International Journal of Instruction
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The Influence of Interest, Motivation, and Learning Style on Grade 6 Pupils’ Mathematics Performance
No full textThis study examines the influence of interest, motivation, and learning styles on the mathematics performance of Grade 6 pupils. It specifically explores how these factors—categorized into interest, motivation, and visual, auditory, and tactile learning styles—affect students’ academic outcomes. Conducted in Dingalan, Aurora, during the School Year 2023-2024, the study employed a quantitative descriptive-correlational research design. Data were gathered from 239 purposively selected pupils using survey questionnaires. Statistical analyses, including correlation tests, were performed to determine the relationships between pupils’ learning attitudes and their academic performance in mathematics. The findings reveal a significant positive correlation between pupils’ interest, motivation, and visual learning styles with their mathematics performance. However, auditory and tactile learning styles did not show a significant impact on academic achievement. Additionally, the study highlights a gender difference, with female pupils performing better than their male counterparts. These results underscore the importance of fostering engagement, motivation, and visual learning strategies to enhance mathematics learning outcomes. The study recommends that educators and policymakers implement teaching approaches tailored to students' learning styles to improve engagement and performance. Further research is suggested to explore additional factors, such as parental involvement and classroom environment, that may influence students' mathematics achievement
A Bibliometric Analysis of Knowledge Development and Emerging Trends of Critical Thinking in English Education (1995-2024)
No full textDespite the growing emphasis on Critical Thinking (CT) in English education, there remains a lack of comprehensive understanding regarding its development and emerging trends over time. This study aims to bridge this gap by conducting a bibliometric analysis (BA) to map the knowledge development and emerging trends, identify influential contributors, and highlight emerging trends in CT research within the context of English education. A total of 878 articles were retrieved from the Web of Science core collection database from 1995 to 2024. VOSviewer and CiteSpace were employed as analytical instruments. The data collection process involved extracting publication metadata including authorship, institutional affiliations, keywords, citations, and country of origin. The analysis reveals that Hwang Gwo-jen, Stapleton Paul, and Yuan Rui are the most frequently cited authors, while institutions such as The Chinese University of Hong Kong, The University of Hong Kong, and Islamic Azad University have made substantial contributions. China, the United States, and Iran emerged as the leading countries in this research area. Major research themes include higher education, academic writing, 21st-century skills, teacher education, CT, and teacher-student interaction. Additionally, emerging topics such as media education, information literacy, ChatGPT, digital games, educational technology, collaborative learning, and reading comprehension are gaining traction. These findings provide a comprehensive overview of the research landscape and suggest future directions for scholars and educators aiming to integrate CT into English education through innovative and technology-enhanced pedagogies
High School Student Creativity, Innovation, and Teamwork Skills from Teacher’s Perspective: A Second-Order Confirmatory Factor Analysis
Full text linkThis essay underscores the imperative of cultivating creativity, innovation, and teamwork (CIT) skills in high school students. Employing multi-stage random sampling from August to October 2023, 350 high school technology teachers were asked their opinions concerning what constituted CIT skills in their students. Expert questionnaire validation ensured reliable results. Utilizing descriptive statistics and second-order confirmatory factor (CFA) analysis, the research reveals endorsement of these skills by technology teachers. The model, aligning with the empirical data, highlights innovation's crucial importance, followed by creativity, and teamwork. The research contributes significantly to the literature by providing empirical evidence from technology teachers, offering insights into their perceptions. These results further highlight the educational strategies needed for nurturing a holistic innovative skill set among high school students. The findings, valuable for educators, policymakers, and researchers, fill a gap in enhancing educational practices and curricula to equip students for the 21st-century challenges
Exploring Digital Literacy of University Students and Variables Affecting Digital Literacy Levels
Full text linkConsidered a pressing need for students in the 21st century, digital literacy is indispensable to navigate the digital world as much as the real world. This study aims to gain a comprehensive understanding of current Vietnamese university students’ digital literacy levels and to see if there is any difference between their digital literacy levels in terms of gender as well as regional settings among undergraduate students in Vietnamese universities. A mixed-methods approach included a questionnaire administered to 300 Vietnamese university students, semi-structured interview with 25 of them, was applied to collect the data. After analyzing the data, the findings indicated that Vietnamese students considered their digital competencies at good levels. In addition, there was a significant difference in digital transformation skills among undergraduate students in various parts of the country. In addition, the difference in genders did not result in distinct digital literacy levels. In light of the findings, some pedagogical implications are put forward with a view to improving university students’ digital ability and hence supporting the development of technology education in Vietnamese context
Investigating the Effectiveness of Ongoing Professional Development Programs for EFL Teachers in Saudi Arabia
Full text linkThis study focuses on investigating the effectiveness of Ongoing Training Programs (OPTs) designed for English Language Teachers (ELTs) in Saudi Arabia with the intent to see how successful these are in of their actualization and what challenges they pose to be addressed for a sustained educational development. Taking CIPO (Context, Input, Process, Output/Outcome) model as a theoretical framework, the programs offered by GAET (General Administration for Educational Training) were ransacked for their rationale, planning and implementation together with the trainees’ practices after they receive the training. The data was collected and subjected to rigorous scrutiny for its validity and reliability and accentuated by the views of supervisors, trainee teachers, and the trainers. The findings revealed that in the ambit of a larger training program, ELTs get relatively fewer opportunities to benefit from OTPs. Certain inhibitions were found during the different phases of the process where English Language Teachers relatively go through conventional coaching without any follow-ups. Consequently, the outcome is fraught with challenges that need to be addressed to be in line with the vision 2030 that emphasizes sustainability in professional development in English language teaching
Metacognition’s Mediating Effect on Undergraduate Achievement Goals and Mathematical Modelling Competency
Full text linkThe purpose of this research is to investigate the influences of achievement goals and metacognition on mathematical modelling competency among undergraduates, with a specific focus on understanding the mediating role of metacognition in the relationship. This quantitative study employed a crosssectional survey research design. Cluster sampling method was used to select 694 undergraduates majoring in mathematics in Hebei province, China, including 522 (75.2%) females and 172 (24.8%) males. Participants are between 18 and 22 years old. To collect data, the mathematical modelling competency test questionnaire, metacognition inventory and achievement goals scale were used. Amos 28.0 was used to analyse the data through a structural equation model. The results of this research suggest that both achievement goals and metacognition have a positive influence on mathematical modelling competency. Metacognition has a partial mediating effect on the relationship between achievement goals and mathematical modelling competency. The study concludes that teachers should focus on undergraduate metacognition and goal-oriented guidance to further cultivate their mathematical modelling competency
Every Child Succeeds: Special Education for Special Children in Basel, Switzerland
No full textSpecial education is a field dedicated to supporting and educating individuals with various disabilities. These individuals may include children from birth, schoolaged children, or adolescents and young adults who are still in education. Its focus is on ensuring needs-based, individualized education for people with special educational needs or disabilities. The primary goals of special education are the optimal development of personality, the promotion of autonomy, and the facilitation of social integration and participation. Special education is an individualized instructional approach designed for individuals with special needs (e.g., intellectual, auditory, physical, visual impairments; autism; learning difficulties). A child or young person is considered to have a special educational need when it is determined that their development is significantly limited or at risk, or when they are unable to meet regular academic standards without additional support. Moreover, special education applies to children and adolescents who demonstrate substantial challenges in social competence, as well as in cognitive and performance-related abilities. In Switzerland, the responsibility for the education of children and young people with special educational needs lies with the individual cantons. On behalf of the EDK, the Foundation Swiss Center for Healing and Special Education supports the cantons in the implementation of their cantonal special education frameworks. The cantons are responsible for the education of children and young people with special educational needs. The design of special education services and measures is determined by each canton in accordance with its respective special education framework. In Basel, the Special Education and Hospital School Ordinance is the ordinance governing the education and support of students with special educational needs and hospital schooling. This ordinance regulates the provision of education and support for students with special educational needs during compulsory and post-compulsory schooling, up to a maximum age of 20, as well as for students with or without special educational needs in hospital schools. Various services are available both within and outside the school setting, depending on the child's needs in BaselStadt. Detailed information and links regarding these services can be found at https://www.bs.ch/ed/volksschulen/foerderung/verstaerkte-massnahmen
L2 Writing Self-Efficacy and English Writing Achievement in MOOCs: A Moderated Mediating Model
No full textThis study aimed to examine the interaction mechanism between L2 writing selfefficacy, online continuous learning intention, teacher support and MOOC writing course learning achievement. Participants of this study were 300 students of the MOOC English writing course. A survey was used to collect data. The study found that online continuous learning intention had a mediating effect between L2 writing self-efficacy, expressed self-efficacy, language self-efficacy and learning achievement; teachers’ cognitive support and autonomous support play an important role in the second half of the overall mediating effect. Moderating effect, that is, both are moderating variables between online continuous learning intention and writing learning achievement
Employers' Satisfaction with Graduate Competencies in Slovenia: Differences between the Public and Private Sectors
No full textThis study investigates employer satisfaction with the qualifications and competencies of graduates in education-related disciplines, encompassing fields focused on teaching, learning, and human development. Drawing on data from 464 employers across diverse sectors, the study compares satisfaction levels between public sector (education) and private sector employers. The analysis reveals that private sector employers report significantly higher satisfaction with graduates' qualifications than their public sector counterparts. ICT literacy was the highestrated competency across sectors, while leadership and social engagement ranked the lowest, likely due to limited academic opportunities and emphasis. Employers view these skills as requiring experience and long-term development. Public sector employers rated critical thinking and self-initiative slightly higher than private sector counterparts. Many employers emphasized the need for further training, particularly in leadership, problem-solving, and communication. Aligning curricula with labor market demands is essential to equip graduates with both technical and soft skills. The study recommends enhancing curriculum design and industry partnerships to improve employability and long-term career success
Preparing Future Teachers for Inclusive Practices and Disability: A Systematic Literature Review
No full textThe aim of this study is to qualitatively synthesise the main research issues in this field. To this end, an exploratory review of 26 relevant articles from WoS, Scopus, and ERIC, covering all years up to 2024, was conducted. A descriptive table collected key data, such as author, date, place, objectives, methodology, sample characteristics, results, and main contributions. For data analysis, the qualitative software Nvivo 12 was used, categorising the results into three emerging thematic areas: conceptualisation and beliefs about inclusion and disability, deficiencies in academic preparation, and successful practices for inclusion in higher education. The results show the progress and challenges in inclusive education, revealing an evolution from exploring attitudes towards inclusion to assessing teacher preparation and curricular needs. Significant gaps in the academic training of prospective teachers are identified, along with specific recommended practices, such as service-learning and experiential training, for improving inclusion. It is concluded that understanding and improving the training of prospective teachers on inclusion and disability is crucial. The need for a systemic approach to curricula reform and research-based inclusive practices is highlighted. Finally, the findings offer actionable guidance for policymakers, programme designers, and educators, emphasising the integration of inclusive education at all levels of teacher training to foster a more equitable system for all students