International Journal of Instruction
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Handwriting Legibility among Elementary Students using Zaner-Bloser and Handwriting Without Tears Methods
Full text linkHandwriting remains an indispensable skill for elementary students, contributing to motor and cognitive development, as well as academic achievement. However, many students continue to struggle with handwriting legibility. In recent years, instructional approaches like Zaner-Bloser and Handwriting Without Tears have garnered attention for their structured, systematic methods aimed at enhancing handwriting skills. Therefore, the present study investigated the impact of using the Zaner-Bloser and Handwriting Without Tears handwriting instruction techniques on elementary students through a structured intervention, involving direct instruction and practice, with 34 fourth-grade students from Hongtsho Primary School. Guided by action research approach, the pre-test/post-tests and close-ended interviews were used to collect the data. The intervention consisted of daily handwriting practice sessions over 30 days, focusing on proper letter formation, spacing, and legibility. The quantitative data was analyzed using SPSSv25 and qualitative data were analyzed using the thematic analysis of Braun and Clarke (2006). Quantitative findings showed a significant improvement in handwriting legibility, with mean scores increasing from 38 (SD = 1.54) in the pre-test to 135 (SD = 1.26) in the post-test. Moreover, the paired samples t-test confirmed the statistical significance of this improvement (t(33) = -10.97, p < .001), with a large effect size of .86. Further, qualitative findings revealed that most students perceived the handwriting instruction techniques as effective and beneficial, though a few found them tedious. The action research concludes with practical implications
Willingness and Influencing Factors in Online Chinese as a Second Language Learning: Insights from University Learners
No full textThe advent of the 5G era has provided new opportunities for Chinese online education. Nevertheless, the current online Chinese education model is still in the exploratory stage and the learning effect has not been fully evaluated. The purpose of this study is to explore the willingness of Chinese language learners at a public university in Malaysia to participate in online Chinese courses and the factors affecting their learning outcomes in an online environment. Using the snowball sampling method, the study conducted online qualitative interviews with 24 members of the Chinese Language Club. Discourse analysis was performed using Nvivo software to uncover key factors influencing the effectiveness of online Chinese learning. We found that learners' positive inclination toward online Chinese learning stems from its flexibility and rich resources, while weaker engagement is associated with a lack of interactivity, focus, and learning atmosphere. The study also identified three key factors: interactivity, technical support, and content design. The findings provide practical guidance and theoretical references for the development of Chinese as a second language education online
Insights into M-learning in Mathematics Education: A Bibliometric Study from 2007 to 2024
No full textMobile learning (M-learning) has emerged as a transformative approach in mathematics education. This approach provides flexible access to educational resources. Consequently, there was a need to conduct a bibliometric analysis to understand trends, key contributors, and research themes in the field of Mlearning, particularly in the context of mathematics education and this study included 74 publications covering the years 2007-2024. Analytical tools such as biblioMagika® were used for metric calculations, OpenRefine for data cleaning, and VOSviewer for network visualization. The results of the bibliometric analysis reveal a significant increase in M-learning research after 2020. This growth is driven by the implementation of distance learning due to the COVID-19 pandemic. Among the countries contributing significantly are Indonesia, the United States, and Germany. Additionally, institutions like the University of Rijeka and Utah State University play key roles in this research. Previous studies also identify several main themes. These themes include engagement strategies, cognitive skill development, and collaborative learning. Frequently used keywords include "mobile learning", "mathematics education", and "game-based learning. The analysis indicates an h-index of 18 and a citation rate per publication of 13.55. Both metrics reflect the impact and academic engagement within this field. This comprehensive overview of M-learning in mathematics education provides valuable guidance for researchers, educators, and policymakers. The study also encourages continued exploration of M-learning’s potential to enhance mathematics learning outcomes globally
Development of a Sustainable Automated Irrigation System as a Learning Object
No full textSchool gardens face challenges in integrating technologies and pedagogical strategies, which limits the appropriation of knowledge related to automation, renewable energies, and sustainability. This study aimed to develop an automated and sustainable technological irrigation system that serves as a learning tool, facilitating knowledge acquisition in these areas within agricultural processes. The designed technological device functioned as an integrating element across various disciplines, including electronics, programming, electricity, mechanics, and agriculture, through the implementation of pedagogical strategies grounded in constructivism and project-based learning. The research followed a qualitative approach using a collaborative action-research methodology. The study population consisted of 15 high school students. The results, assessed through rubrics, demonstrated that students successfully met the established criteria, effectively acquiring key concepts in automation and sustainability while meaningfully integrating knowledge from multiple disciplines
The Impact of Academic Mobility on English Language Teaching Methods: A Comparative Analysis of Pedagogical Practices
No full textThe aim is to determine how academic mobility improves foreign language teaching methods. Methods used included questionnaires, interviews, observations, and educational material analysis. Results showed the positive impact of academic mobility on improving teaching quality, adapting programs, and introducing innovative approaches. The study involved 50 foreign language teachers (25 with mobility experience, 25 without). Data collection used quantitative questionnaires and qualitative interviews. It was found that 78% of teachers with mobility experience regularly implement interactive teaching methods, compared to 52% among those without. Interviews confirmed academic mobility helps adapt new methods. Conclusions emphasize academic mobility's importance in modernizing foreign language teaching, identifying specific changes in methods, and highlighting its role in globalized education for implementing innovative approaches and international best practices
Teacher Training Programs: The Perspectives of Special Educational Needs (SEN) Teachers
No full textThis study explores Special Educational Needs (SEN) teachers’ views on the adequacy, relevance, and effectiveness of their training programs, framed through Kolb’s Experiential Learning Theory, which highlights the role of reflective and experiential learning. Using a qualitative design, thirteen SEN teachers from various Malaysian regions participated in semi-structured interviews. Data were analyzed through Braun and Clarke’s six-step thematic analysis. Three core themes emerged: (1) Practical alignment with classroom needs; (2) Systemic challenges like inconsistent mentorship, limited resources, and weak collaboration; and (3) Contextual gaps in training content, particularly in relation to Malaysian cultural and policy contexts. The study highlights the need for training programs that are policy-aligned, context-sensitive, and continuously updated to improve teacher preparedness and support better outcomes for students with disabilities
Motivational Theories in Action: A Guide for Teaching Artificial Intelligence Prompts to Support Student Learning Motivation
No full textThis conceptual study explores how motivational theories can guide the use of generative Artificial Intelligence (AI) tools, such as ChatGPT, to enhance student learning motivation. Drawing on Self-Determination Theory (SDT), ExpectancyValue Theory (EVT), and Mindset Theory (MT), we introduce the Motivation Construction Model (MCM), a theoretical framework consisting of three interrelated phases: contemplation, goal setting & planning, and action. We demonstrate how MCM can be applied in AI-driven learning environments to support personalized prompts, targeted feedback, and adaptive guidance to motivate learning. We propose that MCM is a strategic and holistic approach to equip educators with actionable guidelines to use AI for motivating students while adhering to ethical pedagogical principles. Although the MCM framework is grounded in established motivational theories, its real-world application remains to be explored. Future research should examine the effectiveness of MCM in authentic classroom contexts to better understand its potential for enhancing student motivation and informing evidence-based instructional practices
Experiences of Learners with Visual Impairment in the Mainstream Secondary School Classrooms in Malawi: A Case Study of Mzimba District
Full text linkMalawi has historically prioritized specialized education for visual and hearing impairments, neglecting minor learning difficulties. Aligning with international declarations, Malawi became a signatory in 1990 and 1994, committing to inclusive education. In 2007 and 2012, the government revised primary and secondary curricula to include learners with special needs in mainstream classrooms. Despite revisions, outcomes for visually impaired learners in mainstream secondary schools are unknown. This study in Malawi's Mzimba district explores challenges faced by visually impaired students in implementing the revised curriculum. Guided by the Ecosystem framework, schools are viewed as dynamic ecosystems. Qualitative research method which employed a case study design was used. The participants were ten visually impaired students, two special needs teachers, and two mainstream teachers. Data were collected through indepth interviews, document review and classroom observation. The results of the study reveal challenges. Issues include insufficient materials, inadequate teacher support, an unfriendly environment, and a lack of teacher training. Thematic content analysis identifies these challenges, leading to recommendations for mitigation and broader implications
Innovative Approach to Business Education in SMEs in the Knowledge Economy of the 21st Century
No full textThe contribution is interdisciplinary in nature. Aim of the contribution is to suggest some innovative concept for modern managers, which could prevent bankruptcy in the 21st century. Partial aims are following: identify 3 categories of financial risks, create schemes, according which could managers prevent these risks and finally create innovative method “Business Coin Concept” TM, which is suitable for business education during the business life cycle in the 21st century. To main financial risks belong: secondary inability to pay (insolvency) - SIP, fines and penalties by state authorities - FPSA and primary inability to pay – PIP. Then are identified tools to reduce these risks – e.g. SIP by financial analysis ex post and ex ante. In next step are identified information resources available to the manager to recognize financial risk and make an adequate decision – e.g. for SIP public and commercial database. The final output is the data evidence in the company information system. Data evidence is composed of 3 subsystems: financial, tax and managerial accounting. Authors also identify the main reasons for the manager to understand the content and connection of financial and managerial accounting when knowing the symptoms of the imminent bankruptcy of the company. The last step of the scheme is connection between 3 accounting subsystems. Main benefit of research is the creative educative method Business Coin Concept TM, which could we use not only by business education of entrepreneurs, but also by students of secondary schools. This suggestion will reduce the probability of financial loss of the company. Conclusion of article contains social and economic significance of suggested innovative approach, there are also some future extensions and limitations of research
Relationship among EFL Learners’ Self-Regulated Learning Strategy Use, Speaking Anxiety and Speaking Strategy Use
No full textThe present study aimed to investigate the relationship between EFL learners’ use of self-regulated learning strategies (SRLS) with their speaking anxiety and speaking strategy use. To do so, the 70 Iranian male and female EFL learners were selected based on convenience sampling procedure from National Language Institute in Tehran. Three measurement instruments including self-regulated strategy use, Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) questionnaire; Foreign Language Speaking Anxiety Scale (FLSAS), and Questionnaire of Speaking Strategy Use by EFL Learners were utilized to collect the data. To analyze the gathered data, Pearson Moment Correlation analyses were conducted. The results revealed a significantly negative and strong correlation between use of self-regulated learning strategy and level of speaking anxiety among EFL learners. Furthermore, the results showed a significantly positive and strong correlation between SRSU and speaking strategy use. Finally, it was shown that there is significantly negative correlation between speaking anxiety with all the subcategories of Questionnaire of Speaking Strategy Use by EFL Learners. Based on the findings of this study, pedagogical implications will be suggested