International Journal of Instruction
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Development of Mathematical Concepts through a Problem-based Approach in Grade 3 Primary School Pupils
No full textThis research aims to design and evaluate an experimental model of problembased mathematics instruction by conducting an experiment with 3rd-grade students in practical school settings. The objective is to determine the impact of the experimental instruction model on students’ achievements in mathematics knowledge, focusing on the first taxonomy level according to Gagne. The study utilizes an experimental pedagogical research approach within existing primary school classrooms. The experimental group (EG) experiences the problem-based instruction model, while the control group (CG) receives behaviorist instruction. The experiment spans 8 months and includes 240 3rd-grade students. Results reveal that the EG, despite a minor pre-test advantage, demonstrates superior posttest achievements in arithmetic, geometry, and logic when controlling for pre-test scores. This confirms the effectiveness of problem-based instruction in enhancing conceptual understanding
Exploring the Opportunities and Challenges of Using Community as Classroom for Learning Geography
No full textThe present study explored the potential opportunities and challenges of using the Community as Classroom strategy in learning Geography from the perspectives of 264 Bhutanese middle secondary school students. Guided by mixed-method design, survey questionnaires and focus group interviews were used to collect the data. Thematic analysis was employed for qualitative data, whereas quantitative data was analysed using descriptive statistics such as mean and standard deviation. The findings from both the quantitative and qualitative data revealed that there were various opportunities for incorporating the CAC strategy in the Geography curriculum such as learning through the CAC strategy was engaging, experiential, and provided practical knowledge. Moreover, participants believed that it connected them with their communities, enriched their experiences, and enhanced learning outcomes. This approach was seen as authentic and relevant, allowing students to witness the practical application of academic content in their communities. However, both quantitative and qualitative findings revealed that there were certain challenges in using the CAC strategy, including time constraints, large class sizes, transportation costs, diverse student behaviour, and cultural differences. This study concludes with implications and recommendations for future research
Motivation to learn Biology: Adaptation and validation of a Science Motivation Questionnaire with Slovene secondary school students
No full textMotivation for biology can be considered as one of the most important factors influencing the teaching and learning of biology. Thus, the main objectives of this research were to test the validity of an instrument that measures students' motivation for the subject of biology, and to determine the situational motivation of Slovenian secondary school students for learning biology. Based on 516 completed web questionnaires filled in by various secondary school students from Slovenia, we came to the following conclusions. By applying non-parametric tests, we concluded that there were certain statistical differences between genders and between students from different secondary schools and regions when it came to motivation for studying biology. First-year students are more concerned with assessing knowledge. Those from the fourth year, on the other hand, are more interested in the knowledge they have acquired rather than the grade they have achieved. They also considered knowledge in biology as important for their life and thus for their career. The factor analysis yielded a structure different from the theoretical constructs. The responses of Slovenian secondary school students formed five factors for the motivation to learn biology: (1) intrinsic motivation and personal importance, (2) anxiety about assessment tasks, (3) self-efficacy in assessments, (4) career motivation and (5) responsibility. This information could be useful for teachers and researchers to promote motivation for the discipline and subject of biology. A lack of motivation in science can hinder science and science literacy, which is necessary for responsible decision-making and behaviour and in choosing a career in science
The Situation of English Pronunciation in Primary Education Classrooms in Spain
No full textThis study arises from the need to approach the current reality of English pronunciation in primary education classrooms in Spain. Nowadays, English pronunciation is still not given importance for the development of students’ communicative competence. Thus, pronunciation is not sufficiently valued, and therefore, we can detect certain deficiencies in the oral expressions of our students. The main objective of this study was to investigate the situation of pronunciation in primary education in Spain. The hypothesis we planned was whether pronunciation was given appropriate importance and had sufficient presence in the classroom. We conducted a quantitative method being framed within what is known in educational research as a non-experimental or ex-post-facto design, defined as that which is carried out without the researcher deliberately manipulating the independent variables. The instrument used was a personal questionnaire delivered to 55 English teachers, of whom 32 responded, in primary education from Granada in Spain. From the data obtained from the teachers participating in the study, we can conclude that although teachers consider oral expression as one of the main skills to be worked on in the classroom, they do not consider pronunciation to have a direct and significant relationship with improving it
Online Learning in Higher Education – Learners' Perceptions, Interaction, Flexibility and Challenges
No full textThe current study explores preservice teachers' engagement in online learning. A total of 653 students from two Arab teacher-training colleges in Israel answered an attitude questionnaire focusing on four significant aspects of online learning: participants’ perceptions; interactions with online learning; learning flexibility; and challenges of online learning. Inferential statistics methods were employed, mainly MANOVA analysis and the Structural Equation Modelling approach model (SEM). Results indicate the participants' readiness to learn online, showing positive perceptions towards online learning and highlighting the method's flexibility, even though several challenges are still impeding the learning process. The study also shows that the participants’ perceptions, the method's flexibility and learning challenges, in addition to the learners' demographic variables, could affect the learners' interaction with online learning. The study results could help in understanding the associations between the perceptions of and experiences with online learning, specifically students' online interaction. Future research could examine other aspects relating to students’ interaction with online learning and the relationship of online learning with the learners' properties and the method's characteristics
Physics Educational Technology (PHET) Simulations in Teaching General Physics 1
No full textAs stipulated in the "K to 12 Program" of the Department of Education, Philippines, the traditional way of teaching and learning should be transformed into electronic learning where ICT skills and technologies are introduced to the 21st-century learners, as well as 21st-century teachers. This paper tried to determine if teaching by utilizing Physics Education Technology (PhET) Simulations can impinge on the mastery of the least learned competencies in General Physics 1. It specifically analyzed the Proficiency level and Performance level in demonstrative applications in Physics. The current study also proposed an enhanced lesson plan exemplar that can be adopted by STEM teachers in teaching Physics. The descriptive method of research was employed in the study. During the investigation, there were 49 Grade 12 STEM students participated. The study concludes that PhET Simulation-Integrated instruction can improve the students' proficiency level on the least mastered competencies in General Physics 1. It also strengthened the claim that PhET Simulations can be a virtual laboratory for assessing students' performance on demonstrative applications. Further, utilizing and integrating PhET Simulations in delivering physics lessons can promote positive and engrossing learning experiences among learners
Attitudes, Motivation, and Beliefs of Online Foreign Language Learners Amidst the Pandemic
No full textCovid-19 pandemic was an event which undeniably changed the paradigm of language learning. Online language learning has emerged as a significant catalyst, shedding light on distinctive attitudes, motivations, and beliefs among learners. The aim of the present study was to explore how learners articulated their attitudes, motivations, and beliefs in this context. To achieve these objectives, two hundred thirteen respondents participated in the study, completing modified versions of the AMTB (Attitude/Motivation Test Battery) and BALLI (Beliefs about Language Learning Inventory) questionnaires. In addition, eight online language learners were engaged in one-on-one interviews. Quantitative data were subjected to descriptive statistical analysis, while qualitative data were transcribed and examined using thematic analysis techniques as proposed by Auerbach & Silverstein (2003). Drawing upon the Complex Dynamic Theory by LarsenFreeman (2017), the study's findings revealed that foreign language learning during the Covid-19 pandemic constitutes a complex dynamic construct that is profoundly influenced by learners' attitudes, motivations, and beliefs. These findings align with prior research, suggesting that learners generally have positive attitudes toward language learning and the target language community, and they exhibit a high level of motivation in their pursuit of online language acquisition
Exploring the Effects of Online Learning Complications on Mathematics Achievement
No full textThe aim of the research was to examine different complications of learning mathematics online and their effects on students’ academic performances. A cross- sectional survey design was employed among 2311 students from the school to university levels in Nepal. Hierarchical linear regression and machine learning were major statistical techniques used in the research. The findings indicated that access to and cost of digital devices, training on digital skills, assignment submission skills, digital literacy, and a separate study room at home were major complications for students in learning mathematics online. Additionally, these complications to learning mathematics online negatively affect students’ academic performance. This research gives new insights into the complications of online learning and its effect on learners’ performance in mathematics as well
Communication and Organizational Learning in Teachers of Public Educational Institutions
No full textThe study focuses on analysing internal communication and organizational learning as current constructs in regular basic education in public educational institutions, establishing the correlation of variables and explaining the level of significance of these interactions in some of their most relevant dimensions. A quantitative approach and correlational design were used for the methodology. The sampling was probabilistic, composed of 172 regular elementary school teachers. The data collection technique was the survey. Spearman's Rho statistic was used to process the information. The conclusion of the study showed that there is a significant inverse relationship between internal communication and organizational learning in the teaching staff, explaining that while internal communication obtained 74.4% of satisfactory mastery, organizational learning reached 7.6% at the high level, which reveals the need and urgency for teachers and managers to innovate strategies to achieve organizational learning, taking as a starting point the high levels of internal communication experienced by the teaching staff in the educational institutions investigated
Implementing Critical Pedagogy in EFL Classes: Pre-Service Teachers’ Experiences
No full textThe application of Critical Pedagogy (CP) based on strengthening and valuing the identity of each person to educate them in diversity and achieve social equity becomes key to helping learners identify themselves as agents of change to contribute to the creation of social solutions. The study reports the experiences of pre-service teachers of the Teaching English as a Foreign Language (TEFL) undergraduate program while implementing CP to teach English to children and teenagers who are beneficiaries of a Charity Foundation in Cuenca, Ecuador. The findings show that pre-service teachers were able to implement the principles of CP not only to teach English but also to foster in students a sense of self-identity and social justice, achieving the goals of using this approach