International Journal of Modern Education Studies (IJONMES)
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Ethnic/Racial Differences in Mathematics Performance of Texas Grade 3 Students: A Statewide, Multiyear Study
Get PDFIn this investigation, the extent to which differences were present in the mathematics achievement by the ethnicity/race of Grade 3 students in Texas were analyzed. Data obtained from the Texas Education Agency Public Education Information Management System for all Texas Grade 3 students who took the State of Texas Assessment of Academic Readiness Mathematics exam were examined for the 2016-2017, 2017-2018, and 2018-2019 school years. In all three years analyzed, statistically significant differences were revealed in overall mathematics achievement and in all four Mathematics Reporting categories. Inferential statistical analyses revealed a clear stair-step effect. Asian students were the highest performing ethnic/racial group in all four Mathematics Reporting categories and all three performance level standards, followed by White, Hispanic, and Black students. Suggestions for future research and implications for policy and practice were provided
The mediating role of general self-efficacy in the relationship between metacognition and academic success of university students
Get PDFThe objective of this study was to investigate the relationships between metacognition, general self-efficacy, and academic success among university students, and to examine the mediating role of general self-efficacy in these relationships. The study used a correlational research design and 360 university students participated by completing the Demographic Information Form, General Self-Efficacy Scale, and Metacognition Scale-30. Pearson correlation coefficients were used to analyze the relationships between variables, while structural equation modeling was employed to test the mediating role of general self-efficacy. The findings showed that there were positive associations between academic success and both metacognition and general self-efficacy. Furthermore, general self-efficacy was found to partially mediate the relationship between metacognition and academic success. The results suggested that supporting students' general self-efficacy beliefs could lead to increased metacognitive awareness and improved academic success. The implications of these findings were discussed in terms of higher education policies. In summary, the study highlights the importance of metacognition and general self-efficacy for academic success among university students and underscores the need for interventions that aim to enhance these factor
Effect of Interactive Online Learning Material Developed on Digital Rights and Responsibilities on Students' Self-efficacies
Get PDFThis research aims to examine the impact of interactive online learning material on students' self-efficacy, prepared for achievements related to "digital rights and responsibility" in the Social Studies and Information Technologies and Software course. The study design is a quasi-experimental design with a pretest-posttest paired control group. The study group consisted of 40 students studying in the 7th grade in a secondary school affiliated with the Ministry of National Education (MEB) located in Ankara province. The working group was divided into experimental and control groups. Within the framework of the research purpose, the interactive online learning material was made available to the experimental group through Learning Management Systems (LMS). On the other hand, control group studentsto-face training. As a data collection tool, five-point Likert-type “Digital Rights and Responsibility Scale” was used. In data analysis, Shapiro-Wilk analysis, Levene homogeneity test, independent sample T-test, and Paired sample T-test were used. According to the results of the study, the interactive online learning material planned and designed according to learner characteristics significantly increased students' self-efficacy levels
STEM Integrated Curriculums in Early Childhood Education: An Exploration of Teachers’ Pedagogical Beliefs and Practices
Get PDF Young children are perfectly adapted to learning STEM concepts. A growing body of research indicates that experiences with science, Technology, Engineering, and Mathematics (STEM) are critical in preparing young children to think critically, creatively, and solve problems. These are valuable skills young children need to succeed in school, work, and life. This raising awareness of STEM education needs has led to a push for STEM integration in early childhood (EC) settings while giving limited attention to the teaching of STEM in the EC field and targeted STEM professional development programs. The purpose of this qualitative study was to explore the EC teachers’ pedagogical beliefs and practices about STEM integrated curriculums and STEM teaching in pre-K settings after attending a series of STEM integration teacher professional development programs. The data collected from interviews with EC teachers revealed that they were positively impacted by the STEM-integrated professional development, resources, and materials available to implement the STEM units. According to the teachers’ beliefs, children were also positively impacted by their teacher’s professional learning and high confidence in teaching STEM-related topics and activities. A discussion of the findings and implications for future research and practice is presented
Investigation of the relationship between school maturity levels and speech and language development of preschool students
Get PDFThis study aims to examine the relationship between school maturity levels and speech and language development of children receiving preschool education. The correlational survey models was used to determine these relationships. The sample of the study consists of 44 boys and 58 girls who are studying in public schools in Meram district of Konya province in the 2022-2023 academic year and a total of 102 kindergarten students and 6 kindergarten teachers responsible for the education of these students. In the study, the Metropolitan School Maturity Test was used to determine the school maturity levels of the students as a data collection tool, and the Speech and Language Development Questionnaire was used to determine the students' speech and language development characteristics. The research data were analyzed by using SPSS 25 program. Accordingly, it was found that there was a significant positive relationship between the speech and language development of the students and the general preparation and number preparation sub-dimensions of school maturity. It was found that there was a significant differentiation in favor of girls between speech and language development by gender and all sub-dimensions of school maturity. It was found that there was no significant differentiation between the speech and language development levels of the students according to age; and in all sub-dimensions of school maturity, there was a significant differentiation in favor of the 6-year-old students according to age.
Number System Conversions in Spreadsheets for vocational school students: A Case Study from Instrumental Genesis
Get PDFTheoretical frameworks for mathematics teaching and learning technology-supported provide a systematic structure in examining the contribution of the tool to conceptual development. This study examines the processes for the use of spreadsheets and the mathematical development of the participants in the tasks for performing the conversions between number systems using the instrumental genesis approach, which deals with transforming a tool into an instrument that will contribute to the conceptual development. In the study, the screen images of the worksheets of the participants, who are at the Department of Computer Technologies Program in a vocational school in Turkey, are analyzed together with the observation notes and evaluation scales prepared based on the outcomes. In the study, while the efforts of the participants to transform the spreadsheet into an instrument are observed, it is seen that their habits of paper-and-pencil experiences and misconceptions lead to an obstacle to transferring their operations to the spreadsheet and hesitations. However, their developments in instrumentalization processes are reflected by the following: they use subjective usage schemes, realize the advantages of spreadsheet functions and features, and create dynamic worksheets through dragging and cell addresses. Nevertheless, it can be stated that the reflections of instrumentalization progress on the instrumentation processes for conceptual development are limited
Effect of Mobile Instructional Design on Student Perception of Distance Learning
Get PDFLearning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yıldırım et al. (2014) designed the "Student Opinions Scale for Distance Education". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. It was discovered that there was no significant difference between the pre and posttest scores of the control group students' opinions on distance education and that there was a substantial increase in the experimental group students' attitudes on distance education between the two assessments. According to the findings, it has been suggested that by creating mobile applications in various ways and including them into the distance learning process, the impacts of using them for mathematics classes on distance learning can be studied
Qualitative Analysis of the Relationship between Online Homework and Prior Success, Self-efficacy, Perceived Responsibility, Motivation and Academic Success
Get PDFIn this study it is aimed at analyzing the relationship between online homework and students’ prior success, self-efficacy beliefs, perceived responsibility, motivation level and academic success. Oxford Online Practice is an online homework platform which has been used at the School of Foreign Languages in Gaziantep University, within the scope of this study online homework performances of students have been studied in terms of its relationship with students’ prior success, self-efficacy beliefs, perceived responsibility, motivation and academic success. The existing literature about the effects of online homework reveals the importance of cognitive processes, in this regard students’ prior success, self-efficacy beliefs, perceived responsibility and motivation are in mutual interaction in the use of online homework. In learning processes online homework, which has an important role in practising, reinforcement and presenting new content, is also seen as an effective learning tool in increasing success. In this sense analyzing the effects of online homework has an utmost importance in understanding both academic and cognitive processes in a better way. In this study when the acquisite data were analyzed it was concluded that students’ prior success (first exam grades) is effective on their online homework performances, self-efficacy beliefs and perceived responsibility, in general students’ online homework performances are effective on their self-efficacy beliefs, perceived responsibility, motivation and academic success in a positive way. In the analysis of students’ views about perceived responsibility and motivation level, it was concluded that highly motivated students and the students with higher sense of responsibility are also academically successful.
Literacy in Indian Akshara Languages and Other Transparent Orthographic Languages - Teacher Education Considerations
No full textAlphabet-based languages are more often researched in literacy acquisition and education than akshara languages. Languages that use alphasyllabaries including symbols, called aksharas, represent a large portion of the world languages, including the languages in the second most populous country, India. This conceptual research paper addresses teacher education in literacy related to akshara languages. Using theory and research base of existing alphabet and akshara acquisition, with teacher education standards for literacy in alphabet languages, this paper presents a model for teacher education in literacy for akshara languages. This framework provides teacher education standards and other considerations such as evaluation of teacher education curriculum and performance to enable data-based decision making in literacy instruction. The premise of this paper is to approach the problem of dismal literacy rates by drawing into the robust research in alphabetic language literacy education by using a systematic approach to target the source – pre-service teacher education. While the paper addresses examples of languages in India, other transparent orthographies that use symbols or aksharas can draw from this to inform their teacher education in literac
Teachers' instructional design for e-learning of deaf and hard of hearing students
Get PDFThe purpose of this study was to examine teachers ’ e-learning instructional design and practices for deaf/hard of hearing students during the COVID-19 period. For this reason, this study is assumed to serve as a reference point for the development of accessible e-learning instruction for teachers of deaf/hard of hearing students. This study is a quantitative research in survey design. During the COVID-19 pandemic, education and communication were maintained thanks to e-learning, which has become an integral part of education. Since it was intended to establish the attitudes, thoughts, and behaviors of the sample over a specific time period, a cross-sectional design was used. The data collection tool was an online survey developed by the researcher. The participants of the study were 138 teachers. However, neither before nor throughout the COVID-19 period, 13 of the participating teachers had no experience with e-learning. Therefore, they did not answer the questions related to e-learning in the third part of the survey. Descriptive statistics were used to analyze the data. As a result, it was determined that teachers of deaf/hard of hearing students were unprepared for the e-learning process. They require assistance with the instructional design for e-learning