International Journal of Instruction
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Mobile Smart Parenting Teacher (MSPT) Application to Improve the Life Skills of Parents, Teachers, and Elementary School Students
No full textOne of the technological advancements in the era of 4.0 is the android based mobile phone. Android-based mobile phone technology allows users to connect with the source of information available in android anytime, including for educational purposes. The study aims to: 1) produce an android application (Mobile Smart Parenting Teacher) as media to deliver information about life skill facing limited face-to-face learning in Covid-19 era; 2) asess the validation process of Mobile Smart Parenting Teacher as media in improving life skill education; 3) describe the effectiveness of Mobile Smart Parenting Teacher application in providing knowledge about lifeskills to students, teachers, and parents. The study employed the 4D (Define, Design, Develop, Disseminate) developmental research method. The Mobile Smart Parenting application was assessed by experts of information and technology experts, teachers of Psychology and Guidance in Education, and teachers of elementary school. Before conducting a field trial, groups of 45 parents, 45 teachers, and 45 students were given a pretest. At the end of the field trial, the posttest was distributed. Findings show that using the Mobile Smart Parenting Teacher application significantly affects teachers, parents, and students' understanding of conceptual life skills to face the limited face-to-face learning in the Covid – 19 era. The gain score (N - gain) from the normalized test performed on pretest and post test scores were in the high category (0.85)
Exploring Student’s Experiences on Epistemic Access for Effective Teaching and Learning in Higher Education
No full textAccess to higher education has been relatively addressed well globally, while student success rate remains a serious concern, given several issues around quality. This study therefore aims to explore the role of epistemic access for effective teaching and learning in higher education and it is keen to account student’s experiences and views on regular and distance programmes. A questionnaire using google form was instrumented to gather both quantitative and qualitative data among students and graduates in the state of Tamil Nadu in India. Statistical analysis was used for quantitative data, while thematic analysis was used for qualitative data. The results confirm the theoretical claim that the pursuit of authentic knowledge is adequate when epistemic access is ensured. The study recommends that higher educational institutions offering both modes must fulfil their epistemic duties by ensuring epistemic access to students. In general, the participants in the study agreed that the regular university programmes are more conducive for epistemic access, while distance education has other advantages such as flexibility and affordability. The study contents that both modes have merits and demerits. It is, therefore, necessary that both are available at good qualities for students to benefit from them
The Effect of Technology-Oriented Differentiated Instruction on Motivation to learn Science
No full textIntegrating technology into teaching approaches has become one of the most effective strategies in teaching development. Therefore, this study aimed to investigate the impact of technology-oriented Differentiated Instruction on thirdgrade students' motivation to learn science. In order to achieve the goal of the study, the quasi-experimental approach was used, the motivation scale for science learning was prepared, consisting of (29) items, distributed on four dimensions, which are: the academic dimension, the social dimension, self-organized learning, the challenge and curiosity preference, and an instructional plan was prepared according to the Technology-oriented Differentiated Instruction strategy. The study sample was chosen by the intentional method, as the number of the sample reached (58) students of the third grade at the Al-Hussein Bin Talal University Applied School in Ma'an Governorate, in the first semester of the academic year 2020/2021. Male and female students, who studied using the technology-oriented Differentiated Instruction approach, and the other was a control, consisting of (28) male and female students, who also studied using the regular method. The results of the study showed the effectiveness of technology-oriented differentiated instruction in motivating students to learn science with a significant difference compared to traditional instruction
Transferring of Mathematics Knowledge into the Physics Learning to Promote Students’ Problem-Solving Skills
No full textThe main objective of this research is to determine the extent of effectiveness of transfer of mathematics knowledge-model in enhancing the students’ ability of physics problem solving. In this collaborative study, a quasy-experimental method with non-equivalent control group pretest posttest design was carried out on 248 eleventh grade students of four public senior high schools (SMAN) in PontianakWestkalimantan, Indonesia. Experimental group consists of 125 students received instruction using the transfer of mathematics knowledge-model while the other group (123 students) serving as control was taught in conventional model. A Mathematics Prior Knolwedge Test (MPT) and a Physics Achievement Test (PAT) were developed to examine effect of the two treatments. A three-times instructional intervention on sound wave topic was implemented. The results revealed that transfer of mathematics knowledge did make students could solve the problems better than the conventional learning. It is also found that the understanding of mathematics prior knowledge could be a significant predictor to estimate students’ problem solving competencies in physics.This study not only has enriched a significant perspective of problem solving in education, but also provided a clear insight regarding the implementation of transfer of mathematics knowledge into physics learning
Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science
No full textThrough various strategies and learning models, efforts have been made to improve students' critical thinking skills in elementary and secondary school science classrooms. However, there are still a few research results that show efforts to improve critical thinking skills through Higher Other Thinking Skill (HOTS)- based science questions. Therefore, this study aims to test the effectiveness of students' habituation to HOTS-based science questions in improving students' critical thinking skills in science. In this study, students who were exposed to the HOTS-based science questions and who were not are being compared. The method used is an experimental method with a Pretest Posttest Non-Equivalent Control Group Design. This study involved 165 students from one of the Public Junior High Schools in Banda Aceh, Indonesia. To collect data related to critical thinking skills, a pretest, and posttest were administered, where each test used a long answer HOTS-based science questions. The data obtained from the test were then analyzed using descriptive and inferential statistical techniques. This study found that the habituation of HOTS-based science questions can effectively improve students' critical thinking, indicated by a significant difference in critical thinking skills scores in science between the control (n=81) and the experimental classes (n=84). The results of this study are expected to provide an overview and benefits for practitioners of science education to improve critical thinking skills in science using HOTS questions
Supporting Children with Speech Delay: Speech Therapy Intervention Frameworks from Preschool Teachers
No full textThis study drew a brief description of speech intervention frameworks for preschool children with speech delay (SD) across Indonesia. An online survey was distributed via emails and Whatsapp groups to preschool teachers with experience working with 3-year-old to 6-year-old children with SD. The questionnaire was developed by considering cumulative background factors, behavioral performances, and standardised assessment instruments of SD. 482 (96.4%) out of 500 online responses via Google Form passed the inclusion criteria. The findings suggest that the preschool teachers build speech intervention frameworks based on two necessities: community learning with small-group activities (71.16%) and private sessions and individual exercises (28.84%). These necessities follow the lack of parental support or constant nurturing due to economic and educational measures. Community learning features schooling experience and small-group works. Private sessions feature practice drills, individual repetitive exercises, and psychological impressions. There were three sessions within a week, and each activity took 30 to 45 minutes. The therapy lasted for 30 or 32 weeks. Needless to say, this study lacks contextual variability, and future studies should consider the duration, frequency, and intensity of the therapy from varied respondents in different areas and professions
Reduce Students Post-Traumatic Stress Disorder Symptoms with Traditional Games: Play Therapy Based on Local Wisdom
No full textThe covid-19 epidemic, which has psychological effects on kids such anxiety and distress, served as the impetus for this study. The goal of the study was to determine whether typical game-based play therapy may help children with PTSD symptoms. In particular, the research would evaluate the instrument and reveal the effectiveness of the therapy in terms of the significance and nature of change. The study employed an experimental one-group pretest-posttest design, with elementary school sixth-graders meeting the inclusion criteria of having experienced traumatic events during the covid-19 pandemic. The diagnostic criteria instrument for PTSD symptoms was utilized. The processes for group therapy consisted of beginning a group, transition stage, performing stage, and termination stage. The analysis was conducted employing the RASCH model and the WINSTEP application. The results showed that the instrument had invalid items and was removed before analyzing the effectiveness of play therapy based on traditional games. Traditional game-based play therapy can alleviate PTSD symptoms in most students, although other students' PTSD symptoms remain unaffected. It is anticipated that future studies will explore the factors that influence the effectiveness of traditional game-based play therapy
Students' Preferences for Printed and Digital Materials and the Calibration Accuracy of Their Performance
No full textDigital transformation has become a basic requirement in Damanhour University. Paper books gradually turned into digital books. This study explored students' preferences for printed and digital materials and their perceptions of their learning through it. It also aimed to investigate the effect of the medium used on students' performance and their calibration accuracy of it which reflect their metacognitive monitoring. A questionnaire about students’ preferences followed by five openended questions was applied on 612 undergraduate students; their responses on open questions were analysed qualitatively. The experimental study was conducted using groups rotation design on 100 of them as volunteers, they were divided into two equal groups, each group could study two topics, one in printed form and the other digitally in a balanced order so that each topic is followed by a test measured ILOs from the content ended by a question measures calibration accuracy. The results revealed that students prefer printed papers, especially males, literary disciplines, theoretical subjects that include long items, or that are followed by an essay test. A positive effect of printed reading was found, increased with the higher levels of Bloom’s taxonomy. Better calibration was in favour of the group that used printed materials
Breaking Down Barriers to Science Education: Evaluating the Readability of Science Textbooks for second-grade Secondary Students in Jordan
No full textThis study investigated the readability level of second-grade secondary school scientific stream Chemistry and Physics textbooks in Jordan, determining the effect of gender on the degree of readability, in addition to knowing the order of the textbooks according to the degree of their readability in both books. The current study was conducted to determine the readability level of chemistry and physics textbooks by involving 300 second-grade secondary school students of the public schools affiliated with the Directorate of Education, Jordan. Four Cloze tests were prepared from different topics of both textbooks to measure their readability. The test included four texts with 20 words omitted from each text, and the texts were presented in the same format as in the textbooks, with clear instructions provided for the students. A pilot sample outside the study sample was administered with the test-retest method to confirm the reliability of the four tests for both textbooks. The findings revealed that physics textbooks had a higher level of readability than chemistry textbooks. A significant difference (p≤0.05) was observed based on the type of textbook in the readability of chemistry and physics textbooks. The scientific texts in the chemistry textbook were ordered in light of their readability level. In contrast, the scientific texts in the physics textbook were not ordered in light of their readability level. The study concluded that the readability level of Jordanian Chemistry and Physics textbooks of the second grade of the scientific stream differed significantly (p≤0.05). The study recommends that the Jordan Ministry of Education should appoint a panel of experts to review the textbooks and make the necessary changes to improve their readability level
Mathematics Teachers’ Attitudes Towards Integrating Ethnic Mathematics in Teaching Mathematical Topics: A Mixed Methods Study
No full textThis study aimed to provide an integrated picture of teachers' attitudes toward ethnic mathematics, an approach to teaching school mathematics. It addressed four main dimensions: knowledge of ethnic mathematics, the current extent of its integration in teaching, perceptions toward it as a pedagogical approach and obstacles that limit its integration. The study adopted mixed methods and followed an explanatory sequential design. The quantitative aspect employed the descriptive survey method, collecting data through an electronic questionnaire comprising 33 items distributed over 4 dimensions. This was followed by qualitative interviews conducted to interpret the results of the quantitative analysis. In total, 104 mathematics teachers participated in the quantitative survey and 4 teachers participated in the qualitative interviews. There were several interesting findings, the most important of which are that mathematics teachers’ have only an average level of knowledge of ethnomathematics, they hold positive perceptions toward it in general, and they generally have positive conceptions about it. However, there are many obstacles that limit its integration in teaching, including students' beliefs about the limited use of mathematics in daily life. The study also found no statistically significant differences in the level of knowledge and integration of ethnomathematics attributable to gender, teaching experience, or teaching stage. The study makes several recommendations, the most significant being that meetings and workshops are needed to educate teachers about ethnomathematics and how to discover and integrate it in teaching school subjects