European Journals of Education Studies
Not a member yet
6296 research outputs found
Sort by
AN INVESTIGATION OF PRE-SERVICE SCIENCE TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARD EDUCATION 4.0
Get PDFThe purpose of this study is to determine the perceptions and attitudes of pre-service science teachers toward Education 4.0 and to examine whether these attitudes differ significantly based on gender, grade level, and academic achievement. Designed using the descriptive survey model, a quantitative research method, the study was conducted in the spring semester of the 2023–2024 academic year with 98 pre-service teachers enrolled in the science education program at a public university in Türkiye. Data were collected using the “Education 4.0 Attitude Scale” developed by Karaman, Çalışır, and Taş (2020) and analyzed using SPSS 28.0. Since the data did not show normal distribution, non-parametric tests—Mann-Whitney U and Kruskal-Wallis H—were employed. The results indicated that the participants’ overall attitude toward Education 4.0 was above average. A statistically significant difference was observed in favor of male students in some sub-dimensions based on gender. Regarding grade level, a significant difference was found only in the “Perception” sub-dimension, in favor of second-year students. No significant difference was observed in attitudes according to academic achievement. The findings suggest that while pre-service science teachers generally hold positive attitudes toward Education 4.0, these attitudes may vary depending on individual and demographic factors in certain sub-dimensions. Article visualizations
LES ILLUSTRATIONS DANS LES ACTIVITÉS DE CONCEPTUALISATION ET D’EXERCICES DES MANUELS SCOLAIRES DE PHYSIQUE-CHIMIE AU SECONDAIRE COLLÉGIAL AU MAROC : ÉTUDE DE CAS / THE ILLUSTRATIONS IN CONCEPTUALIZATION AND EXERCISES ACTIVITIES IN PHYSICS-CHEMISTRY TEXTBOOKS AT COLLEGE SECONDARY LEVEL IN MOROCCO: A CASE STUDY
No full textLa présente étude examine la place des illustrations dans une série de manuels scolaires de physique-chimie du cycle collégial-Maroc, couvrant les trois niveaux (1ère, 2ème et 3ème années). Dans la première partie de notre recherche, nous avons évoqué les concepts fondamentaux relatifs à l'enseignement collégial et au rôle des manuels scolaires dans ce cycle. Nous avons également souligné l'importance du manuel scolaire dans le processus d'enseignement, en fournissant une présentation détaillée ainsi que des définitions des illustrations. De plus, nous avons analysé le rôle spécifique des illustrations dans les manuels de physique-chimie. La deuxième partie de notre étude a porté sur une analyse systématique des différents types d'illustrations (dessins, des photographies, des schémas, des graphiques et des tableaux) présentes dans les manuels étudiés des trois niveaux du cycle collégial. Nous avons débuté par une lecture de la structure des trois manuels, puis avons élaboré une grille d'analyse pour identifier et décrire les différentes illustrations. Les résultats montrent que les activités de conceptualisation mobilisent principalement des dessins et des images pour favoriser la compréhension visuelle des concepts scientifiques, notamment en 1AC et 2AC. En revanche, dans les activités d'exercice, les schémas et tableaux deviennent progressivement plus présents, soutenant l'analyse et la structuration des données, surtout en 3AC où les notions deviennent plus abstraites. Ainsi, l’usage des illustrations évolue en fonction du niveau et du type d’activité, répondant à des objectifs pédagogiques différenciés : faciliter la conceptualisation, renforcer l’autonomie des élèves et soutenir l’application des connaissances scientifiques.The present study examines the place of illustrations in a series of physics-chemistry textbooks for the college cycle in Morocco, covering the three levels (1st, 2nd and 3rd years). In the first part of our research, we discussed the basic concepts of college education and the role of textbooks in this cycle. We also highlighted the importance of the textbook in the teaching process, providing a detailed presentation and definitions of illustrations. In addition, we analyzed the specific role of illustrations in physics-chemistry textbooks. The second part of our study focused on a systematic analysis of the different types of illustrations (drawings, photographs, diagrams, graphs and tables) present in the textbooks studied for the three levels of the college cycle. We began by reading the structure of the three textbooks, then developed an analysis grid to identify and describe the different illustrations. The results show that conceptualization activities mainly use drawings and images to promote visual understanding of scientific concepts, particularly in grades 1 and 2. On the other hand, in exercise activities, diagrams and tables become progressively more present, supporting the analysis and structuring of data, especially in 3rd year, when notions become more abstract. Thus, the use of illustrations evolves according to the level and type of activity, responding to differentiated pedagogical objectives: facilitating conceptualization, reinforcing student autonomy and supporting the application of scientific knowledge. Article visualizations
ACTIVELY ENGAGING STUDENTS AS CLASSROOM MANAGEMENT PRACTICE AND ACADEMIC PERFORMANCE: RESULTS FROM A STUDY OF PUBLIC SECONDARY SCHOOLS IN SIAYA COUNTY, KENYA
Get PDFPoor academic performance is a persistent problem in the education sector in Kenya and many countries around the world. Despite quality education being a global education goal, millions of children and adolescents attending school do not achieve minimum proficiency levels when they complete their school levels. Siaya County, like most counties in Kenya, has persistent below-average academic performance as indicated by the county’s Kenya Certificate of Secondary Education (KCSE) exam mean scores of 4.123, 4.575 and 4.915 out of 12 points for the years 2020 to 2022. Siaya County has one of the highest student-teacher ratios in public secondary schools in Kenya. Available data of student-teacher ratios 40:1, 38:1 and 36:1 for the years 2016, 2019 and 2020 indicate, student-teacher ratio in the county’s public secondary schools is the highest in its Nyanza Region and is above the UNESCO recommended ratio of 25:1. Research has demonstrated that class size has significant influence on senior secondary school’s classroom discipline, engagement and communication. The persistent below-average academic performance calls into question the effectiveness of classroom management, given that the classroom is the primary context for implementing educational programs. The purpose of this study was to examine the influence of actively engaging students as a classroom management practice on academic performance in public secondary schools in Siaya County. Conceptual framework based on the concept of Simonsen et al. (2008) that classroom management founded on evidence-based practices is a critical input for successful teaching and learning was adopted. Descriptive survey and correlational designs were used. The study population comprised 465 English teachers, 635 mathematics teachers, 580 chemistry teachers and 247 deputy principals in 243 public secondary schools in Siaya County. The sample size of 112 schools was decided using a published table of sample size by Glenn Israel (1962). By stratified random sampling based on school categories, a sample of 112 schools consisting of 1 national school, 5 extra-county schools, 11 county schools and 95 sub-county schools was obtained. By purposive and simple random sampling techniques, one teacher each of the three subjects: English, mathematics and chemistry, was selected in each school, giving 112 teachers for each subject and a total of 336 classroom teachers. 112 deputy principals in the selected schools were included in the sample by purposive sampling, giving a total sample of 448 respondents. Data was collected using questionnaires and document analysis. Content validity of questionnaires was tested by the researcher’s expert supervisors using Lawshe’s content validity ratio. CVR of +1 ascertained validity. A pilot study was conducted in 11 schools outside the sample to determine the reliability of the instrument. Cronbach’s alpha coefficient of 0.74 was obtained. Data was analyzed using frequency distribution tables, percentages, means, Pearson’s “r” coefficient of correlation and regression analysis. The study found that specific classroom management practices for actively engaging students, including direct instruction, increasing opportunities to respond, guided notes, peer tutoring, use of response cards and computer-assisted instruction, were implemented in public secondary schools in Siaya County. However, implementation of the practices in public secondary schools was overall moderate (mean rating 1.86 on a scale of 0 - 3) and varied among the schools (mean ratings ranging from 1.0 to 2.5) and the specific practices. Direct instruction and opportunities to respond were frequently or very frequently used in daily classroom teaching in most (over 90 %) of the sampled schools. Guided notes and peer tutoring were frequently or very frequently used in the majority (over 50%) of the schools, while response cards and computer-assisted instruction were never or rarely used in the majority (over 50 %) of the public secondary schools. Actively engaging students as a classroom management practice had a moderate, positive and significant influence on academic performance [r (93) = .314, p = 0.002] and accounted for 8.9% variation in academic performance (adjusted R square =. 089). It was a significant predictor of academic performance F (1, 91) = 9.949, p < .05). For every one unit increase in implementation of actively engaging students, there was a 1.259 increase in academic performance. The findings are significant to classroom teachers in deciding appropriate applications of classroom management practices in the enhancement of academic performance in Siaya County. Article visualizations
EVALUATING ENGLISH LANGUAGE TEXTBOOKS IN BOSNIAN PRIMARY EDUCATION: STRUCTURE, LEARNER ENGAGEMENT, CULTURE, AND CURRICULUM ALIGNMENT
Get PDFThis study offers a comprehensive evaluation of two English language textbooks, Way to Go 8 and Challenges 4, widely used in primary schools in the Canton of Central Bosnia. Utilizing Littlejohn's analytical framework for material analysis and Xiao's model of cultural categorization, the research investigates the structural design, learner engagement strategies, curriculum alignment, and cultural content integration in both textbooks. The findings reveal that Challenges 4 exhibits greater coherence in design and organization, while Way to Go 8 demonstrates a fragmented presentation of topics and grammar. Both textbooks predominantly emphasize individual written exercises, focusing on information decoding and selection, while offering limited opportunities for developing functional skills such as problem-solving, communication, and critical thinking. Although both textbooks align with the official curriculum regarding topics, grammar, and vocabulary, the integration of cultural content is minimal and lacks depth, with cultural references being sporadic and not thoroughly embedded within the learning material. The study suggests that enhancing the incorporation of functional skill development activities and more substantial cultural content could improve the effectiveness of these textbooks in fostering comprehensive language proficiency among learners. Article visualizations
IMPLEMENTATION OF CURRICULAR REFORMS TO BASIC EDUCATION IN CAMEROON: AN ANALYSIS OF THE PROFESSIONAL INVOLVEMENT OF ACTORS IN THE EDUCATIONAL SYSTEM
Get PDFThe article questions the operationalization of basic education curricula in Cameroon. For two decades, we have seen reforms in Cameroon, especially according to the APC, which implies a change of paradigm. The actors in the field seem helpless for its implementation, and there is a lack of synergy at the level of the educational chain. However, according to the systemic management approach, for there to be professional involvement, it is important that the curriculum framework process identifies the system to be considered. The study focused on five (05) professionals selected through the sampling technique by typical reasoned choice. The continuous thematic analysis made it possible to obtain the results, which reveal that the identification of the system to be considered has an impact on the nature of the professional involvement among the actors of the education system. Article visualizations
PRINCIPALS’ TRANSACTIONAL LEADERSHIP STYLE AND TEACHERS’ JOB PERFORMANCE IN PRIVATE SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA
Get PDFThe purpose of this study was to assess the influence of principals’ transactional leadership style on teachers’ job performance in private secondary schools in Nairobi County, Kenya. The study was guided by the following objectives: to investigate the influence of principals’ contingent reward behaviour on teachers’ job performance and to find out whether principals’ passive management by exception behaviour influences teachers’ job performance in private secondary schools in Nairobi County, Kenya. The study was anchored on Transactional Leadership Theory. A convergent Parallel Mixed-Methods Design was used for the study. The target population was 206 schools, 206 principals, and 2099 teachers. The study used systematic sampling to select 20 out of 206 schools, purposive sampling to include all 20 principals from the selected schools, and proportionate stratified and simple random sampling to select 336 out of 2,099 teachers. Data collection tools included questionnaires for teachers and in-depth interview guide for principals. Quantitative data were analyzed using descriptive statistics (frequencies and percentages), which were processed using the Statistical Package for Social Science Version 29. Tables were used to present the quantitative data. Qualitative data were analyzed through thematic analysis and presented in the form of narratives and direct quotations. Findings revealed that principals ‘contingent rewards behaviour positively influenced teacher motivation, syllabus coverage, and classroom management. In contrast, passive management by exception, where principals intervene only after problems escalate, was associated with reduced morale and inconsistent performance. The study recommends that the government develop frameworks emphasizing clear reward systems and accountability measures. Policies should ensure principals are adequately trained to implement transactional leadership strategies effectively, including setting clear expectations and providing timely feedback. The principals should strengthen structured reward systems, professional development, and timely feedback to enhance teacher effectiveness and improve student outcomes. Article visualizations
THE EFFECTIVENESS OF ROLE‑PLAY ON PRIMARY STUDENTS’ COMMUNICATION SKILLS: A QUASI‑EXPERIMENTAL STUDY IN MORAL EDUCATION
Get PDFRole-play is widely regarded as an effective approach to develop speaking–listening communication skills in primary education; however, experimental evidence within the subject of Moral Education remains limited. This study examined the effectiveness of role-play for Grade-2 students’ communication skills using a quasi-experimental, intact-class design with pretest–posttest control. Two comparable classes in the same school were randomly assigned (if applicable) or were simply assigned to experimental (n=42) and control (n=42) conditions. The intervention comprised three consecutive lessons on the topic “Loving My Homeland,” delivered through a five-step role-play cycle; the control class received standard or conventional instruction. Communication skills were assessed using a three-level rubric and a subject test. Descriptive statistics and cross-group posttest comparisons were conducted. After the intervention, the experimental class achieved a higher posttest mean in Moral Education (8.4 vs 7.9) and a favourable shift in communication levels. When goals are aligned with explicit criteria and peers provide evidence-based feedback, role-play substantially improves primary pupils’ communication skills and proves feasible in large classes. Article visualizations
LONG-TERM EFFECTS OF EXERCISE TRAINING ON ANTHROPOMETRIC MEASURES IN OVERWEIGHT AND OBESE ADULTS: A SYSTEMATIC REVIEW WITH META-ANALYSIS
Get PDFThis systematic review and meta-analysis aimed to evaluate the long-term effects of structured exercise training (≥24 weeks) on anthropometric outcomes in adults with overweight or obesity. Randomized controlled trials comparing supervised exercise training with non-exercise control groups were identified through searches in MEDLINE, EMBASE, Cochrane CENTRAL, and LILACS. Ten trials involving 1,392 participants were included. Random-effects meta-analyses showed that exercise significantly reduced body weight (BW) (mean difference [MD], −1.34 kg; 95% CI, −2.36 to −0.31; I² = 0.0%) and waist circumference (WC) (MD, −2.96 cm; 95% CI, −4.77 to −1.15; I² = 0.0%), but not body mass index (BMI) (MD, −0.14 kg/m²; 95% CI, −0.67 to 0.39; I² = 0.0%). Subgroup analyses revealed greater reductions in BW among participants aged <50 years and in interventions >6 months. For WC, reductions were consistent across subgroups. No significant differences in BMI were observed across age or duration subgroups. Most studies focused on aerobic training; data on resistance or combined modalities were limited. No trials included direct assessments of body composition. These findings support structured exercise training ≥24 weeks as an effective strategy to reduce BW and WC in adults with overweight or obesity. Article visualizations
PHYSICAL STATUS OF 5-6-YEAR-OLD PRESCHOOL BOYS IN HANOI, VIETNAM
Get PDFQuality physical education during the preschool years lays a strong foundation for a child's overall development. Recognizing this importance, the present study aims to provide data on the physical condition of 5- to 6-year-old male preschool children in Hanoi, Vietnam. To achieve this objective, the study employed a combination of methods, including document referencing, surveys, pedagogical testing, anthropometric measurements, and statistical analysis. The study involved 1,790 male preschool children aged 5–6 years in Hanoi. The findings indicate that these children show superior physical attributes compared to their peers in Central Vietnam, Dong Thap Province, and Ho Chi Minh City, particularly in terms of standing height, flexibility, and balance ability. However, they demonstrated lower performance in explosive strength of the lower limbs and speed. Additionally, the average Body Mass Index (BMI) of the children falls within the normal range, and their Pignet Index is classified as average. Article visualizations
THE IMPLICIT MOTIVATING ROLE OF EFL TEACHERS IN SECONDARY SCHOOLS IN HUNGARY: A COMPARATIVE STUDY
Get PDFSince the teacher’s implicit motivating role is an under-researched area in L2 motivation (Kálmán, 2023), this comparative qualitative study aims to explore the perceptions and experiences of EFL learners and EFL teachers regarding teachers’ interactional, attitudinal, and behavioural patterns in the EFL classroom. This study draws upon qualitative data from two interview studies, which were previously conducted in order to compare EFL learners’ and teachers’ perspectives (Pálfy, 2024; Pálfy, in press). The comparative study involved twelve secondary school EFL learners and twelve secondary school EFL teachers. Data collected from the semi-structured interviews were analysed using thematic content analysis. The results revealed that both participant groups reported several implicit motivating aspects of EFL teachers. Comparing learners’ and teachers’ perspectives, several common themes emerged from the data analysis: EFL teachers’ encouragement, humour, kindness, support, patience, cheerfulness, enthusiasm, adaptability, empathy, and conscientiousness were identified as motivational aspects of EFL teachers by both groups of participants. However, differences were also found between the two perspectives: learners perceived teachers’ curiosity and open-mindedness, while teachers perceived their optimism, social behaviour and trustworthiness as motivating aspects in the EFL classroom. Article visualizations