International Journal of Instruction
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Biology Teaching Strategies for Greek Primary School Students with Learning Disabilities
No full textThe present research examines the impact of teaching strategies, such as structured instruction and ICTs, on the comprehension of biological concepts among Greek primary school students, including those with typical development and learning disabilities (LDs). A preliminary study was conducted with a sample of 20 teachers through semi-structured interviews. The research identified the classes and course units that posed comprehension challenges for primary school students. Interventions were carried out with a sample of 55 6th-grade students, including 13 with LDs. The interventions focused on units related to renewable and non-renewable energy sources, photosynthesis, and the structure of food webs. The first intervention utilized structured instruction with the use of lesson plans and ICTs, such as interactive whiteboards. The second intervention solely relied on ICTs. These groups were compared to students attending traditional lecturebased instruction classes. The results indicated that students with LDs performed less effectively compared to typical development students. Structured instruction proved to be the most effective teaching method for both groups, except for the unit on photosynthesis, where both groups showed decreased performance postintervention. Students with LDs showed significant improvement in the food webs unit, suggesting that collaborative work enhanced their understanding
Digital Tools and Mathematics Learning Difficulties: A Bibliometric analysis (1988-2024)
Full text linkStudents with dyscalculia or math disability experience difficulties in different mathematical areas. Assistive technology is often used to support their learning/ educational needs. As assistive technology is a broader term, the paper focuses on digital technology. The study examines the global research landscape on assistive technologies for students aged 12-18 with mathematical disabilities. It analyses the most commonly used assistive technologies and their evolution over time, identifying leading countries, prolific authors and citation trends. Factors influencing the use of AT by these students are also explored. A systematic literature review, including 624 papers from 1988 to 2024 included in the Scopus and Web of Science databases, was conducted using methods of bibliometric analysis facilitated by the software VOSviewer. The relationship between digital technology (for teaching and learning purposes) and students with math disability aged 12-18 was examined. Based on co co-occurrence analysis six thematic clusters were identified that are related to (1) barriers and different kinds of digital technology and frameworks that address barriers, (2) cognitive processes, psychological processes, and mathematical (dis)abilities, (3) mathematics contents and digital and non-digital resources that supports representation of mathematics concepts, (4) relates to mathematics self-beliefs, achievements, and factors related to achievements, (5) learning and teaching of mathematics, (6) affinity to mathematics and the willingness to learn it. Our analysis shows that there is an extensive body of research regarding the usage of new digital technology in teaching and supporting students with math disability, however, suggesting that more specific research is needed to establish the impact of different types of digital technologies on learning basic mathematical concepts, procedures, and problemsolving tasks
Preschool Children's Language as a Mediator in the Relationship between Their Executive Function and Emotional Competence
Full text linkThe impact of executive function on individual emotional competence directly may affects individual emotional competence. It may indirectly affects individual emotional competence through language. This study investigates the mediating effect of preschool children's language in the relationship between their executive function and emotional competence. A total of 210 preschool children from four kindergarten in Rafha city were randomly selected. The Pearson’s Moment Product Correlation Coefficient Technique was used to determine the relations between study variables. The mediating role of language in the relationship between Executive Function and Emotional Competence was examined with basic mediation analysis using Model 6 in PROCESS macro. The mediation effect results show that language plays a partial mediating role between executive function and the emotional competency of preschool children. The results of mediation analysis show that language plays a partial mediating role in the mediation model of "executive function-language-emotional competence"
Validation of a Scale to Measure Digital Competence in the Elderly Population
No full textThe aim of this work arises, on the one hand, from the need to digitally include people over 65 so that they can participate fully in today's society, and, on the other hand, to involve university students in their own training process through a research and participatory action project with older people. A process of adaptation and validation of an instrument to measure the level of digital competence of older people was carried out by means of an expert judgement, a pilot test and a final application to a sample of 210 older people. The 16 items of the instrument show stable and consistent measurements, fulfilling the required demands, and could be very useful for researchers working with this group, as it will allow them to know the starting point of the elderly at a digital level and design strategies that favour their technological inclusion
Exploring Factors Affecting High-School Student Entrepreneurship Competency
No full textEntrepreneurial competencies are increasingly recognized as essential skills for students in today's dynamic and competitive world. This study aims to identify and validate the crucial entrepreneurial competencies of Thai high school students using a 2nd-order confirmatory factor analysis (CFA). A questionnaire was developed to assess these competencies, administered to a sample of high school technology teachers selected using multi-stage random sampling. The results indicated that technology teachers perceive the development of entrepreneurial competencies as crucial for their students. Specifically, the analysis revealed that entrepreneurial skills, leadership skills, and innovative adaptability were most important. These findings suggest that enhancing these competencies can significantly contribute to students' overall entrepreneurial potential. The research contributes to the understanding of entrepreneurial competencies among high school students and provides a validated framework for assessing these competencies. The study's novelty lies in its validation of essential entrepreneurial competencies specifically tailored for Thai high school students, offering a framework for assessing and nurturing these competencies in an educational context
Multilingual Education in Ethiopia: Use of the Mother Tongue and Lingua Franca
No full textEthiopia is a multilingual and multiethnic country with more than 80 ethnic groups and languages. While the Ethiopian People’s Revolutionary Democratic Front promoted mother-tongue education, it urged the use of Amharic as lingua franca. Despite more than 30 years having passed since the enactment of these policies, their impact has not been adequately discussed. This study examines language policy under Ethiopia’s ethnic federalism from the perspective of the mother tongue as the medium of instruction in schools and lingua franca. To achieve this objective, a literature analysis was conducted by examining official documents and existing studies. The results revealed that while the Constitution promoted the mother tongue as the medium of instruction, Amharic, as the lingua franca, was not functioning as well as expected. As a result, multilingual and multiethnic groups were unable to communicate efficiently, increasing the potential for division and increased distrust among ethnic groups. Amharic’s failure to function as a lingua franca, combined with the strengthening of ethnic identity through mother-tongue education, may have influenced the heightened sense of ethnocentrism witnessed in Ethiopia today
Synthesis of Guidelines for Strengthening Good Teacher Characteristics of Teachers in Schools
No full textThe objective of this research is to synthesize guidelines for enhancing good teacher characteristics of teachers in schools affiliated with the Sisters of St. Paul de Chartres of Thailand, by collecting and analyzing relevant concepts, principles, and theories from experts with knowledge and expertise in developing and training personnel in the teaching profession and used semi-structured interviews to collect data. The interview form had an index of consistency between 0.80 - 1.00. The data was content analyzed according to Miles and Huberman's guidelines. The results of the lessons learned from the guidelines for creating a manual to enhance the good characteristics of teachers at St. Paul de Chartres School in Thailand. It can be summarized, as consisting of 4 main processes: 1) Enhancing competencies’ Process from actual practice, consist of 2 main indicators. 2) Enhancing skills’ Process for peaceful coexistence, consists of 3 main indicators. 3) Strengthening teachers' identity Process and professionalism consists of 6 main indicators, 6 indicators, and 4) Evaluation Process and results monitoring. Developing a manual to enhance the good teachers’ characteristics can happen when each process is carried out in detail and systematically
Blended FORCE Model: Advancing Collaborative, Cloud-Based Learning in System Design Courses
No full textThis study introduced the FORCE Learning Model, a blended learning approach for a 'System Analysis and Design' course at a Thai university in 2022, using cloud-based collaborative learning to enhance engagement and outcomes. Employing a mixed-methods research design, the study utilized semi-structured interviews, surveys, and skill assessments, achieving inter-rater reliability of 0.79 and test reliability of 0.74. Data analysis included mean, standard deviations (SD), and t-tests. The results revealed three key findings: (1) identification of six major challenges in course management, including issues with content delivery, student engagement, and assessment methods; (2) development of the FORCE model with five distinct steps—Face-to-face, Online, Rotation activities, Collaborative learning, and Evaluation—demonstrating high process and outcome efficiencies above 81%; and (3) statistically significant improvements in students' team learning skills and academic performance, with gains observed at a 0.01 significance level. These findings emphasize the model’s potential in addressing educational challenges and fostering academic success
Effect of Blended Problem-Based Learning on Students' Academic Performance in College English Cultural Courses
No full textBlended problem-based learning (BPBL) offers advantages through flexible instruction and active learning via real-world problems. Despite this, its use in college English cultural courses for cross-cultural communication is underutilized. This study developed a BPBL model for these courses, using a quasi-experimental design with students in "Society and Culture of English-speaking Countries" (SCESC) and "History of English Literature" (HEL) courses. Results showed a significant positive effect of BPBL on academic performance in both courses, with larger gains in the experimental group. SCESC saw greater improvement due to tangible social issues, while HEL, with its abstract literary-historical integration, showed moderate gains. Qualitative feedback highlighted collaborative activities but also noted challenges like time pressure and cognitive load. The research validates BPBL's positive effect on performance, emphasizing content-specific adjustments. Limitations include a single-institution sample and reliance on short-term, multiple-choice assessments
Identifying and Supporting Twice-Exceptional Students with Emotional and Behavioral Disorders: Perspectives of Primary School Teachers
No full textThis study investigates how primary school teachers recognize and support twice-exceptional students—those who exhibit both high cognitive potential and emotional or behavioral disorders. The objective is to explore the extent to which these students are identified in school settings and to examine professional awareness, attitudes, and practices regarding their needs. Due to the complex and often contradictory nature of their profiles, the giftedness of twice-exceptional students is frequently overlooked, especially when behavioral and emotional difficulties obscure their academic potential. Relying primarily on quantitative descriptive methods, the research surveyed education professionals on their knowledge and recognition of twice-exceptionality. The findings reveal a persistent reliance on traditional markers of giftedness, such as measurable academic performance, with insufficient attention paid to behavioral and emotional indicators. The study emphasizes the need for a multidimensional and holistic approach to giftedness identification, combining academic, psychological, and behavioral assessments. It further calls for systematic professional development and institutional adjustments to ensure these students receive adequate support, preventing their marginalization and enabling the full realization of their potential