International Journal of Instruction
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Promoting Emotional and Psychological Well-being in Students through a Self-Help ChatGPT Intervention: Artificial Intelligence Powered Support
No full textThe current study investigates the efficacy of artificial intelligence (AI)-powered interventions, in particular ChatGPT, for promoting emotional and psychological well-being among university students. While mental health issues continue to rise among university students, innovative approaches to accessible and scalable support are much needed. We employed a mixed-method approach, combining both quantitative and qualitative data collection techniques. A self-help ChatGPT intervention was administered to university students, with effectiveness measured through a structured questionnaire and open-ended questions capturing user experience, emotional impact, and suggestions for improvement. . The results showed that the participants generally felt comfortable using the tool, and the outcomes regarding emotional support were positive, with high ratings for ease of communication, empathy, and practical advice provided. Students found the intervention effective in managing stress, anxiety, and other emotional challenges. However, some limitations were noted, especially regarding complex emotional issues. Cronbach's alpha for the questionnaire was high, showing internal consistency and reliable results. The majority of the students expressed satisfaction with the tool but at the same time recommended enhancements for further personalization to handle more subtle emotional responses. Overall, this study suggests that AI-powered support tools like ChatGPT can play an important role in enhancing the emotional well-being of students and offer a promising complement to traditional mental health resources. The potential for such interventions to achieve broader use requires further study and refinement
Effectiveness of Role-play Method: A Meta-analysis
No full textTo investigate the effectiveness of role-play methods in education. Meta-analysis was conducted, and publication bias test and heterogeneity test were performed. Robustness was also tested by the removal-by-removal method. Finally, subgroup analyses were conducted to explore the effects on teaching effectiveness under different moderating variables. Twelve articles with 22 effect size samples involving 907 participants, including 821 university students and 86 secondary school students, were finally included. Meta-analysis demonstrated that teaching with the role-play method had a more significant positive effect on students than the control group (ES=0.818, 95% confidence interval 0.600-1.035). We also found that the role-play method had the most significant impact on students' Skills. This study demonstrates that role-play can enhance learning in all dimensions by allowing students to take on different roles and situations
Examining Procedural Proficiency in Fraction Addition: Comparative Insights from England and Taiwan
No full textIn recent decades, the teaching and learning of fractions have remained challenging for both teachers and students. This study reviewed fraction curricula in England and Taiwan, revealing a significant disparity that drives an investigation into how these different curricula impact students’ procedural proficiency in fraction addition in these two regions. A comparative analysis of 561 British and 648 Taiwanese students, aged 12 and 13, was conducted using a written test to assess variations in procedural proficiency in fraction addition and explore the extent of these differences. Through thorough coding of students’ strategies employed during the test, the study identifies the persistent impact of whole number bias on procedural proficiency in fraction addition, especially in England. Results show significant differences in proficiency between regions, with Taiwanese students demonstrating greater success in algorithmic application. No significant age-related differences were found within the same educational system, suggesting that mastery of fraction addition does not necessarily improve with age or increased exposure. These findings not only emphasise the need for targeted improvements within educational systems but also underline the importance of further international research to uncover and identify the diverse factors influencing mathematical achievement across different regions
Never Stop Learning: Invest in Your Future and Open New Doors to Life with Switzerland Basel Continuing Education
Full text linkContinuing education plays an important role for individuals, society, and the economy. The constant changes in the labor market and technological developments challenge adults to adapt and grow professionally throughout their working lives. Switzerland, with its institutions and society, gives importance to continuous education and training. Participation in continuing education and training is above average in Switzerland. Swiss continuing education and training (CET) is highly diverse. In Switzerland, there is a comprehensive and varied range of continuing education and training programs. Those who wish to participate in a CET program can choose from a wide array of providers and formats. This includes courses, seminars, programs, and CET courses, as well as learning opportunities outside of formal course structures. This field also encompasses visits to museums and workshops, readings, excursions, and conferences, for example. Continuing education and training also includes e-learning and blended learning, work-based learning, and independent use of learning materials or specialist literature. CET also covers learning in self-organized groups. The cantons coordinate transregional tasks in continuing education and training through the Swiss Conference on Continuing Education and Training (SWBK).The SWBK is a specialized conference within the Swiss Conference of Cantonal Ministers of Education (EDK) and advocates for lifelong learning. The Canton of Basel-Stadt also places great importance on continuing education through its institutions and society. The continuing education offerings of the Canton of Basel-Stadt provide a wide range of courses and further education opportunities that are accessible regardless of your prior education. Some of these valuable continuing education courses are summarized in this study. We have tried to present some of the courses offered for continuing education. In fact, there are many more public and private education and training courses in Basel. As long as you want to learn, you will always be able to find courses in Basel that are suitable for you and that interest you
Implementation of The Spectrum of Teaching Styles in Physical Education According to the Characteristics of the School
Full text linkThis study analyses physical education teachers’ use and perceptions of the spectrum of teaching styles according to the characteristics of their schools. The study sample comprised 350 (35.1% women and 64.9% men) Spanish physical education teachers. The questionnaire used was based on the teachers’ use of and beliefs about teaching styles. The main results show that there were no general differences in the use of styles by gender, hours per week, or ratio. However, the use of teaching styles, the ability to apply different teaching styles, and the perceived benefits in terms of fun, learning, and motivation were conditioned by the teaching level, class time, and the ownership of the schools. These findings illustrate physical education teachers’ use and perceptions of the spectrum of teaching styles according to the context in which they work. This study could be beneficial to school administrations to identify how the characteristics of the schools can influence and condition the teaching methodology
Implementing Design Thinking in STEM Education: A Systematic Review of Trends and Challenges
No full textThis study presents a systematic review of the literature on the implementation of the Design Thinking (DT) methodology in STEM education. Using the Scopus and Web of Science databases, 54 articles were analyzed after applying inclusion and exclusion criteria, from a total of 358 initial studies. The research focuses on characterizing the scientific production related to DT and STEM, evaluating its results, challenges, and limitations. The bibliometric results highlight a significant increase in publications on DT in STEM since 2018, with the United States, Thailand, and Australia as the main contributors in the field. In addition, a predominant focus is observed on qualitative studies, focused on exploring participants' experiences and perceptions in the application of DT. Despite the significant growth and contributions, challenges such as small sample sizes, time constraints, and the requirement for more teacher training and resources for an effective implementation of DT in STEM education were identified
Effect of Peer Assessment and Artificial Intelligence Review on English Writing and Evaluation Ability
No full textPeer assessment has been widely adopted in teaching English writing; artificial intelligence (AI) assisted teaching has also been practiced and applied in English writing teaching. Based on an in-class writing practice of 250 Chinese undergraduate students majoring in English and Translation, this study adopts an empirical comparative method and a questionnaire survey to carry out post-writing peer assessment and AI review. By comparing the similarities and differences through the practice of the two different modes, this study tries to explore their value in effectively improving undergraduates’ English writing and evaluation abilities. The questionnaire survey shows that both modes can give constructive evaluations on the content; organization; sentence expression; use of words; grammar, spelling, punctuation and other technical aspects of an essay, with the AI review providing more objective and specific feedback. In addition, in the artificial intelligence era, the use of peer assessment and AI review can optimize English writing teaching and enhance the ability of undergraduates’ English writing and evaluation
EFL Pronunciation Instruction: Czech vs Slovak EFL Students’ Perceptions
No full textThis study examines the perceptions of Czech and Slovak EFL (English as a Foreign Language) students regarding pronunciation instruction, highlighting its crucial role in effective communication and successful language learning. The primary aim of this paper is to investigate how the research participants, comprising 103 Czech and Slovak university EFL students, perceive EFL pronunciation-related issues and whether there is a statistically significant difference between the perceptions of the two groups. The research indicates that while pronunciation is regarded as essential and participants feel confident in their own pronunciation, it often remains an overlooked area in EFL instruction. Furthermore, eleven independent sample t-tests revealed statistically significant differences in three questionnaire statements: the desire to sound as close to a native speaker as possible, confidence in one’s pronunciation, and the need for more time for pronunciation instruction, indicating distinctions between the Czech and Slovak students. As English continues to serve as a global lingua franca, this research emphasises the need to prioritise pronunciation in EFL curricula to enhance effective communication and comprehensive language proficiency among EFL learners
Analytical Thinking in Mathematics: A Systematic Literature Review on Research Types and Content
No full textAnalytical thinking is a crucial cognitive skill in mathematics, enabling learners to effectively decompose complex problems, evaluate relevant evidence, and propose reliable solutions. Despite its significance in mathematical learning, research on analytical thinking in mathematics education remains limited. To address this gap, the present study employs a systematic literature review to comprehensively analyze the current state of research on analytical thinking in the field of mathematics and categorizes the existing literature based on its types and content. Following the PRISMA standards, the study selected 21 relevant articles from major databases such as Web of Science, Scopus, and Google Scholar. The results indicate that the types of research predominantly focus on qualitative studies and quantitative descriptive studies. The content of the research primarily spans five key themes: Instruction and Development of Thinking, Research on Thinking Processes, Assessment and Evaluation of Thinking, Research on Thinking Styles, and Interdisciplinary Research. This study addresses the lack of a systematic synthesis of analytical thinking research in mathematics education. Theoretically, it providing a structured framework for future research. Practically, it identifies effective teaching strategies, guiding educators in fostering analytical thinking and supporting curriculum development
Science Teachers’ Dialogic Practices in Senior High School STEM Science Classrooms
No full textThe integration of diverse discourse strategies is crucial for fostering learning environments where students actively engage in scientific practices, interact with scientific data, and use the technical language of science. This descriptive quantitative study examines the dialogic practices of science teachers in senior high school STEM science classrooms, focusing on the frequency and nature of these practices as perceived by both teachers and students. Survey data were collected from 310 STEM students and 8 science teachers at a private institution in Cavite City, Philippines. A ten-item survey scale assessed the implementation of productive dialogic practices, with item-level analyses conducted using Mann-Whitney U-tests to examine differences in perceptions. Results revealed that students consistently rated the frequency of all ten dialogic practices higher than teachers, with significant disparities in specific moves, including 'Invite Others to Build on Ideas,' 'Build on Ideas,' 'Make Reasoning Explicit,' and 'Challenge.' Furthermore, teachers' years of experience exhibited a positive monotonic relationship with their perceived frequency of dialogic practices. These findings highlight the importance of critically examining how dialogue is enacted and positioned within Filipino science classrooms, emphasizing the need for enhanced awareness and implementation of effective dialogic strategies