International Journal of Instruction
Not a member yet
851 research outputs found
Sort by
Online Education in Hungary and Armenia during the Pandemic and Its Aftermath
No full textAfter the breakout of the COVID-19 pandemic our lives have been profoundly changed, including higher education, where a digital form has emerged as a result. This paper presents some of the results of nearly two and a half years of research conducted in two countries. The first objective was to analyse the experience of the transition to digital education, digital competencies and equipment of staff during the COVID-19 pandemic, and the second was to summarise the impact of the alternatives to digital education at universities after the pandemic. It was also aimed at describing how digital education at the universities of these two countries with very different cultures has been tackled and whether the experiences are different. The research was carried out by means of a questionnaire including 592 instructors from Hungary and 111 from Armenia. The researchers analysed the data using SPSS 28 statistical software. Univariate and multivariate analyses were conducted, including frequency, mean and standard deviation tests, cross- tabulation analysis, ANOVA, independent samples t-test, and correlation. analyse The current study suggests that the two culturally different countries did not have completely different practices, and also the smoothness of the transition to digital education has a major impact on how digital solutions are integrated into university education in the two countries in the future. To conclude, the pandemic induced the emergence of online education, which is here to stay with us in the future to supplement traditional, offline forms. Keywords:,,
The Influence of Learning Styles and Attitudes on Academic Performance of College Students in a Flipped Learning Environment
No full textThis study looks into how flipped classrooms affect college students with different kinds of learning styles, attitudes, and academic performance. The purpose of the study is to provide empirical support for the effectiveness of the flipped classroom model in accommodating a variety of learning styles. Survey questionnaires and midterm grades of students were used as instruments for data analysis on 85 participants in a state university in the Philippines. Statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis test, and Kendall's tau-b were employed for a comprehensive analysis. The data analysis revealed that a majority of respondents identified as auditory learners, expressing agreement with the flipped classroom model and demonstrating excellent performance within this learning environment. Significantly, the positive attitude and excellent performance exhibited no significant differences across various learning styles. Clear evidence emerged indicating that a positive attitude toward the flipped classroom correlated with exceptional academic achievements. Consequently, the study implies that the flipped classroom proves effective in catering to diverse learning styles while maintaining students' excellent academic performance. Furthermore, it could be concluded that their positive attitude in a flipped classroom model have boosted their academic performance in general. Understanding the connection between students' attitudes toward particular pedagogical approaches and their academic performance offers important insights that can greatly enhance the processes of teaching and learning, resulting in better educational outcomes fostering a positive learning environment
Utilizing Flipped Classroom and the First Principles of Effective Instruction in Teaching Finite Geometry
No full textThe flipped classroom approach has been used as a variation of digital learning even before the covid-19 pandemic. Using this approach and the First Principles of Effective Instruction, this study determined and compared the proving skills of higher education students in finite geometries using true experimental research involving two equivalent classes in Modern Geometry. Data on proving competencies were gathered from the 27 pairs of randomly selected respondents and were subjected to data exploratory analysis to ensure the appropriateness of statistical tools for data analysis. Results reveal that both classes performed equivalently in the pretest. However, the flipped class exhibited a statistically significant improvement in the posttest and in-class activities than the non-flipped class. Additionally, the flipped class was found to have equivalent performances in both individual and group in-class activities. The results showed that necessary competencies in proving theorems can be attained using the flipped classroom approach following the activation, demonstration, application, and integration phases of instruction. The study recommended using the approach to support students learning achievement, performance enhancement, and active learning environment. It can also be incorporated into crafting an adaptive learning continuity plan for the post-pandemic recovery period and beyond
In the Crucible of a Professional Learning Community: Becoming a Highly Effective Teacher in Challenging Contexts
No full textDespite evidence for the established role of a professional learning community in supporting teacher professional learning and development, it is still among the most under-utilized resources available to teachers. The current study in a major educational institution in the Gulf sets an example for establishing professional learning communities (PLCs) in unusually challenging academic contexts. These contexts often lack support from the administration for teacher professional learning and development, and there is minimal collaboration among colleagues. While synthesizing ideas from mainstream literature and social psychology, the study expands the conceptual base for establishing PLCs and offers a strategic vision for developing highly effective teachers through participation in a synergistic PLC. Following Interpretive Research Paradigm, the study employed ethnographic research methodology to understand how the participants in the study describe themselves and their actions as well as their interactions with others. Based on a thematic analysis conducted using NVivo software, the findings suggest that goal-oriented collaboration of teachers in a PLC, where empathy, maturity, and abundance mentality are practised, can prepare teachers for professional excellence, leading to significant improvements in student learning and achievement
Online Teaching Effectiveness and Teacher's Readiness: Impact on Student’s Satisfaction and Academic Performance
No full textThis study looked at the impact of online teaching effectiveness (OTE) and faculty readiness on education students' satisfaction and academic achievement. This study took place on the NEUST Gabaldon campus in the first semester (midterm) of the academic year 2021-2022. The study used descriptive correlational analysis to see if there was a relationship between the effectiveness of online teaching, faculty readiness, student satisfaction and academic achievement. The study included 186 education students and 12 faculty members from the College of Education. The students were picked by stratified sampling, while the 12 faculty members were chosen by intention. The results indicate that students are satisfied with online learning, faculty members are prepared to teach online, and the College of Education's online teaching is effective. The findings also reveal a relationship between online teaching effectiveness, faculty readiness, student satisfaction with online learning, and academic success. On the other hand, there is no link between the student responders' profiles and the effectiveness of online teaching or learning satisfaction. The theoretical and practical ramifications of the research were also discussed
Towards the Preparation of Modified HyFlex Learning Scheme: The Case of University Agriculture Courses in the Philippines
No full textThe Hybrid-Flexible (HyFlex) learning delivery provides a student-directed multimodal learning experience that optimizes students’ engagement and technological competencies needed in the present society. This descriptive-developmental research utilized archival documents and surveys to look into the capacity of the institution’s existing instructional resources as inputs for designing a HyFlex learning scheme. There were a total of 979 student-respondents involved through convenience sampling ensuring representations among the agriculture course offerings of the Sorsogon State University, Philippines. The survey was conducted either face-to-face or online with the use of Google Forms and found that students who utilized technological devices with good internet connection preferred a mixture of online with face-to-face learning (~50%) for the lecture subjects. On the other hand, the agriculture students (>60%) preferred the face-to-face set-up for the major subjects regardless of the type of technological devices and the internet connectivity speed. The upgrading and re-upgrading of the human, physical facilities, and library instructional resources for the HyFlex classes are needed to further comply with the flexible learning scheme requirements in the University’s agriculture programs attuned with the Philippines’ Commission on Higher Education (CHED) Policies, Standards and Guidelines (PSG)
Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting
No full textThe Philippine Department of Education (DepEd) reiterated the need to conduct class observations to help ensure the delivery of quality basic education to all learners. It developed the Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads, aligned with the Philippine Professional Standards for Teachers (PPST). The manual provides school heads and other raters with a detailed reference to help understand the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance (DepEd, 2018). It is on this premise that this study is conducted. Primarily, it aimed to ascertain the elementary teachers’ views on the conduct of the class observations. Likewise, it also identified the factors necessary for the smooth conduct of the class observations. This study utilized the case study research design. It involved eighteen (18) elementary teacher participants and three (3) school principals, utilizing a purposive sampling design. The interview guide was used to gather the data, which was analyzed using the Collaizzi’s method. The study found that the elementary teachers’ views are characterized as systemic and observer expertise. The factors necessary for the smooth conduct of the class observations are: (1) observe honesty, confidentiality, and collegiality; (2) provide actionable feedback; and (3) support productive collaboration among teachers. Future researchers may duplicate this study on a national scale to validate the study’s findings
The Upside of Teachers’ Technostress: Adaptation and Validation of a Techno-eustress Scale
No full textDigital education transformation introduced a new source of stress for higher education teachers (HETs). Research has studied the effects of technostress, or technology-induced stress, focusing on its harmful consequences (techno-distress). Recent literature further suggests that technostress can also benefit individuals and organizations (techno-eustress), contributing to wellbeing, effectiveness, and performance. However, techno-eustress measurements are scarce. This study aimed to adapt and validate the Techno-eustress Scale for HETs. The scale was translated, adapted, and tested in a nationwide sample of 1,107 Portuguese HETs. Both exploratory and confirmatory factor analyses were used. Results led to a brief 5-item Portuguese version of the techno-eustress scale, exhibiting a one- dimensional structure and robust psychometric qualities, evidencing reliability, construct validity, and strict measurement invariance. The study provided a parsimonious techno-eustress assessment that assists future research and practice. Our work extended technostress research and crosses scientific domains such as education, psychology, information systems, and management. This brief measurement underpins positive organizational studies as it opposes the eternalization of techno(di)stress measurements, in a technology-based era when wellbeing, notably for HETs, is a precious asset
Measuring the Effectiveness of Internship Programs in Aligning Education with Industry during Covid-19: A Case Study
No full textThis study aimed to analyze the effectiveness of internship programs in aligning education with industry during the COVID-19 pandemic. This research focuses on the internship outcomes of College of Communication and Media Sciences (CCMS) students in various UAE organizations. This study employs Kirkpatrick's framework and analyzes 64 student reports over ten weeks to understand the strengths and areas of improvement in aligning academic instruction with real- world applications. The research focuses on the "reaction" and "learning" constructs in the alignment of theoretical teachings with practical experiences based on Kirkpatrick’s framework. The study revealed that internships offer students a chance to gain practical experience in their field of study, and the CCMS internship program helps students gain professional skills that are difficult to teach in a classroom context. The findings of this study could help academic policymakers understand the relative strengths and weaknesses of different learning areas and refine and enhance internship offerings. The study underscores the significance of assessing the practical application of university education in the workplace and the benefits of internship experiences as a mandatory component of CCMS specialization academic programmes. The research demonstrates that the internship program provides students with hands-on experience in the media and communication sectors, enabling them to interact directly with industry professionals. Additionally, this study highlights the common challenges faced by internship students, including communication with supervisors, workload management, handling tasks beyond their current skill set, navigating limited workplace resources, adjusting to unfamiliar work environments, and refining time management skills
Reading and Scholarly Creativity: A Study with Spanish and Chilean Preservice Teachers
No full textThe main aim of this study is to analyse whether scholarly creativity can be linked to the reading process (reading preferences and reading metacognition) of preservice teachers. The research was carried out using a quantitative, descriptive, exploratory, cross-sectional design. The sample consisted of 254 Spanish and Chilean preservice teachers, who were administered online three previously validated questionnaires on creative self-perception, reading preferences and reading strategies. Both descriptive and inferential statistical analysis have been used. The results show a medium-high level of reading metacognition, with a preference for the use of problem-solving strategies while reading and for reading in digital format for academic purposes. There were statistically significant differences both in reading preferences, strategies and creative self-perception according to country (with Chilean students scoring higher in all of them), but no differences were found according to gender. There were positive correlations between creative self-perception in the scholarly domain and reading preferences (=.275 for academic digital and =.433 for academic print) and metacognition (=.445). Academic reading in printed format and global reading metacognition were also found to be significant predictors of self-perception in scholarly creativity, which support the theories of the need of skills in a specific domain to be able to develop creativity in such domain. The study concludes by assessing the implications of this relationship between reading and creativity, proposing the suitability of promoting both metacognitive reflections on the way to consolidating a learning focusing on the process, especially important in the case of future teachers