Docens Series in Education
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EARLY CHILDHOOD EDUCATION MANAGEMENT COMPONENTS OF PRIVATE SCHOOLS, CHONBURI
Get PDFThis research aims to study the components of early childhood education management in the 21st century of private schools, Chonburi province in Thailand. Using mixed-method research by doing 3 steps: To investigate the components of early childhood education management of private schools by analyzing and synthesis from the theoretical concepts of relevant documents and research. To investigate the present status of early childhood of private schools from 201 samples. To investigate the management process of early childhood education management of private schools by interviewing 9 experts and approved by 5 experts. The statistics for quantitative data analysis were mean and derivation and qualitative data were content analysis. The results were as follows: The components of early childhood education management in the 21st century of private schools includes all 4 components: academic affairs management, budget management, personnel management, and general management. The present status of early childhood education management overall was at the highest level, in descending order: academic affairs management, general management, budget management, and personnel management, respectively. Each component has 4 steps in the management process to success: planning, organizing, leading and controlling
A PILOT STUDY OF CAREER MATURITY, PROBLEM SOLVING, AND MANAGERIAL SKILLS OF UNDERGRADUATE STUDENTS IN DIFFERENCE CONTEXTS : Received: 25th May 2022; Revised: 17th June 2022, 27th June 2022; Accepted: 27th June 2022
No full textNowadays, in addition to the academic knowledge of new graduates, competency of career maturity (CM), problem-solving skills (PS), and managerial skills (MS) were also required by the company owner or business organization as they will be useful in real-life work management, too. This pilot study aimed to 1) investigate the current competencies of CM, PS, and MS of undergraduate students, 2) compare current competencies of CM, PS, and MS across different gender and faculties, and 3) compare the differences in grade levels on currents competencies of CM, PS, and MS of undergraduate students. The sample of this pilot study included 164 undergraduate students from Thailand. The online questionnaire was used to collect data from undergraduate students and the reliability of this pilot study was acceptable.The current findings further revealed that some competencies of CM, PS, and MS were different by gender and grade levels which makes instructors or teachers should develop a modern classroom that can increase competitiveness for students and prepares students to be qualified to apply for future employment
TEACHING ANALOG SKILLS IN A DIGITAL WORLD
Get PDFThis paper explores the issue of the socio-cultural transformations implicating a change in the learning and teaching processes due to the extensive digitization of human environments. The purpose of the research is to deliver a contextualized insight into the effects of the digitalization of learning and other parts of the public sphere. This issue is being investigated through such notions as nostalgia, retromania, and retro learning with the methods of discourse analysis and elements of ethnography of organizations. It is thus important to point out the most important cultural tendencies in the dynamics of this change by bringing out the significance of non-digital learning patterns. The research’s outcome highlights these patterns which build so-called analog cultures, i.e. specific forms of identity construction in the digital setting which emphasizes the importance of the relations between man and machine in the context of skills acquisition for example. The takeaway from the research might be implemented in fields like organizational studies and schooling reforms aimed at improving the effectiveness of digital learning
THE DIFFERENCE BETWEEN USING PAPER DICTIONARY AND E-DICTIONARY EFFECTS IN MEMORIZING NEW WORDS: Received: 18th January 2022; Revised: 17th June 2022, 18th June 2022; Accepted: 24th June 2022
No full textNowadays, students are using e-dictionary on their smartphones, rather than using paper dictionaries. In this study we aimed to show how paper dictionary is rather beneficial and provides long-lasting knowledge when studying a second language. To ensure the accuracy, we involved 105 EFL sophomores of the same level, studying professional English in Mandakh University, and used mixed methodology of quantitative and qualitative data analysis such as interview, notes, focus group, and observation. We conducted a survey to identify the use of paper dictionaries in the classroom. There was also a memory test, which was taken from the students, to investigate how students encode, store, recall, decode and forget the given words. The result of the survey identifies that looking up a word in an e-dictionary takes only a few seconds, and the words are stored in short term memory, while using a paper dictionary allows the learner to recite the word multiple times in their mind or mouth and the whole process takes usually a minute. Taking a longer time to look up for a word helps the user to memorize the word in their long-term memory, in this paper we have tried to prove this theory with proper research
REVITALIZING ESSAY WRITING IN MALAY LANGUAGE THROUGH MOBILE-ASSISTED LANGUAGE LEARNING
Get PDFThe purpose of this project was to design a mobile app that can help students learn how to construct an essay according to a specific format. The rationale of building this mobile app was to cater to students’ needs in the new normal era where online learning, as well as remote classes, have become mainstream. This project also sought to tap into the increasing usage of mobile phones in students’ daily routines by switching the conventional method of pen and paper to mobile technology. The target population for this research project was an intact class of students at a vocational school in the interior region of Sabah, Malaysia, whose oral proficiency in the Malay language was high but lacked the skills in writing a proper essay. The instruments used to collect data were document analysis, exit slips, and a rating checklist. The findings of this study might help the researchers gather feedback necessary in designing an effective mobile app that can improve the teaching of essays particularly in the Malay language by taking into consideration two learning theories, Mobile-Assisted Language Learning (MALL) and Information and Media Literacy (IML). The use of the mobile application in writing classes can help accelerate the integration of digital scholarship into school education as students can easily tap into the ubiquity of information and utilize multiple platforms to generate and circulate content. In order to create a mobile app with additional functionality and improved features, more studies are needed to convince stakeholders and tech companies to invest in the development of this app
ALLOCATING RESOURCES: A CASE STUDY OF EARLY EDUCATION IN ZHEJIANG
Get PDFEducational resources are varied by regions in China and early education has no exception, whereas student-teacher ratios, school facilities, teaching quality, and school curricula differed. Researching how educational resources are allocated could potentially improve the efficiency and equity of student learning despite regional differences. Zhejiang Province ranged from metropolitan cities such as Hangzhou to small cities and towns in rural areas, which provides diverse educational contexts to study this issue. Historically, Zhejiang has been a model for providing equitable student access and decreasing the cost of early education in China. However, the province has not provided solutions in addressing the equitable resources among various early education institutes. This study examines the differences in allocating educational resources by comparing the selected counties in Zhejiang. We will first employ the rough set theory to filter out the factors that might result from regional differences. In doing so, we could eliminate the possibility of multicollinearity and how it might affect the causal relationship in our regression model. Our initial findings reveal that the quality of teachers, the number of full-time teachers and staff, and the county’s economic index had various effects on teaching and learning. The study may provide a solution in addressing similar issues in other early education settings. The results suggest strategic planning for allocating early educational resources equitably and efficiently
DOES COMPUTER-ASSISTED LEARNING ENHANCE MATHEMATICS PERFORMANCE? EVIDENCE FOR SPAIN
Get PDFThis paper analyses whether the Programme School 2.0 introduced in 2009 has improved the mathematics performance of the students affected by it using data from PISA 2009 and PISA 2012. It does not appear that the extraordinary investment in computer equipment carried out in schools in the study period (2009-2012) has led to improved academic performance. In fact, the number of computers per student in 2012 has a significant and negative effect on Mathematics scores for all students (non-repeaters: -114.17 points, 1-year repeaters: -42.22 points, and 2-year repeaters: -88.56 points, respectively): -88.56 points, respectively). The results of the assessment in Mathematics using computer procedures (CBA module) reveal that participation in School 2.0 has not managed to increase the Mathematics-CBA score (-3.15 points among non-repeating students who use the computer to do homework 1-2 times/week and -48.35 among those who have a computer/tablet at the school). In this sense, the use of school computers should be examined in greater depth. As a positive and encouraging note, the Programme School 20. may have led to the development of other social or even ‘solidarity’ skills, as evidenced by a greater propensity to comment on aspects of the Mathematics subject or to help other classmates and friends with Mathematics
ACADEMIC OUTCOMES OF UNDERGRADUATES LEARNING AT THE AGE OF COVID-19 PANDEMIC
Get PDFStarting the year 2020, COVID-19 has become a global epidemic affecting 188 countries worldwide. As of October 10, 2020, there are 37,046,590 cases globally and 7,702,783 in the United States. COVID-19 has changed how universities operate, how teachers teach, and how students learn. Although many studies are exploring how teaching and learning operate in higher education institutions, little research has examined how COVID-19 impacted students’ academic outcomes at higher education institutions. This study explores how COVID-19 impacted learning among a student cohort enrolled in several sections of a yearlong course taught by the same instructors at the same university. Tableau is used to mine and analyze data as well as report results. Accounting for both demographic and language backgrounds data distinguishes differences in the impacts of the COVID-19 pandemic within a diverse student population. Once we recognize who bore the greatest burden of COVID’s impact, we can address the needs revealed