International Journal of Instruction
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From Preference to Understanding: Student Perspectives on Humour in English Language Teaching
No full textBu çalışma, İngilizceyi yabancı dil olarak öğrenen öğrencilerin mizahın öğretim süreçlerindeki işlevini nasıl algıladığını araştırmaktadır. Araştırma iki aşamadan oluşmaktadır. İlk aşama, ilköğretim ve üniversite düzeyindeki öğrencilerin İngilizce derslerinde mizahın kullanımına ilişkin deneyimlerini ve tutumlarını incelemekte; ikinci aşama ise üniversite öğrencilerinin İngilizce esprileri anlama düzeylerini değerlendirmektedir. İlk aşamada, 91 öğrenciden elde edilen niceliksel veriler mizahın öğrenme ortamını olumlu yönde etkilediğini ve öğretmen-öğrenci ilişkilerini geliştirdiğini göstermektedir. İkinci aşamada ise, C1 düzeyindeki üniversite öğrencileri ile yapılan nitel analiz, öğrencilerin dilsel ve kültürel bağlamlara dayalı mizah türlerini anlamada kısmi başarı sağladığını ortaya koymuştur. Araştırma, mizahın İngilizce öğretiminde etkili bir araç olarak kullanılabilmesi için uygun seviyede seçilmesi gerektiğini vurgulamaktadır
Engagement and Self-Regulation Scale for Higher Education Students (ESR): Development and Psychometric Properties
No full textIn the current university education scenario, various aspects are evident that negatively affect students' academic performance and increase dropout levels during the first year. In this context, one of the relevant factors is to analyze the engagement and self-regulation of learning as input for designing strategies with a clear intention of facilitating learning. Hence the importance to develop appropriate instruments to investigate how engaged the students are with their training process, a situation that affects self-regulation of learning, which is a crucial skill in a student's success. For this reason, this work aims to develop and analyze the scale's psychometric properties that allow knowing about the engagement and self-regulation of student learning in the face of schoolwork and their role in learning. The measures are based on a multidimensional perspective of the engagement-self-regulation construct through structural equations. The sample was recruited from a population of first-year college students. The results confirmed that students' engagement and self-regulation comprise multiple related but distinct dimensions. This is evidenced by the standardized factor loadings, which presented values above 0.6, and the calculated Average Variance Extracted, which presented values equal to or greater than 0.5. There was also empirical evidence supporting measurement invariance and predictive validity. Specifically, the differences in CFI and RMSEA were determined to be equal to or below 0.01 and 0.015, respectively. These findings demonstrate the robustness of the scale's psychometric properties
Integrating Unplugged Computational Thinking Across Curricula: A Qualitative Study of Students' and Teachers' Perspectives
No full textIntegrating computational thinking into the K-12 curriculum presents challenges due to the lack of a standardized approach. This study examines the use of "unplugged" computational thinking—activities that do not require digital devices—in teaching mathematics and language arts to tenth-grade students. The instructional method followed phases such as abstraction, decomposition, algorithms, evaluation, and generalization. Data were collected through focus groups with teachers and a sample of students from both subjects and analyzed qualitatively to capture their perspectives. The findings suggest that unplugged computational thinking increased student engagement and helped achieve learning objectives. Both teachers and students reported that this approach fostered deeper conceptual understanding and enhanced the educational experience by developing skills in problem-solving, collaboration, and perseverance (grit). Teachers observed that students could explore and articulate their thoughts more expansively compared to traditional methods, leading to a richer understanding of the material. Students emphasized that integrating computational thinking, fostering grit, and encouraging collaboration are crucial for enriching their educational experiences and creating a supportive, effective learning environment
Constructivist Feedback Practices: A Comparative Study of Chemistry Teaching in Cambodian General Public and New Generation Schools
No full textConsidering chemistry teaching from a constructivist perspective, students learn abstract and complex concepts through the mutual construction between teacher and student dialogue, including teacher feedback. The teachers’ feedback to students during the question-answer exchange greatly influences students’ knowledge construction. New Generation Schools (NGS) was initiated in Cambodia in 2016 by mandating constructivist learning in education reform. In that process, this comparative study measured the different changes in the performance of Chemistry teachers’ feedback between General Public Schools (GPS) and NGS. Six chemistry teachers from GPS and three from NGS volunteered to audio-tap and videotape their lessons. Verbal transcriptions of teachers’ questions and statements were analyzed interpretively using the framework by Chin (2006) as an analytical lens. The commonality was that both groups provided neutral feedback on students’ correct answers. Thus, NGS teachers challenged students to provide the reason for those correct answers. The difference was that GPS teachers typically used directed feedback, whereas NGS teachers facilitated feedback by responding to students’ insufficient answers. Various forms of feedback in this study could serve as a practical framework, supplementing Chin's model and being utilized in professional development courses in Cambodia or elsewhere. The implication was that teachers armed with this practical feedback framework could confidently enhance their feedback strategies within the constructivist learning approach
Preservice Teachers' Intentions to Use Social Network Sites: Adoption of Unified Theory of Acceptance and Use of Technology Model II
No full textThis study aims to verify the application of the UTAUT2 theoretical model in explaining the behavior of early childhood preservice teachers using social networking sites. Participants were first selected first-to-fourth-year, department of education, Northern Border university and college of education, Beni Suef through random sampling. 800 questionnaires were collected, with an effective response rate of 93%. After data recovery, Warp PLS 5.0 statistical software was used for statistical analysis. The results showed that variables such as performance expectations, facilitating conditions, hedonic motivation, price measurement, and usage habits in the UTAUT2 theoretical model have a significant positive impact on the intention of university students to use social networking sites. The explanatory power of website behavior is 13.4%. Gender, age, and experience variables have moderating effects on some influence paths in the model. The above results can be used by future university teachers to understand students' behavior in using social networking sites. They can use the behavioral characteristics of students who like to use social networking sites to change relevant courses or communication and interaction methods with students to social networking sites. This can improve student learning, effectiveness and management efficiency
Malaysian Primary School Teachers’ Self-Assessment of TPACK and their Blended Learning Practice
No full textWith the advent of salient technologies, the education field cannot remain idle as technological development, and the value of knowledge need to go hand in hand. Therefore, teachers, being at the forefront of the education field, need to equip themselves with the necessary knowledge to ensure a successful teaching and learning process. Despite numerous studies examining teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK), there is limited research that investigates how teachers translate their TPACK in a blended learning classroom. Hence, this study investigates teachers’ self-assessment of their TPACK towards blended learning implementation in the primary English as Second Language (ESL) classroom and how their TPACK is congruent with their blended learning practice. The sample consisted of 144 Malaysian primary school teachers in the state of Negeri Sembilan. The instruments used were questionnaires and classroom observations. The findings indicated that teachers overall assessed themselves to have a high level of TPACK towards blended learning implementation. Concurrently, teachers’ high TPACK were congruent with their blended learning practice, suggesting that all participants exhibited various facets of TPACK in their blended learning classrooms. As a consequence, the findings highlight the importance of having adequate TPACK to achieve optimal use of blended learning in line with the current 21st-century learning
Exploring the Impact of Using - ChatGPT in Light of Goal Orientations and Academic Self-Efficacy
Full text linkThe emergence of generative AI, especially ChatGPT, has significantly impacted various institutions, including higher education, leading to increased debates among educators about its use. This study aimed to explore how student characteristics—particularly motivational goal orientations and academic selfefficacy—affect the intensity and manner of ChatGPT usage. It also investigated the consequences of using ChatGPT on Students' procrastination, academic performance, and academic flourishing. The study used scales measuring goal orientations, academic self-efficacy, ChatGPT usage, procrastination, and academic flourishing with a sample of 527 (242 male, 285 female) students from Damanhour University (73.2% undergraduate; 26.8% postgraduate). Academic performance was assessed through CGPA, and data were analysed using a structural equation model (SEM) to evaluate the proposed model’s adequacy. Findings revealed that students with high academic self-efficacy and learning goal orientation and prove performance goal orientation were less likely to use ChatGPT. Conversely, students with high levels of avoid performance goal orientation used ChatGPT more frequently. ChatGPT usage was associated with increased procrastination and decreased academic performance but did not significantly impact academic flourishing. Additionally, academic self-efficacy and the three goal orientations had varying indirect effects on students through their ChatGPT usage
Positive Effect of Physical Exercise on University Students’ Creative Thinking
Full text linkThis study aims to assess the relationship between engagement in physical exercise and the level of creative thinking among university students. A total of 120 students were recruited using stratified random sampling to ensure a diverse representation of academic disciplines and backgrounds. The sample was divided into two groups: a research group of 60 participants who engaged in a structured physical exercise program and a control group of 60 students who did not participate in any physical exercise. The Torrance Test of Creative ThinkingVerbal was used to evaluate the creative thinking indicator. Before initiating the experimental activities, a comprehensive questionnaire specifically designed to assess creative thinking abilities. T-test was used to compare the means of two independent groups to determine if the observed differences in their scores are statistically significant. Based on pre-test TTCT-V scores of both research and control groups do not significantly differ. The results of the study confirmed significant differences between the research and control groups by the post-test TTCT-V scores. This result indicates that the research group exhibited a higher level of cognitive flexibility, and an ability to shift between different ideas and approaches. In conclusion, this study confirms that physical exercise has a positive effect on university students' creative thinking during term time
Impact of ChatGPT on English Academic Writing Ability and Engagement of Chinese EFL Undergraduates
Full text linkAlthough Chinese undergraduate students majoring in English as a foreign language (EFL) need to master English academic writing, they still have some challenges in learning English academic writing. ChatGPT has gradually been applied to academic writing, which play an important role in improving students’ academic writing. Therefore, the purpose of this study is to explore the impact of ChatGPT as an AI tool on English academic writing ability and engagement of EFL undergraduate students in a private university in China. This study used quasi-experimental and survey questionnaire to study 70 third-year undergraduate students (experimental class=34, control class=36) majoring in English. The data were analyzed by independent sample t-test, paired sample t-test and descriptive analysis. The results revealed that ChatGPT can improve students’ English academic writing ability in content, structure and coherence, grammar, linguistic range, vocabulary, spelling, and form. Furthermore, most students (>60%) believed that ChatGPT has a positive impact on their engagement in English academic writing in terms of affective engagement, cognitive engagement, social engagement, and behavioral engagement. Implications and recommendations for EFL academic writing are proposed at the end of this article
Challenges Towards the Implementation of the Standards-Based Curriculum in Ghana: A Systematic Review
No full textThis systematic review examines the challenges associated with the successful nationwide implementation of the standards-based curriculum in Ghana. A comprehensive search was conducted in three electronic databases (ERIC, ProQuest, and Google Scholar). Studies were screened and selected based on predefined inclusion and exclusion criteria. The inclusion criteria consisted of peer-reviewed articles published between 2019 and 2024 that addressed challenges related to the implementation of the standards-based curriculum in Ghana. Nonpeer-reviewed literature and studies conducted outside this timeframe were excluded. A total of 20 studies met these criteria and were included in the review. Thematic analysis was employed to synthesize the findings, and the quality of the studies was assessed using the Critical Appraisal Skills Programme checklist. The review identified four primary themes of challenges: teacher preparation and training, teacher-related issues, supervision, and resources and infrastructure. Significant barriers identified included inadequate pre- and post-implementation teacher training, insufficient resources, logistical issues with supervision, and disparities in support. It is recommended that teachers should actively pursue continuous professional development through self-directed learning and fully leverage on the professional learning communities (PLCs) to improve teachers’ adaptability to the tenants of the standards-based curriculum