International Journal of Instruction
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Argument Mapping with Translanguaging Pedagogy: A Panacea for EFL Students’ Challenges in Writing Argumentative Essays
No full textIn recent years, the role of argument mapping (AM) as a tool to assist higher education learners in writing argumentative essays has gained recognition. However, there is a growing interest in exploring the combination of argument mapping (AM) with translanguaging or TLAN to enhance writing performance further, which requires more research. This study investigated the impact of integrating AM with TLAN pedagogy on students’ argumentative writing performance. Employing an explanatory, sequential mixed-method research design with a pre- and post-test approach, the study involved 27 third-year English as a Foreign Language (EFL) university students. They participated in 13 sessions of AM with TLAN implementation to support their argumentative writing tasks. Quantitative findings indicated a significant improvement in participants’ writing content and writing coherence between the pre- and post-test stages. When ANOVA was employed, significant differences between one quiz score to those of the other quizzes were exposed. Interestingly, despite being EFL learners, the participants perceived TLAN as a normal and non-disrespectful practice in the EFL classroom. Furthermore, qualitative results indicated that the participants welcomed the use of AM with TLAN, finding it beneficial in their writing tasks. Overall, AM with TLAN emerged as a helpful strategy that not only improved argumentative writing skills but also fostered deeper cognitive and linguistic fluency, as well as critical thinking. The study proposes further investigation into AM with TLAN for future research endeavours
The Competency Assessment of Imam Abdulrahman Bin Faisal University (IAU) Graduates
No full textThe current research paper aims to explore the reality of the competency of Imam Abdulrahman bin Faisal University (IAU) graduates to meet labor market requirements from the viewpoint of employers in service and production organizations in the Eastern Region. To achieve the objectives of the study, the descriptive approach is used and the adapted questionnaire was used to collect the data. The study sample consists of (254) direct employers of (IAU) graduates selected using the availability sample method. The results indicate that the level of overall competency of (IAU) graduates from the point of view of employers is of a high degree, whereas the level of professional and ethical competency is of a very high degree, while the dimensions of personal competency, cognitive competency, and technical and digital competency are a high degree. The findings also show that there are statistically significant differences at the significance between the mean of the employers' responses about the level of overall competency of (IAU) ersity graduates according to the difference in the graduate specialization domain in favor of the graduates of the educational domain. The study recommends working to enable (IAU) graduates to analyze data or digital information, focusing on enabling graduates to master the English language skill, both spoken and written
Parents as Teachers as Students: Managing Multiple Roles During the Covid-19 Pandemic
No full textThis study focuses on a central question: how do graduate students manage their roles as teachers and parents during the covid-19 pandemic? It specifically gathers the narratives of the seven participants in particular ways they employ to juggle multiple roles. The study utilized a phenomenological design as a qualitative research approach as it captures the shared meanings that the participants (as a parent, teacher, and student) of the study hold about their common lived experiences during the covid-19 pandemic. Findings revealed that participants employed three major strategies in managing multiple roles, which include separating and integrating, time managing, and prioritizing. Managing multiple roles amid a health crisis entails gigantic challenges that need to be urgently addressed. Pressing concerns are inevitably crucial since these multiple roles, especially those of parents and teachers impact the lives of children and students. Juggling numerous roles requires commitment and dedication so one’s self-care and well-being will also be guaranteed and uncompromised. Being a parent, teacher, and student all at the same time is indeed an uphill struggle and the health crisis has made the situation worse. A balancing act is central in these unprecedented times
Student Readiness on Online Learning in Higher Education: An Empirical Study
No full textExposure to Covid-19 is a challenge for universities to implement an online learning system. The development of industrial technology, especially industry 4.0, requires every college graduate to have not only cognitive abilities but also problem-solving abilities. The research was in the mining engineering department, Faculty of Engineering, Universitas Negeri Padang, Indonesia. Therefore, identifying the elements that influence student readiness in online learning will enable universities to establish strategies to improve online learning quality. It is also the goal of this research. This study describes a model that measures student readiness in online learning in 3 dimensions: Self-management of Learning, lecturer quality, and access to technology. Besides, the impact of each construct on student readiness is estimated through the Partial Least Square Structural Equation Model (PLS-SEM). Then to identify the improvements in increasing student readiness, an Important-Performance Map Analysis (IPMA) is needed. From the 157 students, the R2 value was 0.582 (moderate), which affected online learning readiness. In addition, the quality of lectures was 0.351 (weak), and internet access needed to be improved. Thus, it is hoped that learning strategies can be applied to increase student activity in learning
Relationship Between EFL Students’ Use of Cognitive Strategies and their Class Level and Grade Point Averages
No full textThis study examined the frequent cognitive strategies used by Jordanian undergraduate EFL students and how these cognitive strategies are related to students’ class levels and Grade Point Averages (GPAs). The study used the quantitative research design. Sixty-two EFL students in an academic reading course at a public university in Jordan were randomly selected to respond to a questionnaire which was adapted from Oxford (1990). Data were analysed using descriptive statistics, independent samples t-test, One-Way ANOVA, and Scheffe test. The study revealed that the top four frequent cognitive strategies used by EFL students are inferencing, prediction, elaboration, and paraphrasing. In other words, this study revealed that these cognitive strategies are useful techniques for EFL students to use in academic reading courses. The study also showed that there are no significant differences between students’ use of cognitive strategies and their class level. In addition, One-Way ANOVA and Scheffe tests revealed that there are significant differences between three cognitive strategies which are sounds, prediction, and paraphrasing and students’ GPAs, in favour of students with excellent GPAs. Thus, in EFL contexts, teachers of academic reading courses need to train students to use cognitive strategies effectively for better academic reading comprehension. This can be enhanced through designing reading activities and tasks that should involve the use of cognitive strategies in order to help EFL students practice these strategies
The Effectiveness of a Textbook Based on Multicultural and Contextual Understanding as a Learning Material for Scientific Writing
No full textA multicultural and contextual-based textbook is scientific writing learning material that presents multicultural and contextual-based language materials for Buddhist college students. This study aimed to describe the effectiveness of a multicultural and contextual understanding-based textbook in improving the scientific writing skills of Buddhist college students. The data collection was carried out by employing mixed methods of statistical analysis, interviews, observations, and document analysis. The research data were obtained by using test results or the products of students' writing skills. The research samples were 101 students of a Buddhist college in the Central Java Province, Indonesia. The study results revealed that a textbook based on multicultural and contextual understanding as learning material for scientific writing could effectively improve the scientific writing skills of Buddhist college students. The results of statistical analysis using the One-way ANOVA test showed Fcal > Ftable (47.74 > 3.09). Thus, there were significant differences in the ability to write scientific papers in the experimental group of students. These results indicated that a multicultural and contextual-based textbook as teaching material for scientific writing for students of Buddhist college was more effective than books that lecturers have used. It was later reinforced by the results of interviews with students and lecturers
The Effect of Technological Skills on Developing Problem Solving Skills: The Moderating Role of Academic Achievement
No full textThis study examined the effect of technological skills and academic achievement on developing problem-solving skills and investigated the moderating effect of academic achievement on the effect of technological skills on developing problemsolving skills. This study's population consists of all secondary school students in the Directorate of Education in the Southern Mazar region in Jordan. 302 students’ secondary school students were selected as random sampling techniques were used to conduct this study. A quantitative approach in the form of an online questionnaire-based survey was performed to achieve the objectives of the study. The software utilized for analysis was SPSS 23 and SmartPLS-3. The results indicated that technological skills have a positive and significant impact on developing problem-solving skills with scores of R2 is 0.664. In contrast, academic achievement has an insignificant effect on developing problem-solving skills with scores of R2 is 0.035. However, the academic achievement was able to strengthen the positive relationship between technological skills and developing problemsolving skills that the improved level of R2 from 0.664 to 0.677
Assessing the Effectiveness of Board Game-based Learning for Enhancing Problem-Solving Competency of Lower Secondary Students
No full textThe use of game-based learning in education is prevalent. However, the effectiveness of it as a tool for promoting real world problem-solving competency in STEM education is yet unclear. The main research question was how well the board game-based learning improves students’ problem-solving competency in lower secondary schools. Mixed-method research was used with embedded design comprising of one group pretest-posttest quasi-experiment, and case study. The research developed a GBL model based on three specifically designed board games and experimented with three classes of 30 students each by two participating teachers in two schools using one of the games for one lesson. Students’ problem-solving competency was assessed quantitatively before and after each class and analyzed by descriptive statistics. Qualitative data were collected through observation, focus group discussions, and in-depth interviews and analyzed by content analysis. The results found that GBL model consists of problem-solving concept. learning process, learning content, and game mechanics. Teachers used the model following learning process for different learning objectives. Students’ problem-solving behavior and skill scores increased after participating GBL, while changes in self-efficacy were mixed. Students’ learning experiences were positive with high engagement. This study shows how GBL can be practically used with various serious games and applied in different classes, and it suggests teachers to apply this model to promote student problem-solving proficiency
Designing Online Learning: Comparative Study between Indonesian Open University and Korea National Open University
No full textMany people especially educators are developing instructional materials for online learning during the pandemic era referring to the guiding principles of online instructional units or course materials in order to produce instruction for online learning. In fact, it is difficult for educators to start designing the appropriate instructional by the context of online learning for considerations used as guidelines of larger instructional system. The aim of this study is to analyse the best practice of implementing the instructional system design models to create effective and efficient online learning programs. Instructional system design models consist of systematic steps that are commonly used in designing and developing high-quality learning materials. This study used the descriptive qualitative research approach that consists of detailed analysis of one or more cases or phenomena. The use of the instructional system design model and procedures both in UT and KNOU were explored to find a comprehensive insight that can be applied in designing and developing the optimum quality of the online learning program. The implementation of the instructional system design model provides common important components that can be shared to create a high quality of online learning programs by involving several common components namely: analysis, design, development, implementation, and assessment as the generic components of instructional system design. The instructional system design models' methodical and holistic phases aid instructional designers in designing and developing successful and efficient online learning programs
The Effect of STAD-Type Cooperative Learning Based on a Learning Tool on Critical Thinking Ability in Writing Materials
No full textThe purpose of this study is to determine the influence of STAD-type cooperative learning based on a learning tool on critical thinking skills in the students’ learning outcomes. This study is a 2x3 factor design quasi-experimental one. The data were collected through multiple-choice tests, descriptions, observations, and documents. Multiple-choice tests, explanations, observations, and documents were implemented to collect the data. Using the SPSS16 application, the hypothesis test by two-way ANOVA had a significance level of 5. In relation to the impact of STAD-type co-operatives learning based on learning tools for critical thinking skills in students’ outcomes has shown significant values in the areas of cognition, psychomotor, and affective. The cognitive domain score was 0.314, the psychomotor domain score was 0.032, and the affective domain score was 0.038. The results of the test decide that the significance is less than 0.05, namely 0.00 < 0.05. The conclusions of this research are: 1) STAD-type cooperative learning based on a learning tool has a significant effect on critical thinking skills on student psychomotor and affective learning outcomes, 2) students' academic abilities do not affect student learning outcomes