International Journal of Instruction
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Engagement and Factors Associated with Academic Performance in Spanish Students Undertaking Teacher Training Degrees
No full textThis goal of this research was to find out the extent and type of engagement, motivation, stress, coping strategies and academic performance in students undertaking teacher training degrees (early childhood education, primary education and double degrees) with a view to establishing relationships between these variables and designing proposals to improve and complement tutorial plans for these programmes. This was a cross-cutting, prospective, exploratory study that combined descriptive and correlational methodologies by means of questionnaires. The sample consisted of 610 students undertaking the early childhood education degree, primary education degree or double degree at the UB. The results indicate a moderate degree of academic engagement. Among the variables involved, the highest scores were obtained for academic engagement, achievement goals and, as a hindering variable, psychological distress. Academic performance (average grade) and the subscales of vigour, dedication and absorption (as facilitating variables) were identified as being involved in the development and maintenance of academic engagement. It is hoped that this research will serve to disseminate data relevant to tutorial action plans for teacher training degrees among the scientific community and, consequently, to improve the academic engagement of these students
Professional Development and Coaching in the Science of Reading: Impacts on Oral Reading Fluency in Comparison to National Norms
No full textThe purpose of this 5-year longitudinal study was to examine the rate of growth of oral reading fluency (ORF) scores in response to professional development and coaching related to the Science of Reading (SoR) in one urban public school district in the northeast United States. A non-random sample of all grade 1-5 students (n=434) enrolled in the school over a five-year period was used. Analysis of the growth in ORF scores was conducted using a latent growth curve analysis within a structural equation model framework. This model allowed comparison of growth between the sample and established national norms. Results indicate that across the grades over time, the sample demonstrated significantly greater growth (9%) when compared to the national norms (6%), despite interrupted instruction due to the covid-19 pandemic. These results suggest that repeated Professional Development (PD) and ongoing coaching to implement the SoR can lead to longterm growth in student ORF. The implications support SoR as an effective instructional framework which may mitigate against loss of instructional time in the classroom and serve as a protective factor against school interruptions, especially for at-risk learners
Creativity Development of Secondary School Students Using Four Thinking Activities Blended Inquiry-Based Learning
No full textCreative thinking is more than just thinking; it is a practical ability based on knowledge and experience that allows a person to accomplish things better. The objectives of this research were to design science learning activities and promote the creativity of eighth-grade students who received four thinking activities with inquiry-based learning to pass the 70% requirement and to examine the satisfaction of grade 8 students toward blended learning management of four thinking activities with inquiry-based learning. A total of 31 eighth-grade secondary school students at a public school in Northeast Thailand were selected using purposive sampling in the first semester of 2022. The research tools were seven learning management plans using four thinking activities combined with inquiry-based learning on the topic of the human body, a creativity test, and a satisfaction questionnaire. The statistics used were mean, standard deviation, and percentage. The findings revealed that combining learning management with inquiry-based learning resulted in the development of learning activities. The average score for creativity was 16 (80%), from a total of 20 points. The standard deviation was 1.54, which passed the requirement of 70%. Students were satisfied with the four thinking activities and inquiry-based learning, with a mean value of 4.39, representing a high level of satisfaction
Foundations of Teaching and Learning – A Study with Teachers on Conceptions and Pedagogical Practices
No full textThis article aims to investigate the relationships between teachers’ conceptions of teaching and learning and their practices, and the impact that a set of sociodemographic variables has on those conceptions and practices. For this purpose, an online questionnaire, specifically elaborated for the study was applied to 562 teachers from primary to secondary education. Pearson’s R correlation coefficient was used to analyse the relationship between teachers’ conceptions and practices. The Student's T-test and ANOVA were used to compare the average score of conceptions and practices according to gender, years of service, education, scientific teaching area, and education level. The binary logistic regression was performed to analyse the association between the teachers' conception and practice and the sociodemographic variables. Results show that comprehensive and collaborative conceptions are positively related to inclusive practices and systematic and conventional conceptions are positively related to conservative practices. Women had a higher score than men on comprehensive and collaborative conceptions, inclusive practices and conservative practices. Teachers with more experience had higher systematic and conventional conceptions than those with up to 25 years of service. Those from the scientific area of special education and primary education presented scores of comprehensive and collaborative conceptions, inclusive practices and conservative practices significantly higher than the teachers of the remaining scientific areas. The lower the education level where teachers teach, the higher the score in the dimensions related to conceptions and practices
Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology
No full textThe objective of this study is to develop and implement a Project Based Learning (PBL) methodology to improve student comprehension of sustainability topics relating to the concrete industry. A milestone-based PBL methodology was implemented in a concrete technology course that emphasizes the project by creating individual milestones that are due throughout the semester. This intervention took place in an undergraduate program during six semesters, not including the control semester in which a conventional end-of-semester project was used to teach the same topic. The milestone-based PBL methodology was assessed indirectly using pre- and post-questionnaires to the participants and directly using quiz, homework, exam, project, and overall grades. Additionally, the participants provided feedback regarding the methodology. The results show that the students overwhelmingly preferred the milestone-based PBL over the standard project, which is complemented with an average increase of 16, 13, 17, 28, and 14 percentage points for the quiz, homework, exam, project, and overall grades respectively. This amounted to an overall average increase from 74% to 92%. These conclusions not only demonstrate a positive impact of PBL to the students in this course, but also provide further insight and evidence regarding the effectiveness of PBL methodologies for the engineering education community
Effectiveness of Matlab-based Learning and Thinking Styles (InternalExternal) on Students' Higher Order Thinking Skills
No full textRenewal efforts in learning basic electricity and electronics in vocational high schools need to be carried out in order to find the right formula in learning as a new tool to improve students' higher-order thinking skills (HOTS). HOTS are in three dimensions of knowledge, namely conceptual, procedural, and metacognition, which intersect with cognitive levels C4 (analyse), C5 (evaluate), and C6 (create). This research is a quasi-experimental, nonequivalent control group design by applying Matlab application-based learning in the experimental class and comparing it with direct learning in the control class to see differences in students' higher-order thinking skills. In addition, it also looks at the interaction effect between the type of learning applied and the moderator variable, namely the thinking style of students (internal and external), on students' HOTS in three dimensions of knowledge (conceptual, procedural, and metacognition). The participants, or experimental subjects, in this study were class X students with audio-video engineering expertise (TAV). Class X TAV 1 was selected as the experimental class with 34 students, while class X TAV 2 became the control group with 32 students. The results obtained showed the effect of matrix-based learning better than direct learning on students' HOTS in the dimensions of conceptual knowledge, procedural knowledge, and metacognition, and there was no interaction between the type of learning applied and the students' thinking style. Matlab-based learning and thinking styles had a strong influence separately on students' HOTS in the three knowledge dimensions
With the Professional Baccalaureate, the Ideal Route to University of Applied Sciences in Basel, Switzerland
No full textThe Swiss system of vocational education and training is very dynamic. The advantage of the Swiss system of basic vocational education and training lies in the close link between professional practice and school teaching. Most young people in Switzerland start their careers with basic vocational training. Basic vocational training is favorable, because it is the combination of professional practice and school lessons. The vocational pathway leads the young people either directly to vocational practice and vocational school or a full-time school. Basic vocational training leads to the Federal Vocational Certificate (EBA) in two years and to the Federal Certificate of Proficiency (EFZ) in three or four years. After the professional certificate, the certificate of proficiency can be obtained - even vocational training time is shortened depending on your performance. Highachieving pupils can also obtain the vocational baccalaureate (BM) during or after their apprenticeship. With this way, they have exam-free access to the universities of applied sciences. The vocational baccalaureate can be obtained in various disciplines and in different ways. It is always related to vocational training and can be obtained during the apprenticeship (BM1), after successful completion of the apprenticeship (BM2) or within the framework of the business secondary school (WMS) or the computer science secondary school (IMS). In order to be admitted to the vocational baccalaureate school, one must meet the admission requirements or pass an entrance exam. This applies to both BM1 and BM2. The Canton of Basel-Stadt offers baccalaureate courses for working people and the one-year passerelle course for adults with a vocational baccalaureate. Both allow students to study at a university or university of applied sciences with certain restrictions. You can find detailed information on the web at www.berufsberatung.ch and www.berufsmaturbb.ch/home.html
Active Methodologies to Enhance Blended Learning: Exploring the Perceptions of Pre-Service Teachers
No full textThe perceptions of blended learning teachers on the usefulness of different techniques in different aspects are tested: the technique improves the understanding of content and application of knowledge, to test the perception of learning; the technique facilitates blended learning; and the technique improves autonomy, commitment, and the perception of achievement with respect to the subject, to test aspects related to learning. This is an exploratory study with a preexperimental design. Thus, for this proposal, a mixed method is used with a scale questionnaire to obtain quantitative measures of mean and standard deviation, in addition to using the ANOVA test to check that the differences are significant, and an interview with some participants to complement with qualitative information and deepen the results obtained. Participants highlighted their combination and considered that self-regulated learning strategies are especially useful for monitoring progress and perception of achievement; flipped classroom to improve autonomy, which in conjunction with self-regulated learning improves understanding; and cooperative projects to improve understanding and application of knowledge when learning among peers. In conclusion, each technique is suitable for different purposes and the combination would be ideal
Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities
No full textThe study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students
College Student, Veteran Writers’ Interest in Discussing COVID-19 Pandemic Stressors and Related Political Topics
No full textThis exploratory case study investigated college student veterans’ pre-pandemic versus pandemic types and levels of stress linked to their individual/family and communal, health and social-relational contexts during the COVID-19 pandemic and how this orientation impacted their potential interest in communicating about the pandemic and related political, controversial topics in classrooms with a substantial discussion- and writing-assignment course design. The study focused on student veterans, who were compared with their nonveteran peers. From a U.S. university with a socioeconomically depressed, rural population, 78 college students, 39 veterans and 39 nonveterans, participated. The authors applied a mixed-methods design approach and convergent-parallel strategy reliant on data collection and analysis by utilizing Likert scale and short-answer survey questions, NVivo coding, and SPSS statistical software. As findings, during the pandemic, both the veterans and nonveterans reported high and often similar stress levels of up to 41% for five factors connected to their individual/family and communal, health and social-relational contexts, which negatively impacted their college educational paths. During the pandemic, veterans showed the highest stress rates for three factors: anxiety about 1) a community/national political issue(s) connected to their communal, health and social-relational contexts and, tied for second place, 2) an injury/illness of a family member(s) affecting veterans’ individual/family health and 3) a community/national issue(s) related to the COVID-19 pandemic as again linked to veterans’ communal, health and socialrelational statuses. Meanwhile, the nonveterans’ top stressor concerned a personal socializing issue associated with their individual/family, social-relational background