Naruto University of Education Digital Collection / 鳴門教育大学学術研究コレクション
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Analysis of Influential Factors in the Mathematical Performance of Salvadoran 8th Grade Students: Exploration of Motivational and Behavioral Aspects of Students in Relation to Academic Self-Regulation and Homework Management, and Teachers’ Mathematical Knowledge for Teaching
Get PDFThis study investigates factors influencing the mathematics performance of 8th-grade Salvadoran students, focusing on their academic self-regulation, homework management skills, and teachers’ Mathematical Knowledge for Teaching (MKT). Scores from all assessments were proportionally converted to a 0?10 scale to enable direct comparison across instruments. Results revealed that, despite students reporting high levels of self-regulation and homework management, their mathematics performance was low, particularly in tasks requiring complex reasoning. Teachers demonstrated strong foundational knowledge but showed weaknesses in understanding student thinking and linking mathematical concepts. Correlation analysis showed weak to moderate relationships among self-regulation, homework management, and MKT, while structural equation modeling failed to establish these as primary determinants of mathematics achievement. These findings highlight the need for a multifaceted approach to improve math outcomes, addressing classroom dynamics, instructional quality, teacher training, and school leadership practices.departmental bulletin pape
The Impact of Tablet-Based Video Materials on Second-Grade Students’ Phonics Skills at Ali-Sabieh 1 Elementary School
Get PDFAs tablet integration in education becomes increasingly prevalent in Djiboutian classroom settings, understanding their effectiveness is crucial. This study examined the impact of tablet-based video materials on the phonics skills of second-grade students at Ali-Sabieh 1 elementary school in Djibouti. Using a quasi-experimental design, 38 students were divided into experimental and control groups. Pre-test and post-test assessments were conducted to evaluate pupils’ phonics skills before and after the experiment. Independent samples t-test results indicated no significant difference in post-test scores between the experimental and control groups. These findings suggest that while digital learning videos can support phonics skills development, their impact may not be significantly greater than traditional learning methods. This study contributes to the limited research on educational technology in Djibouti and provides insight for future implementations of digital tools in literacy education.departmental bulletin pape
Practice of Online Flipped Classroom for Learners of Japanese Language: A Discussion Based on Learners’ Evaluations and Reactions
Get PDFThe study examined the transformation in Japanese language learners’ perceptions and behaviors during a full online flipped classroom course. The study used various methods, including pre and post course questionnaires, daily post-class comment sheets, interviews, teacher notes, and class recordings. As a transformation observed through the learners’ evaluations, the focus of attention in the class changed from “the teacher” to “classmates” and “myself.” Moreover, the learners began to teach each other and try to solve problems on their own. These are considered to be based on prior learning and sufficient cooperative learning, which are the characteristics of the flipped classroom. It was clear that online flipped classroom also showed some positive effects.departmental bulletin pape
Influence of Language of Instruction on Students’ Performance in Mathematics: A Diagnostic Study of Public Rural Elementary Schools in Madagascar
Get PDFThe purpose of this study is to apprehend the influence of the language of instruction on grade five students’ performance in mathematics in the form of wordproblems in rural public elementary schools in Madagascar. Despite the existence of Malagasy - a wide spread and developed language of communication throughout the country, students are taught mathematics in French from grade three onward, which might impede their performance and put at risk the quality of their education. A total of 54 grade five students from rural public elementary schools were given mathematics word-problems tests in Malagasy then in French to compare their performances in both languages. Wilcoxon Signed-Rank Test results indicated statistically significant difference between students’ mathematics scores in favour of Malagasy. Results suggest that even if students were not yet taught mathematics in their mother-tongue, their scores were better in Malagasy than in French - the usual language of instruction.departmental bulletin pape