International Journal of Instruction
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The Impact of the Augmented Reality Application with Inquiry-based Learning on Students' Spatial Visualization Skill and Performance
No full textSpatial visualization skills in science learning are fundamental abilities that students need to develop to ensure mastery of science performance. Therefore, this study aimed to develop an Augmented Reality (AR) application with Engage, Explore, Explain, Elaborate and Evaluate (5E) inquiry-based learning approach, named AR Learn Science App, to improve students' spatial visualization skills and performance in science. Quantitative research with a pre-experimental design of one-group pre-test and post-test was implemented in the study. Thirty Year 5 students in a Malaysian public school were selected through convenience sampling techniques. The Mental Rotation Test and Science Performance Test were used as the study instruments. The data were analyzed descriptively and inferentially using SPSS software. The findings demonstrated the effectiveness of the AR Learn Science App in enhancing students' spatial visualization skills and their performance in science learning. Notably, the findings proved that the AR application with an inquiry-based learning approach could improve students' spatial visualization skills and enhance their science learning outcomes
University Students and Their Attitudes toward Online Learning of Language for Specific Purposes
No full textThis study presents the results of quantitative research conducted among university students of tourism studies regarding their attitudes toward the teaching approaches in their online language courses for special purposes (LSP) during the COVID-19 pandemic. The main goal was to analyse the attitudes of university students from two Slovenian tourism faculties towards online teaching approaches in the LSP courses provided by the Faculty of Tourism at Brežice (FTB), and the Faculty of Tourism Studies-Turistica at Portorož (FTT). Four research hypotheses were put forward aiming at the students' attitudes regarding their gender and affiliation, their self-evaluated technological knowledge, and their attitudes toward the foreign language lecturers' teaching methods and approaches. 468 students completed an anonymous online survey. Respondents evaluated their technological knowledge and lecturers' teaching approaches fairly positively. No statistically significant evidence was found regarding gender, affiliation, or self-evaluated knowledge concerning LSP teaching methods. Findings suggest that LSP teachers might adopt a common strategy for online foreign language teaching nationwide and provide an equally motivating and safe teaching environment
Effectiveness and Student Perceptions of Online Research Methodology Intersemester Courses in Engineering
No full textThis study aims to evaluate the effectiveness and student perceptions of online intersemester courses in engineering, specifically the Research Methodology course at a Mexican public university. A mixed-methods approach was applied, combining surveys, statistical analysis, and qualitative feedback. Data were collected from 522 students who took the course in either online or face-to-face modalities over five academic terms (2022–2024). Findings reveal statistically significant differences in academic performance between modalities, with greater variability observed among online students. While participants reported enhanced autonomy, adaptability, and time management in the online format, they also experienced reduced interaction and self-regulation challenges. Students preferred synchronous or blended formats, particularly those with visual and multimodal learning styles. The study concludes that online intersemester courses are viable when effective instructional design and equitable technological access are supported. These insights contribute to improving course planning and institutional policies for intersemester online education
Needs Analysis for Developing Critical Reading: Perspectives from EFL Undergraduates and Teachers
No full textRelevant literature revealed that critical reading presents a significant challenge for English as a Foreign Language (EFL) learners, especially non-English major undergraduates in China. Although critical reading is widely acknowledged as essential, its effective integration into EFL instruction remains inadequate. This study is an initial step in exploring strategies to address this gap. It aims to discover the need to develop critical reading skills from the perspectives of Chinese EFL non-English major undergraduates and EFL teachers. A sample of 386 non-English major EFL undergraduates and 82 EFL teachers participated in the study, with a Need Analysis Students’ Questionnaire (NASQ) and a Need Analysis Teachers’ Questionnaire (NATQ) used. Results revealed a congruency between learners and teachers, as both groups reported moderate levels of engagement—learners in their use of critical reading skill (M = 3.151) and teachers in implementation of critical reading instruction (M = 3.045). This study recommends designing modules that align teacher instruction with learner needs, developing critical reading skills from lower-level to progressively higher-level skills, and providing structured tasks within the skills development
Relationship of Preschool Teachers' Food Skills addressing Food Neophobia and Training Moderation: Structural Equation Model
No full textFood neophobia can significantly impact children's learning outcomes and overall well-being. However, the specific food skills competencies required to address food neophobia (FSFN) are often complex, and overlooked, particularly in the context of preschool education. This study aims to develop a framework of FSFN tailored for government preschool teachers in Malaysia, who are trained to work with children from aged 4 to 6 years. By employing the Iceberg Model domains, the framework investigates the relationships between technical skills (TC), nontechnical skills (NT), personality traits (PT), self-concept (SC), and motives (MV) pertaining to FSFN. Additionally, the study explores the moderating effect of food skills training on these interrelationships. A sample of 351 government preschool teachers in Malaysia participated in the study, utilizing a predictive-causal research design. findings demonstrate that both PT and SC significantly and positively influence teachers' TC and NT related to FSFN competencies. However, the study found no evidence to suggest that the presence of food skills training moderates these relationships. FSFN framework was proved reliable, valid, and possessed sufficient predictive relevance for measuring both TC and NT. It holds potential for replication and offers valuable insights for informing future research endeavors in this area
Teachers' Attitudes toward the National Assessment of Knowledge in Third-Grade Mathematics in Slovenia
No full textNational assessment of knowledge (NAK) was introduced into the Slovenian elementary schooling programme with the initiation of the nine-year elementary school in 2001. Based on feedback on student performance, teachers can evaluate the effectiveness of their own teaching and, based on these findings, adapt their teaching methods to the needs of students. NAK is obligatory for all students from the sixth and ninth grade and voluntary for third-grade students, where the school decides about participating. Data from the National Examination Centre show that only a third of Slovenian elementary schools register for NAK in the third grade, hence we wanted to identify the reasons for the low participation. The survey included 114 randomly selected classroom teachers (i.e. teachers from 1st to 5th grade of primary school), who participated by completing an online questionnaire specifically designed for the purpose of this study.. The questionnaire aimed to investigate teachers' attitudes towards the NAK in the 3rd grade, to elucidate the reasons behind the low participation rate of schools in the NAK and the reasons for their non-participation in these assessments. Qualitative and quantitative data analysis revealed that teachers recognize the importance of the feedback provided by the NAK; however, they oppose the mandatory inclusion of NAK in the 3rd grade and the influence of NAK results on students' final grades in the subject (mathematics). The responses also indicate that many teachers had not participated in NAK due to a lack of opportunity rather than opposition to the assessment itself. Among the teachers whose schools opted out of NAK, reasons included perceptions of NAK as useless and unimportant, and concerns about student stress. Additionally, some teachers considered NAK not to be a measure of quality or believed it was implemented too early in the academic year
Predicting Resilience in Nursing Auxiliary Care Technicians Students: The Role of Emotional Intelligence and Self Compassion
No full textTo meet the high demand for quality healthcare, it is crucial to have professionals capable of responding to the complexity of their daily tasks. In this regard, resilience, understood as the human capacity to adapt to difficult situations, has emerged as a key factor for nursing personnel. However, research on how to teach resilience to this professional group is still limited. Exploring the relationship between resilience and other socio-emotional variables, for which there is more evidence of their effectiveness in training, may be interesting for developing educational proposals that enhance resilience. This study aims to explore the predictive value of Emotional Intelligence and Self-compassion regarding resilience in a sample of Nursing Auxiliary Care Technicians students. To achieve this, data were collected from 196 participants enrolled in vocational training programs through self-administered questionnaires using validated scales such as the Trait Meta-Mood Scale (TMMS; Salovey et al., 1995), the Brief Resilience Coping Scale (BRCS, Sinclair & Wallston, 2004; adapted for the Spanish population by Tomás et al., 2012), and the Self-Compassion Scale Short Form (SCS-SF, García-Campayo et al., 2014; Raes et al., 2011). A structural equation model (SEM) was applied using the EQS 6.2 software to analyze the relationships between these variables. The results show that Emotional Intelligence predicts Resilience through Self-compassion. These findings suggest that incorporating Emotional Intelligence and Self-compassion training into nursing education could strengthen students' resilience and better prepare them for the challenges of the profession. The practical implications of these findings highlight the potential for educational programs to include targeted socio-emotional training, offering Nursing Auxiliary Care Technicians students tools that not only enhance their professional performance but also contribute to their well-being
Effect of PBL Supported by QR Code on Developing Intellectual over Excitability, and Creative Thinking
No full textContemporary education systems emphasize the need to develop CTS, especially in the early stages of education, Given that children's creativity is linked to their level of intellectual over excitability, the current study aims to explore the impact of PBL supported by QR codes on activating their level of intellectual over excitability and developing their CTS. CTS test and intellectual over excitability test were applied on students, and observation card was applied by the classroom teacher, on a sample of 40 sixth-grade students. They were then divided into two equivalent groups. PBL supported by QR codes was applied on the experimental group in ten sessions, included real problems; this group was internally subdivided into cooperative groups. The control group studied in a traditional manner. Finally, both groups were evaluated by using the same tools, and they were assigned an individual task assessed by experts to measure their creative performance. The results revealed that PBL supported by QR codes served as a supportive context for students' intellectual over excitability, it also had a positive impact on students' creative performance. Moreover, it positively affected specific sub skills of CT—flexibility and originality—but did not significantly impact fluency, details, or overall CT level
The Mediating Role of Creative and Language Awareness Input in Enhancing Syntactical Elements Comprehension
Full text linkEffective learning of English as a foreign language (EFL) requires special skills and a creative mind; students must manipulate the information they receive in class and transform it into innovative and effective communication through their personal lens. Language awareness plays a critical role in this process, emphasising not only the understanding of language structures but also the conscious application of these structures in various contexts. Creative teaching, on the other hand, helps students be active participants in the learning process rather than passively learn rules and concepts. One hundred four C1-level EFL students, all candidates in English philology, were studied for their use of creative and language awareness input-based learning over their first-semester writing course, which focused on syntactic structures in composition. The study employed a quasi-experimental design, using pre- and post-tests to quantitatively assess the impact of traditional instruction versus a more creative, language-aware approach on syntactic comprehension. The findings suggest that a course structure based on these principles not only aids comprehension of syntactic structures but could also improve bilingual self-expression within a foreign linguistic output
Enhancing Physics Education Through Comic Strips: A Development Research Study
Full text linkThis study’s primary purpose is to venture into developing and evaluating the effectiveness of comic-based materials for teaching physics in junior high school. A sequential developmental and evaluation design was employed, with 15 grade 10 students from Visayas State University Integrated High School participating. Bloom's taxonomy guided the creation of open-ended pre-test and post-test questions. The comic strips were developed, evaluated, and tested. Results indicated substantial inter-rater agreement on the comic strips’ effectiveness in learning (74%) and entertainment (77.14%). Statistical analysis revealed a significant difference between the performance of grade 10 students before and after exposure to the materials, demonstrating the effectiveness of the developed comic strips in enhancing student learning. Additionally, the study found that the developed comic strips are acceptable and can serve as an impactful teaching tool in physics education. The findings contribute to the evolving landscape of innovative instructional methods and hold implications for enhancing physics education