and motivation follow-up test points than those in the control group. Stated differently, educational coaching, uniquely designed with the GROW model, had a meaningful influence on the rise of motivation and achievement levels in science. Based on the study results, educational coaching should be comfortably included in the science teaching process
Pre-Service Teachers’ Opinions on Microteaching Course Practices
Full text linkThe primary aim of this study is to evaluate the effectiveness of the micro-teaching course, which is included in the teacher education curriculum under pedagogical content knowledge, by examining prospective teachers’ perceptions regarding in-class practices. The research employed a case study design, one of the qualitative research methods. The study group of the research consists of fifteen volunteer teacher candidates taking the elective micro teaching course at a state university. The findings indicate that the participants generally perceived the course as effective and productive, reporting significant individually and professional gains. On a individually level, they highlighted increased self-confidence in their capabilities, as well as improvements in communication, self-assessment, and critical thinking skills. On a professional level, they emphasized the development of classroom management, lesson planning, and time management skills, along with an increased awareness of the importance of nonverbal communication such as gestures and facial expressions. Based on the findings, it can be concluded that micro-teaching practices provide pre-service teachers with opportunities to apply theoretical knowledge, engage in self-reflection, and identify areas for improvement prior to entering the profession. Therefore, it is recommended that the micro-teaching course be included as a compulsory component in teacher education programs, with class sizes limited to no more than ten students per group to ensure its effectiveness
High School Teachers%20 Perceptions About the Use of Artificial Intelligence in Teaching Processes
Full text linkThis study aims to examine high school teachers%20 perceptions of artificial intelligence (AI) technologies and how these perceptions differ based on various demographic and professional variables. The research, conducted using a quantitative research methodology, employed the "Artificial Intelligence Perception Scale" as a data collection tool. A total of 355 teachers with diverse professional experiences and demographic characteristics participated in the study.The findings indicate that high school teachers generally have a positive perception of AI technologies. While no significant difference was found in AI perceptions based on gender, variables such as school type and prior technological training were observed to influence perceptions. Teachers working in private schools demonstrated higher perceptions of AI compared to those in public schools. Moreover, teachers who had received training on AI exhibited more positive attitudes toward these technologies. The results emphasize the need for increasing training programs and improving infrastructure to enhance teachers%20 perceptions of AI technologies. Recommendations include strengthening technological integration, raising awareness of AI, and enhancing teachers%20 digital skills
Teaching Values Through Story Telling in Rwanda’s Lower Primary Schools
Full text linkThis research aimed at investigating how Rwanda’s lower primary school teachers understand teaching values using stories and the techniques they use to teach these values. Data of this study were collected qualitatively using interviews, observation, and document analysis techniques. Research participants were lower primary school teachers who teach Kinyarwanda subject in which stories are mostly taught. The data collected were analysed using the thematic content analysis method. Data analysis yielded two themes%253A teachers’ views on teaching values via stories and techniques that teachers use for values education via stories. Research findings revealed that teachers do understand the role of stories in instilling values among children, and they use some motivating techniques while telling stories. However, results of this research show that the implementation of values education via stories is still problematic because some teachers ignore completely the teaching of the values embedded in the stories%253B instead, they prioritize teaching language skills. Moreover, competence-based teaching and learning which is in use in Rwanda is sacrificed to teacher-centred. It was recommended that teachers should give value to its status of being one of the key competencies that the Competence Based Curriculum (CBC) framework in Rwanda focuses on, and they should use constructivism mode of teaching and learning to enhance quality values education
Dissonant Reflections%253A Art, Aesthetics, Negation, and Social Change in Adorno’s Thought
No full textTheodor W. Adorno, a central figure of the Frankfurt School, offered a multifaceted and often pessimistic analysis of art’s relationship to modern society. His critique of the “culture industry” targeted the commodification of art and its potential to suppress critical thought, highlighting the homogenizing tendencies of mass-produced culture. Adorno emphasized the importance of negation – art%20s ability to reveal contradictions and resist easy answers—as a form of resistance and explored the inherent tensions within artistic autonomy under capitalism. This article applies Adorno’s theoretical framework to analyze contemporary artworks, examining how artists negotiate these tensions, seeking critique within the very systems Adorno found problematic. Adorno’s enduring relevance lies in his ability to provide tools for understanding the ongoing struggle for art’s transformative power in our ever-changing cultural landscape. Additionally, the article explores convergences and divergences between Adorno’s views and those of other Frankfurt School members, enriching the analysis of art%20s complex and challenging role within society
The Effect of an Intelligence Games Course on Sixth Grade Students%20 Mathematical Reasoning Abilities
Full text linkThe aim of this research is to examine the effectiveness of intelligence games (IG) on mathematical reasoning abilities (MRA) and mathematics achievement scores of students. For this purpose, mathematical reasoning pre-test was given to three groups of 6th grade middle school students, and then, after the experimental group was given a training program that included all the contents of the IG course curriculum, a mathematical reasoning post-test administered in all groups. The data obtained were evaluated with SPSS 25 package program, ANOVA and ANCOVA analyses. According to the analysis, since the difference between the groups%20 mathematical reasoning pre-test scores was statistically meaningful, the post-test results were evaluated with ANCOVA. According to the results of the evaluation of the post-test points of the participants, the difference between the experimental group and the control 2 group was found to be statistically significant and this was interpreted as a positive development in the MRA of the students who received IG training. While there found not any significant differences between the MRA posttest points of the groups participating in the study and their genders, a significant difference was found between their math course achievement grades. This was interpreted as a meaningful affect in the math course grades the students who received IG training. Based on the study, it can be suggested that due to the important influence of IG on MRA, it may be useful to integrate them into the activities in mathematics courses conducted at school
Reading Comprehension in AI-Supported Storytelling%253A Evidence from Fourth-Grade Students’ Interactions with Generative Artificial Intelligence
Full text linkThis study investigates how fourth-grade primary school students’ interactions with generative artificial intelligence tools—specifically ChatGPT and Microsoft Copilot—during story-creation tasks are reflected in their native-language reading skills. Using a qualitative design embedded within an action-research process, data were gathered through semi-structured interviews, in-class observations, field notes and students’ written responses to two story-comprehension forms derived from AI-generated narratives. The data were analysed through thematic content analysis, supported by descriptive statistics. Guided by Rosenblatt’s reader-response theory, Kintsch’s construction–integration model, inference-based comprehension research and the Turkish fourth-grade language arts learning outcomes, the analysis produced five key themes%253A Text Comprehension, Inference-Making, Detail Awareness, Emotional Response and Connection, and Word Consciousness. Across the dataset, 132 codes were identified. Findings indicate that students demonstrate strength in fundamental text comprehension and event-focused interpretation but show limited development in abstract inference, vocabulary awareness and deeper affective engagement. AI-supported story production appears to scaffold comprehension processes by helping students recognise narrative structure, form empathetic connections with characters and draw on personal experiences while making meaning. Individual analyses of focal participants reveal a shift from surface-level recall to more reflective, value-oriented and empathy-driven reading behaviours. Overall, the results suggest that AI-supported storytelling holds promise as a pedagogical tool for enhancing native-language reading, provided it is accompanied by explicit instruction targeting inference-making, vocabulary development and critical engagement with AI-generated texts
The Importance of Self-Directed Reading Habits for University Education and Career preparation%253A The Case of Female Students of the College of Law of Haramaya University, Ethiopia
Full text linkThis paper is based on a qualitative case study designed to investigate the experiences and viewpoints regarding the importance of self-directed reading habits for university education and career preparation of a group of female students studying at the Law College (LC) of Haramaya University (HU), Ethiopia. The purpose of the study was to explore the perceived use of their self-directed reading habits for their academic performance and readiness for the future workforce at Law College. This study employed qualitative research methods. In effect, FGD and one-on-one interviews and detailed self-completed written reflections were employed to secure data from purposively sampled participants. The data was then coded, categorized and thematically analyzed systematically. The findings show that the pre-university self-directed reading habits acquired over the years have a bearing on LC academic performance and self-preparation for the would-be jobs. Given the purposes of law and law courses reading requirements, the informants, however, viewed the self-directed reading habits reinforced in HU as having not much contribution to law academic performances and the legal professions of their interest. Our participants who felt no longer reinforcing desirable reading habits for the same or related goals, owing to the academic environment of the College%252Fthe University, constituted the majority. Based on the study we recommend the College to revisit course instructions and%252For curriculum to ensure whether it addresses the intent of students’ self-directed reading habits, law education and legal posts adequately. LC should encourage students to read around and beyond its curricula, by creating opportunities alongside the regular, field-focused readings