International Journal of Instruction
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Game Design to Improve Thai Speaking Skills for Chinese Students
No full textGames make learners fun and eager to participate in the learning process. This research study was to improve the Thai speaking skills of Chinese students. The objectives were to design a game-based learning activity (GBL) and to study the developmental effects of Thai speaking skills after the activity experiment. Repeated-measures experimental design was used in this research by using gamebased learning and collected scores on the Thai speaking in test 3 times and homework assignment 6 times. The researcher studied 80 Chinese students in the first year of a bachelor's degree in the Faculty of Foreign Languages at Baise University. The research tool consisted of 1) the GBL activity plan and 2) the rubric assessment criteria. The assessment of Thai speaking skills was divided into 2 areas: a) scores of test and b) scores of homework assignment. Content analysis, mean, standard deviation, and repeated measurement were used to analyse the data. The result of the research showed that the GBL activity design included both practical homework and sticker-based classroom games. The learning goals were to pronounce Thai consonants and words correctly and to construct sentences correctly. After the experimental activity, it was found that Chinese students had a statistically significant increase in their Thai speaking skills
Using a Needs-Based Professional Development Program to Enhance PreService Teacher Assessment for Learning Literacy
No full textAcross the globe, pre-service teachers’ (PSTs) assessment for learning literacy remains relatively low despite the critical role it plays in increasing student outcomes. Research highlight that this is due to insufficient initial teacher preparation with most teacher education curricula are using a less effective approach. To address this gap, this study explores the utilisation of a needs-based professional development (PD) program to build PSTs’ assessment for learning (AfL) literacy. Using design-based research methodology, a needs-based AfL literacy program was developed at one of the teacher training institutes in Myanmar. A total of 335 PSTs involving 30 PSTs in the intervention group and 305 PSTs in the cohort group were asked to self-assess their AfL literacy before and after the program by using survey instrument. Findings revealed that there was an effect of the PD program on PSTs’ AfL literacy that PSTs increased their AfL literacy after the PD program. Implications of the results for the development and implementation of the needs-based PD program are discussed
Pre-Service Teachers’ Attitudes toward School Inclusion in Romania
No full textoai:oai.e-iji.net:article/3The present study aims to determine the pre-service teachers` attitudes towards inclusion in Romania and understand them in relation with their specialization and prior relation with a person with special needs. Research on attitudes towards inclusion has a long tradition in the scientific field. However, most of studies focus on the teachers’ and parents’ attitudes. Fewer studies have focused on pre-service teachers’ attitudes thus far and this study seeks to fill this research gap. The participants were 175 Educational Sciences pre-service teachers from the West University of Timisoara, Romania. A mixed-method approach was used to analyze the participants’ written work (i.e., in which they explained their choice between special schools and inclusive schools). A content analysis of the made arguments was carried out; further, the frequencies of the main response themes were analyzed quantitatively. Overall, there is a predisposition to view the special schools as the better educational environment for children with SEN, but the choice of profession and the prior relation to a person with SN do not influence pre-service teachers` attitudes. The arguments made are diverse, ranging from prospecial school as optimum environment to anti-inclusion school beliefs. To better understand inclusion, this study recommends that more special education disciplines should be included in the curriculum and that students should be offered opportunities for teaching students with SEN
The Future of Vocational Competence: Perspective of Vocational Teachers, Industries, and Educational Expert
No full textThis study aims to formulate the future competencies of vocational needed by the world of work, and find the main aspects that graduates must have to support them in the world of work. This study used quantitative inquiry approaches with questionnaire or inventory, focus group discussion, interview, literature review, and documentation as the methods of data collection. The subjects of the study were 18 experienced teachers from 18 vocational school, 15 industries representatives, 6 vocational education experts, and 4 vocational education practice. Data were analysed descriptively. The results show that the future of vocational competence consist of specific competencies in the form of high-level technical skills supported by general competencies such as technology and information skill, honesty, mastering foreign languages, discipline, critical thinking, creatively and innovatively, responsible, attitude, teamwork, and communication skills. The study also found that soft skills or employability skills were the main aspects that graduates must have in a complementary integrated with hard skills
The Effectiveness of 4MATE Teaching Model in Enhancing Creative Thinking, Attention, and Working Memory in Thai Context
No full textCreative thinking is the most crucial skill in the 21st century in Thailand. Moreover, learners' attention and working memory are the most special abilities affecting creative thinking. This research was intended to investigate the effectiveness of the 4MAT teaching model integrated with executive function training (4MATE) in enhancing creative thinking, attention, and working memory in Thai context. It was particularly focused on examining the significant change in creative thinking, attention, and working memory among grade 4 students after the intervention of a 4MATE and a 5E teaching model in an experimental group and a control group, respectively. 40 of 104 grade 4 students were randomly selected from a primary school in Chiang Mai, Thailand. A pre-test and post-test control group design was adopted in this study. 4MATE teaching model consisted of eight steps, including experience concentration, experience analysis, experience development, thinking development, performance development, creative innovation, innovative analysis, and battle ideas. The 4MATE teaching model was implemented in the experiment group, while the 5E teaching model was employed in the control group. Two types of psychological tests were utilized as the research instruments, namely the creative thinking test and the cognitive ability test software: attention and working memory. The findings revealed that the mean scores, covering creative thinking, attention, and working memory, of the 4MATE intervention were higher than those of the 5E teaching model. In conclusion, creative thinking, attention, and working memory can be improved with the 4MATE teaching model derived from a combination of the 4MAT teaching model and executive function training
Designing an Instrument to Measure Digital Literacy Competence Using the 4D Model
No full textThis study aims to develop digital competency measurements, especially in junior high school, using a 4D model consisting of the following stages: definition, design, development, and dissemination. The research data source is the Central Java academic community consisting of 300 students, 5 teachers, and 3 digital literacy experts. The research data was obtained using a questionnaire and expert validation guidelines. The data obtained are qualitative and quantitative. The findings from this needs analysis include: 1) all respondents (100%) know the benefits and are actively using digital products; 2) there are (95%) of respondents know about digital competence but do not know the level of digital competence; 3) all respondents (100%) admit that they have never measured digital competence; 4) all respondents (100%) admitted that so far in measuring digital competence they have not used adequate and tested instrument; and 5) all respondents (100%) admit that information about the level of digital competence is needed as input to improve the quality of students digital competence. Seven instrument indicators test results are 52% for the strongly agreed category and 33% for the agreed category. Thus, this instrument is valid and expected to map the digital competencies of the academic community in junior high school, especially for students
Conceptions of Learning Physics among University of Mindanao Students: A Validation Study
No full textThe students’ conception in learning physics profoundly influences learners’ characteristics vis-à-vis learning outcomes. This study examined the validity of the models of conceptions in learning physics based on Tsai's original framework (2004) among randomly selected University of Mindanao students (n=321). Confirmatory factor analysis revealed that the second-order factor structure (Model C) showed an acceptable fit (RMSEA=0.068, CFI=0.93, TLI=0.92) which demonstrated lower information criteria such as AIC, and BIC against other models given with the valid constructs (Raykov rho>0.7). It revealed the composition, and factor correlation (0.72) of 2 domains of conception such as quantitative and qualitative learning aspect with acceptable factor loadings (λ=0.5 to λ=0.98) of its constructs and items. The analysis via generalized partial-credit model through item response theory (IRT) analysis showed that the items could distinguish students’ conceptions via item difficulty and discrimination thresholds. Given the valid domains and constructs, this study could provide meaningful insights to improve physics instruction, inform learner characteristics and learning outcomes. It should be noted that teachers should design problem tasks that evoke students’ qualitative-quantitative reasoning to produce meaningful attention to learning. Investigation of interplay between students’ conceptions, problem-solving ability, motivation, and self-regulation situated in varied environments requires further study
Experiences of Chinese-as-a-Foreign-Language Teachers in Implementation of Emergency Remote Teaching During the Covid-19 Pandemic
No full textChinese-as-a-Foreign-Language (CFL) teachers worldwide experienced a variety of problems in their emergency remote teaching during the Covid-19 pandemic. The most common problems shared with teachers in other disciplines including stress, lack of student autonomy, change in interaction, inappropriate usage and delivery of online teaching curriculum, training, experience, pedagogy, comfort levels, and support in the use of relevant technologies, lack of time to learn new skills and to prepare teaching materials, and lack of professional development and training for teachers who would teach online. Other most common problems relatively unique to and experienced by teachers of CFL including incompatible technological tools usage outside of China, time zone differences between teachers and students, continuity of financial support, difficulty of teaching Chinese online in general (including Chinese characters), and decreasing Chinese students’ enrolment. This article provides an overview of these problems, describes the solutions that have been found or recommended in certain cases, and identifies the problems for which no solutions currently exist. The silver lining is that in learning to use unfamiliar tools and teaching techniques, CFL teachers in particular may well find that they have access to new methods that they can use to good effect in face-to-face and hybrid settings
Differences in Self-Regulated Learning Between Gifted Students, Students with Special Needs and Other Students in Slovenian Schools
No full textSelf-regulated learning strategies play a crucial role in learning progress and academic achievement of different groups of students. The purpose of the present study is to investigate differences in the use of self-regulatory strategies among a sample of 1,495 students, aged 12 to 15 years, representing three groups: gifted students, students with special needs, and other students. The theoretical framework for the study is Pintrich's (1991) model of self-regulated learning. Data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ). Results indicated that gifted students scored significantly higher on the MSLQ subscales of motivation and learning strategies than students with special needs and other peers. Special needs students reported lower intrinsic and extrinsic goal orientation and weaker self-efficacy in learning and achievement than other students. There were no significant differences between these two groups on the MSLQ learning strategies subscales. Positive and statistically significant associations between the MSLQ subscales and final grades in three school subjects (Slovenian, mathematics, and foreign language) were also confirmed. We discuss the implications of our findings for future research and the educational context that contributes most to the development of self-regulated learning in all groups of students
Examining Motivation to Learn and 21st Century Skills in a Massive Open Online Course
No full textGuided by the social cognitive theory, the study aims to understand motivations and 21st century skills in the context of massive open online course (MOOC) in teacher education, and to examine the relationships between participants’ motivation, their 21st century skills, and their achievement level in the MOOC. The research included teacher education students (N =232), who completed a MOOC titled “Teaching-Thinking” which was delivered at Campus.gov.il platform. The study applied the mixed methods approach. The quantitative data was collected by pre- and post-questionnaires, as well as log data regarding learners’ performance. The qualitative data was based on interviews. Significant differences in learners’ motivation and their 21st century skills before and after the MOOC were indicated. Results also indicated a statistically significant positive relationship between achievement level and 21st century skills. This study contributes to the evaluation of the effectiveness of MOOC learning for education students based on their motivation to learn and the 21st century skills