International Journal of Instruction
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Teacher Perceptions of the Use of a Computer-Adaptive Test for Formative Purposes: Typologies of Practices
No full textThe use of assessment for formative purposes has become a major component of assessment reforms in many educational systems due to its potential to provide important data for teacher-decision making to improve learning. However, there is yet a study with a robust objective measurement model to set up a continuum of teacher perceptions of the uses of a computer adaptive test (CAT) for enhancing formative practices. This study explores teachers’ perceptions of the potential use of an externally developed CAT, an assessment aimed to support the learning and teaching of English as an additional language (EAL). A Teacher Perception of the Use of CAT Scale (TPUCAT) was developed using both theoretical and empirical approaches to determine the indicators of the construct. A questionnaire, with sixpoint Likert type scale and 36 items were administered to EAL teachers in one state educational system in Australia. Using the Rasch item analysis, four statistically different possibilities of use for the CAT emerged from the data. These groupings of teachers were used to develop a typology of teachers’ perceptions of potential CAT use to support individual students in their learning. We establish that teachers’ perception about the use of CAT is varied, and hence present a professional development opportunity. Our study is the first to establish this typology of teacher perception, which is a critical contribution to the theorisation of assessment. This typology from basic to expert provides a better description of potential teacher uses of a CAT for formative purposes and allows for targeted professional development for teachers to ensure that CAT is optimised to support teacher practices and student learnin
Chinese Immigrant Teachers’ Motivation for Teaching Heritage Language in Australia: A Qualitative Study
No full textCurrent studies of Chinese heritage language education mainly focussed on learners’ motivations, behaviours and the appropriate pedagogies. Very few studies focussed on heritage language teachers’ motivations. To close such research gap, this study aimed to examine Chinese immigrant teachers’ motivations in heritage language teaching in Australia with the guidance of Social Cognitive Career Theory. With the aim stated above, the research was guided by two research questions: first, how do Chinese immigrant teachers describe their experiences of teaching heritage language in Australia; second, why do Chinese immigrant teachers decide to continue their heritage language teaching. This study adopted a qualitative approach to scaffold their mental representation of their teaching experiences and decision-making process by conducting 120 one-on-one semistructured interviews and 24 focus group meetings with 60 Chinese immigrant teachers who are currently teaching Chinese heritage language in Australian schools. Three themes and six subthemes were categorised. The findings reflected that traditional Confucian beliefs, a favourable learning environment and the attainment of teaching goals are the factors motivating the teachers to continue teaching heritage language. The information can be useful to utilise the talents of immigrant teachers to alleviate the teacher shortage problem and provide better support for heritage language teachers
Developing Children's Islamic Spiritual Intelligence in the Digital Age: Indonesian Family Education Methods
No full textThis study was to (1) shed light on how Indonesian family education is used to develop children's Islamic spiritual intelligence in the digital age; and (2) shed light on how the Indonesian family environment motivates children to utilize technology while also developing their Islamic spiritual intelligence. This study used a qualitative case study research design in conjunction with a cross-sectional survey method. A total of 160 Indonesian parents having children aged 7 to 12 years old participated in this study by responding to a survey distributed to all participants. However, only ten parent couples (20 persons) were chosen to engage in an indepth interview. This study gathered data using a survey and in-depth interviews. The quantitative data were analyzed descriptively quantitatively, and qualitative data were analyzed using Creswell's (2012) theory. The findings show that the parents involved in this study implement family education to develop their children’s Islamic spiritual intelligence. The approach of family education is implemented in two ways, i.e., verbal discourse and behavioral examples. The use of technology is another way and medium for developing children’s spiritual intelligence in this digital age. This study concludes that parents are aware that the most critical foundation for children's spiritual intelligence development is family education
Effectiveness of Flipped Classroom on Students’ Learning Outcome in Vocational High School: A Meta-Analysis
No full textVocational High School (VHS) has an essential role in preparing graduates for work and reducing unemployment. Therefore, designing suitable instruction is needed to prepare students to master competencies. Determining the learning model is a strategy in instructional design to improve learning outcomes. Through several empirical studies, Flipped Classroom is one of the effective models in vocational high school today. However, no meta-analysis has been published that specifically examines the effect of flipped classroom on VHS students’ learning outcomes. This study aimed to summarize the overall effects of Flipped Classroom model at VHS in various majors with a meta-analysis approach. Nineteen studies from seventeen articles were selected based on established criteria. The results show that Flipped Classroom had a significant effect with ES = 1.678 and SE = 0.282. In addition, this study proved to be varied by using heterogeneity test (Q = 289.669, df = 18, p < .001) and free from publication bias by using fail-safe N approaches (fail-safe N value= 2476, p < 0.001)
Higher Education Student Satisfaction and Success in Online Learning: An Ecological Perspective
No full textThis study examined Jewish and Arab graduate students` satisfaction and success in an asynchronous online course (OC) in Israel, analyzing the correlations between student characteristics/background, design features and learning outcomes. Guided by Bronfenbrener`s ecological model, the study employed quantitative and qualitative approaches. 174 students studying for master's degrees in education at a college in central Israel participated in the research, responding to a specially constructed online questionnaire as well as 12 semi- structured interviews. Additionally, the grades received by the students for their course assignments were analysed. Quantitative data analysis found: 1. Students` technological self-efficacy (TSE) predicts a correlation between intrinsic motivation and OC satisfaction. 2. The variables that predict the students' satisfaction with the OC: positive perception of the course assignments as understandable and useful; effectiveness of the learning process and good quality of communication with the lecturer. 3. The sector variable (Arab / Jewish) was found to moderate the correlation of the Jewish students' (JS) and Arab students' (AS) final grades with a contribution from various means of learning. Thus, when AS felt that they received a contribution from the use of more learning means, they achieved higher grades. The AS found it difficult to adapt to the independent learning style needed for the OC. Qualitative data, gathered from the open-ended questions and interviews with the students` were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed three categories described the differences in satisfaction between the JS and AS throughout the course: Learners' attitude toward a course built from assignments, learning independently, Contacting the lecturer for assistance. Theoretical and practical implications are noted
Solving of Polyhedron Problems Based on Spatial Sense of Junior High School Students
No full textThis study aims to get an overview of the Mental Action, Ways of Thinking (WoT), and Ways of Understanding (WoU) as parts of the process of solving polyhedron problems based on spatial sense. A qualitative approach was applied in this study. Data collection was carried out through several tests to measure students' spatial sense and interviews. The results show that the problem-solving process carried out by students has its uniqueness. One of the mental actions done by students when solving solid geometric problems is to imagine the figure. The formed WoT depends on the mental action taken, one of which is when students imagine the given figure to be interpreted. This then leads to the formation of WoU, which is the decision making regarding the given problem. The mental action is relatively the same in each solution. Meanwhile, the formed WoT varies in solving certain problems. Furthermore, not all students can reach the WoU stage when solving polyhedron problems; only some of them can associate the problems with the mathematical concepts that they have previously had. Inadequate mental action and WoT of the students result in the formation of meaning which leads to less than optimal WoU
Secondary Education in Basel, Switzerland: Equipping Youth for University Success
No full textDear Readers, After completing eleven years of compulsory education, young people in Basel, Switzerland, have two main options. They can either enter a vocational training program or enroll in a gymnasium to continue their academic studies. To qualify for admission to one of the five prestigious gymnasiums in Basel upon completion of secondary school, at least one of the two certificates obtained during the final year of secondary school must meet the prescribed grading criteria for both the E and P levels, as defined in the institutional regulations on academic progress. It is noteworthy that each high school maintains a distinctive profile, characterized by a unique mix of core and supplementary courses, elective study programs, specialized academic initiatives, school development ventures, cultural enrichment efforts, and an individualized school environment. Together, these distinctive elements contribute to the distinctive identity and ethos of every secondary school (Department of Education, 2023a)
Project-Based Learning at Vocational Schools: A Case Study of the Implementation of Entrepreneurship Learning Model
No full textLearning models with integrated systems should be applied to learning activities in schools to ease students understand the interrelationships between various subjects. This study aims to determine: (1) student learning achievement by applying Entrepreneurship Learning Model based on Construction Building Project; (2) the level of Entrepreneurship Learning Model application; (3) the level of quality of simple home design planning in learning using Entrepreneurship Learning Model; (4) the level of quality of the final product of simple home designs in learning using Entrepreneurship Learning Model. This research is a quasi-experimental study with a sample of students at Vocational High School. To validate the instrument, this study used expert judgment; to validate the reliability of the instrument this study used the Cronbach alpha technique; to test the statistical difference, this study used the t-test; and to analyze the data, this study used descriptive analysis. The results of this study are: (1) student achievement in learning process using Entrepreneurship Learning Model is better than student achievement in learning process using Lecture Method; (2) the level of application of Entrepreneurship Learning Model is in good category according to students’ assessment and is in very good category according to teacher's assessment; (3) the quality of simple house design planning is in good category according to industry assessment and teachers’ assessment; (4) the level of quality of the final product of simple house designs is considered very good according to teachers
Andragogy, Peeragogy, Heutagogy and Cybergogy Contribution on SelfRegulated Learning: A Structural Equation Model Approach
No full textThe covid-19 pandemic has disrupted the way teachers and students interact in the classroom. The pedagogy approach has been pushed to transform into Andragogy. Current research aims to investigate the student experiences with the andragogy approach and its potential impact on students' self-regulated learning. Andragogy, heutagogy, peeragogy, and cybergogy principles used by the teacher as part of distance learning during the pandemic will be modelled to check their effect on the student's self-regulated learning. The results show that andragogy, heutagogy, cybergogy, and peeragogy have significant effects on self-regulated learning. Andragogy is proven to be based on heutagogy, peeragogy, and cybergogy since it has a strong effect on these 3 approaches. The least path coefficient among them is shown by the path between andragogy and cybergogy. Andragogy also has a significant indirect effect on self-regulated learning through the approaches. The results may lead to a conclusion that andragogy, heutagogy, cybergogy, and peeragogy can be used as an effective way to improve the student self-regulated learning
The Use of Online Flipped Classrooms during Covid-19 by Gifted Students: A Path Analysis Using UTAUT Model
No full textThis study used the UTAUT model as the theoretical basis to assess and evaluate the use of online flipped classrooms during covid-19 by gifted students. The Online Flipped Classrooms model is supposed to be an active educational approach due to the interest shown by researchers and teachers in it. It allows learning to take place everywhere. Convenience sampling was employed to collect the required data. This involved gifted primary and middle and secondary school students at Makka schools for gifted students distributing the research instrument to their students. The model of this study is designed based on the UTAUT model. This study investigates the effects of four variables: Performance expectancy, Effort expectancy, social influence, and Facilitating conditions on students’ intentions to use Online Flipped Classrooms. BI correlates positively with performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC). PE, EE, SI and FC together yielded a coefficient of multiple regression (R) of 0. 763 and a multiple correlation square of 0. 760. This shows that 76.0% of the total variance in behavioural intention to use (BI) of those who participated in the study is accounted for by the combination of PE, EE and SI. BI was positively impacted by PE, EE, SI and FC. Further studies with are recommended to examine the effect of OFC using UTAUT Model