International Journal of Instruction
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Post-Pandemic Mathematic Teachers' Perception on TPACK and Classroom Management Self Efficacy in Online Teaching
No full textEducational technology professionals commonly utilize the Technological Pedagogical and Content Knowledge (TPACK) framework. Yet, the existing studies lack an examination of the influence of mathematics teachers' perceptions of TPACK on their Classroom Management Self-Efficacy in the context of online teaching. This quantitative cross-sectional survey aimed to explore the potential impact of TPACK on mathematics teachers’ online classroom management, which is significant to improve online teaching. The study involved 232 mathematics teachers from Kuwaiti primary schools who were randomly selected through cluster sampling, who completed a questionnaire consisting of 42 items. The questionnaire aimed to investigate both teachers’ perception of classroom Management Self Efficacy in online teaching, and their TPACK perceptions. Through the utilization of multiple regression analysis, the data revealed a significant correlation between the TPACK component (CK, TK, PK, PCK, TCK, TPK, and TPACK) and classroom Management Self Efficacy in online teaching. Consequently, this study highlights the validity of TPACK as a model to elucidate teachers' effective management of online classrooms. The results of this study contribute to international studies on online teaching efficiency, teaching practices, and teacher technological competencies
Pre-Service Teachers’ Inclination Towards the Utilization of Cloud-Based Technologies
No full textBy harnessing the power of 21st-century, the use of cloud computing resources in higher education has emerged as a hot area for deploying innovative technologies in teaching and learning. Accordingly, the core objective of the present study is to analyze the inclination towards the utilization of cloud-based technologies among pre-service teachers in the present digital environment. Based on studies reviewed, a research model was developed with five usability factors - perceived usefulness, perceived ease of use, perceived security, frequency of usage, and behavior intention. Quantitative survey method was used to collect data among 252 preservice teachers in Karaikudi locality. Factor Analysis, Percentage Analysis, Pearson Correlation Analysis, Multiple Linear Regression Analysis were employed for data analysis Statistical analysis of the data indicates that pre-service teachers exhibit a favorable inclination towards using cloud-based technologies with a moderate extent, which is predominantly influenced by perceived ease of use. It is evident from the present study that pedagogical approaches need to change for successful integration of technology in future classrooms and for the development of sustainable educational practices
Effect of Computer Animation Instructional Package on Students’ Achievement in Hybridization in Chemistry
No full textThe study aimed to ascertain how learners' performance in the chemical hybridization concept was affected by the Computer Animation Instructional Package (CAI). A pretest-posttest quasi-experimental research design was used in the study. There were 120 seniors secondary school students in the sample. The control group received instruction via traditional lectures, while the experimental group was treated using computer animation. The Hybridization Achievement Test (HAT) and Students' Spatial Ability Test (SSAT) were tested and used for data collection. The tests had reliability coefficients of 0.71 and 0.77, respectively using Kuder Richardson 20. Using estimated marginal means and Analysis of Covariance (ANCOVA) at a 0.05 significance level, seven research hypotheses were tested. Results showed that CAI highly impacted students' performance in the chemical concept of hybridization. A noteworthy interaction effect between gender and spatial ability was also found, favouring females with high spatial ability over males with low spatial ability regarding learners' performance. The research results indicate that CAI enhanced students' performance on the hybridization concept in chemistry. The results also showed the gender-friendly and successful instructional characteristics of CAI
Are Teachers Adequately Prepared for Inclusive Classrooms in Cambodia? Knowledge and Experience for Inclusive Practices
No full textThis study examined Cambodian teachers’ knowledge and experience related to inclusive education and investigated differences in their knowledge and experience based on schools that implemented and did not implement inclusive education programmes. A survey was administered to 1,008 regular teachers from 236 primary schools of all 25 provinces and cities in Cambodia. Among the selected schools, 50% implemented inclusive education, while the other 50% did not. A four-part questionnaire was employed for data collection. Data analysis encompassed descriptive statistics, the Chi-Square analysis, and the independent sample t-tests. The study revealed that teachers had limited experience and knowledge in implementing inclusive practices. Teachers from schools with inclusive education programmes exhibited significantly higher levels of experience in inclusive education training ( = 0.21, p < 0.001), teaching students with disabilities ( = 0.21, p < 0.001), and collaborative efforts ( = 0.23, p < 0.001) than those from schools without such programmes. They also demonstrated significantly greater knowledge concerning policies, inclusive education (t = -8.29, p < 0.001), and disability (t = -3.12, p < 0.001) than their counterparts. The study provides various implications for improved policies and teacher training programmes to enhance teachers’ knowledge and experience for inclusive practices in Cambodia
Exploring the Relationships among Perceived Teacher’s Autonomy Support, Motivational Regulations, and Social-Emotional Outcomes
No full textThe present study examined the relationships among perceived teacher’s autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher’s autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher’s autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher’s autonomy support and test anxiety and perceived stress. Teacher’s autonomy support may serve as a potential approach to develop students’ positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students’ motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher’s autonomy support on students’ SEL-related outcomes
The Effect of YouTube on Speaking and Listening Skills of Students
No full textIn an English as Foreign Language context like Saudi Arabia, university business students face a difficult challenge to speak in English and to understand what is spoken. The students don’t have the opportunity in their daily life to listen to native speakers in or outside the classroom, but they are expected to listen to the text book audios in the classes spoken by the native speakers of English. Therefore, the difficulty rises in Listening and Speaking Skills Course as the students are not exposed to the British accent. In order to solve this problem, the researcher used YouTube videos spoken by the native speakers in the experimental group, and the control group just had the normal practice of listening to only the textbook audios. The researcher adopted quasi-experimental design with pretest and posttest in both control and experimental groups and analyzed the performance of the students using SPSS and Excel. The study proved that the results of experimental group improved significantly in their listening comprehension skills and performed better in their presentations than the control group. In the English as Foreign Language contexts, where business students fail to have exposure to the native accent of English, YouTube videos can make a great contribution in improving their listening and speaking skills
Development and Validation of the Teachers’ Perceptions of Classroom Climate Scale for the Portuguese Population
No full textTo improve learning outcomes, evidence-based processes suggest that classroom climate is a means of creating more sustainable schools committed to improving the quality of teaching and learning. Therefore, valid measures of classroom climate are necessary to enable comparative studies focused on teachers' perceptions, including important dimensions such as cooperation. As no validated instruments exist for the Portuguese context, we developed and validated the Teachers' Perception of Classroom Climate (TPCC), consisting of five dimensions: teacher support, peer support, academic competence, satisfaction with the school, and cooperation. Following a quantitative research approach, the construct validity was analyzed using Confirmatory Factor Analysis, internal consistency was evaluated using Cronbach’s Alpha coefficient, and test-retest reliability was assessed using univariate and multivariate General Linear Models and Spearman’s rho correlations. The study supported the five-factor structure of the TPCC and demonstrated good psychometric properties. These results support the use of the TPCC to evaluate teacher perceptions of classroom climate
Social Influences, Cognitive Competence, Problem-Solving Skills: A Case Study of Problem-Solving Skills in the Context of Digitalization Adoption
No full textThe purpose of this research was to investigate the relationships between social influences related to digital transformation adoption and cognitive competency in forming problem-solving skills. A deduction approach associated with the positivist philosophy was employed in order to build up the research model to explain the process of shaping problem-solving skills. By sending questionnaires randomly via Google Forms, a cross-sectional study with 337 respondents aged 17 years and older, including men and women with an education level of high school or higher, was conducted in southern Vietnam. Prior to assessing the measurement and structural models, the reliability and validity of measurement scales were examined by Cronbach’s alpha using SPSS software. The SmartPLS software then was utilized to analyze the measurement and structural models and test the hypotheses using partial least squares structural equation modelling. According to research findings, social influences associated with the implementation of digital transformation had a direct positive impact on workers' cognitive competency as well as their problem-solving skills. In addition, the research model also demonstrated the effects of cognitive processes when receiving social impacts through direct and indirect mechanisms on problem-solving skills, in which low thinking ability was the foundation for high thinking and creative abilities. Based on these findings, the research opened a novel approach to problem-solving skills through the mechanism of the impacts of stimuli on organisms and organisms on responses that were a premise for managers to provide and orient information to improve employees' cognitive abilities and problem-solving skills
Research Methodology Courses in Advanced Studies in Education: Trends from the Portuguese Case
No full textThe identification and characterisation of all course syllabus on research methodologies in education in advanced studies in education allows to present the current Portuguese teaching and learning scenario in this field for the first time. The approach for the development of this empirical work was a national survey of all master's and doctoral programmes in education and in teaching, coding and translating the information. The data collected was validated with the respective higher education institution, the master or doctoral coordinator and the teacher responsible for the research methods teaching. A qualitative based methodology through descriptive statistical analysis enables a presentation of trends in the design and organisation of the course syllabus. The results show a research knowledge that is fragmented and not clear. The descriptions of course syllabus undervalue the epistemological and methodological issues inherent in the construction of scientific knowledge in education. Privilege is given to the operationality of the methodology with a view to developing a scientific project
Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme
No full textTeaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades