International Journal of Instruction
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Heutagogy in Action: Empowering Mathematics Teachers Through Innovative Pedagogical Approaches
No full textAs a result, mathematics teachers are prompted to focus on the heutagogical approach. However, challenges arise, like inadequate training and support among mathematics teachers. Thus, this study concentrated on formulating a series of teaching activities aligned with the heutagogical approach, specifically tailored to assist mathematics teachers in enhancing their teaching methods. This study was conducted using the Fuzzy Delphi Method (FDM) involving 15 experts with various fields of expertise such as mathematics education, educational technology, heutagogy, pedagogy and the curriculum as well as primary and secondary school mathematics teachers. The data was collected from October 2023 to November 2023 by using a questionnaire as the primary means of collecting data. Findings were analysed using triangular fuzzy number, threshold value, percentage for expert consensus and defuzzification process to determine the acceptance and ranking for each teaching activity. The results indicate that teachers assign projects that require students to explore real-world applications of mathematical concepts, were ranked first, followed by other activities, while teachers arrange virtual sessions with guest speakers from the mathematics field to provide insights to real- world applications were ranked last. In conclusion, this study offers valuable insights for mathematics teachers interested in enhancing student-centered learning within the framework of Education 4.0
Escape Rooms for Education: A Meta-analysis
No full textThis meta-analysis aims to investigate the effectiveness of educational escape rooms in improving learning outcomes and fostering positive attitudes. Specifically, it seeks to examine their impact on the acquisition of content knowledge and the development of attitudes. Additionally, the study conduct a moderator analysis to explore how variables such as subject matter, types of escape rooms, and participants' age may influence these effects. After systematically screening the literature, 22 studies were deemed eligible for inclusion in the meta-analysis. The findings demonstrated a high effect size in knowledge gains and moderate effect size in attitude change, with 0.86 and 0.63, respectively. Interestingly, the moderator analysis did not uncover any statistically significant distinctions in effect sizes based on the three aforementioned moderators. In conclusion, this study affirms the effectiveness of educational escape rooms across a variety of academic disciplines and offers valuable insights for educators and practitioners interested in employing escape rooms as a means of educational innovation
Synthesis of Research on Science Learning Management Affecting Problem Solving Skills: Meta-Analysis
No full textThe rapidly changing world of the 21st century is complex and unpredictable. The researcher aimed to study the findings from a meta-analysis of 42 research studies related to the learning management of science that affects problem-solving skills during 2012–2022 from a database in Thailand called ThaiLIS. The findings revealed the variables that cause different mean effect sizes and the influence of research quality on the effect size. The instruments of this research were the research quality assessment form and the research characteristics assessment form. Statistics for data analysis were mean, standard deviation, one-way analysis of variance, and multiple regression analysis. The directional research hypothesis, multi-stage sampling, randomized control group post-test only design, PBL, and Weir's solution theory were discovered in the study to be the variables that caused the mean effect sizes to differ at the statistical significance level of .05. In addition, research quality had a positive influence on the effect size. The findings of this study will be useful to teachers who want to provide learning management of science that helps students develop problem-solving skills. This will develop skills more effective than traditional teaching
User Engagement with Interactive Educational Videos: Relations with Task Value, Cognitive Load, and Learning Satisfaction
No full textInteractive educational videos have grown in popularity in the higher education setting over the last two decades. This exploratory study investigates the mediating and moderating effects of user engagement (UE) on the relationships between the antecedents of UE (i.e., intrinsic load, extraneous load, germane load, and task value) and learning satisfaction. A cross-sectional survey study was conducted in June 2023. We conveniently sampled 49 year-one undergraduate students, who completed a self-report questionnaire consisting of items pertaining to cognitive load, task value, user engagement, and learning satisfaction. Data was analysed using hierarchical linear regression models. Findings revealed that reward fully mediated the relationship between germane load and learning satisfaction. In addition, reward was also found to moderate the relation between (a) germane load and learning satisfaction, and (b) task value and learning satisfaction. These findings highlight the importance of creating rewarding experiences when designing interactive educational videos
Construction, evidence of validity and reliability of a Teacher Socioemotional Competencies Scale - ECSED
No full textSocial-emotional competencies are complex actions that include skills, knowledge and attitudes to maintain effective and satisfactory social interactions. As well as, managing one's own and other people's emotions in different environments. They are vital for healthy coexistence in higher education. The purpose of this research was to establish the evidence of validity and reliability for the scale of socioemotional competencies of university teachers. Scale constructed under the pentagonal model approach of Bizquerra and Pérez (2007). The study is cross- sectional and instrumental. A non-probabilistic convenience sample of 237 teachers from public and private universities in Lima (Peru), from different professional careers, aged between 24 and 70 years, male and female, was used. Satisfactory evidence of content-based validity was found for the criteria of clarity, pertinence, and relevance for each of the items using Aiken's V technique. For validity based on the internal structure of the construct, a Penta dimensional model and a bi-factor model were contrasted by confirmatory factor analysis, with better fit values for the second model (CFI and TLI > 0.95, RMSEA and SRMR < 0.07, = ω h = 0.90, ECV and PUC > 0.95), and favorable evidence of convergent and discriminant validity was also found. For both the overall score and the scores for each factor, there were coefficients denoting high reliability (ordinal α and ω > 0.90)
The Analysis of PLOICE Model Application to Develop Science Process Skills: On the Coffee Learning Process
No full textThe STEM approach is a learning approach that is in line with learning needs to face the challenges of the 21st century. Then, the use of the STEM approach is highly recommended. It is needed an innovation to facilitate the application of the STEM approach such as integrating the STEM approach with the learning model. So, an integration of the PBL model and the STEM approach is created and then arranged which is known as the PLOICE learning model. The PLOICE learning model is a learning model that has the following syntax: Problematize, Learn, Organize, Investigate, Create, and Evaluate. In this research, students will be involved in scientific investigations on the management of shade-grown coffee to increase coffee production. Student participation in determining the management of shade-grown coffee can help develop students' science process skills. The research implemented a quasi-experiment where two classes received different treatments, namely the experimental and control classes. The experimental class received treatment using PLOICE and control using conventional treatment. In the results that the application of the PLOICE model had a significant effect on the development of students' science process skills. In implementing the PLOICE model, students are more active in discussions and questions and answers
Exploring the Characteristic of Good Catholic Teacher of the Sister of Saint Paul de Chartres in Thailand
No full textThis study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model)
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No full textCooperative learning is a pedagogical practice widely endorsed in the literature to enhance students’ creative writing skills. This methodology promotes the development of originality, fosters openness to new ideas, provides opportunities for interaction and tossing ideas around, and subsequently contributes to boosting creative textual production. This study aims to assess the impact of incorporating cooperative learning strategies on developing creative writing skills and enhancing self-efficacy among 6th-grade students. Additionally, this study reflects on using cooperative learning methods in the classroom setting, namely the roundtable and the cooperative graffiti. The participants were 34 students from two classes of the 6th grade of the 2nd cycle of basic school: an experimental group, where cooperative learning applies, and a control group, conducted using a traditional lecture. The study used a quasi-experimental design, incorporating pre-test and post-test. The non-parametric Wilcoxon signed-rank test was used to assess within-group changes in pre-test and post-test scores for both the experimental and control groups. The findings from both classes suggest that cooperative learning is more effective than a traditional lecture in building creative writing skills and self- efficacy in Portuguese (first language) and maths
The Effectiveness of a Training Program Based on Tyler's Multiple Talents Model in Thinking and Decision-Making Skills
No full textThis study aimed to assess the effectiveness of a training program, based on Tyler's multiple talents model, in developing productive thinking and decisionmaking skills among a group of gifted students in Jordan. Using a pre-test and post-test design complemented with a control group, 60 gifted students aged 12 to 15 years old were randomly assigned to either an experimental group (n = 30) or a control group (n = 30). The experimental group received a training program of 12 sessions, each lasting 90 minutes, covering a variety of topics related to productive thinking and decision-making, while the control group received no training. Using a combination of descriptive and inferential statistics (means, standard deviations, ANOVA, and t-tests) with a statistical significance threshold of α≤0.05, the results showed the training program significantly enhanced the productive thinking and decision-making skills of the gifted students in the experimental group, as evidenced by improvements in their scores on the Torrance Tests of Creative Thinking and the Decision-Making Questionnaire, while the control group showed no significant improvements. These findings suggest that talent development programs, focusing on a broad range of skills and abilities, can effectively improve the productive thinking and decision-making skills of gifted students. The study's implications extend to educators and practitioners working with gifted students and the wider educational system in Jordan, indicating that targeted interventions can be effective in skill enhancement of gifted students, positioning talent development programs as a promising support method within the Jordanian educational context
Procrastination Among University Students: A Study Investigating Sociodemographic and Psychological Factors
No full textProcrastination is a widespread problem that is very common among university populations and is associated to negative consequences. The aim of this study is to analyze procrastination in university students and its relationship with sociodemographic and psychological variables. A multicenter study involving 845 university students was conducted, with participants completing several questionnaires, including the Procrastination Assessment Scale-Student (PASS), Academic Time Management (ATM), Brief Symptom Inventory (BSI-18), and Big Five Inventory-10 (BFI-10). The study subsequently examined procrastination patterns among these students, distinguishing between low and high procrastination profiles, and explored demographic and psychological variations using ANOVA, Chi-square analysis, and logistic regression. Results showed that forty-seven percent of students procrastinate, and males procrastinate more than female students (p=.018). Procrastination was related to psychological variables (more anxiety, depression, somatization), personality variables (less conscientiousness and agreeableness), and time management (organization, follow-up, and assignment completion). More responsible students who better plan their time and track their progress procrastinate less. It would be necessary to provide interventions for university students at risk of suffering negative consequences from procrastination