International Journal of Instruction
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Academic Performance in Stem Subjects Among Secondary Boarding and Day Students in Lhuentse
No full textStem achievement is a predictor of national development since it empowers students with skills and capacities to confront challenges such as climate change, global warming, and unemployment. However, despite its significance and international priority, students' STEM performance has deteriorated in Bhutan. This study aimed to investigate stem subjects' performance and impeding factors by comparing the academic performance of boarding and day students in stem subjects. A convergent parallel mixed-method study was conducted with 301 participants comprising 281 students, 12 parents, and eight teachers in four secondary schools at Lhuentse. The research indicated a statistically significant difference in academic performance between boarding and day students in stem subjects, with day students outperforming boarding students. In addition, day students' self-efficacy was significantly higher than boarding students. Moreover, students' self-efficacy correlated significantly with academic performance in STEM subjects. Some of the recommendations are: to notify the need to upgrade physical structures such as hostels and bathrooms; to inform a proper use of available resources to enable students to use them for studying stem subjects; and to encourage guardians to support students in terms of resources and guidance to perform better academically in stem subjects
Psychoeducation Group and Its Effect on Students’ Academic Integrity
No full textAcademic integrity covers five fundamental values: honesty, trust, fairness, respect, and responsibility, and is essential for students during the educational process. Students with low academic integrity are more likely to commit academic fraud, decreasing the opportunity to gain competence. This research examined the effectiveness of a psychoeducation group using modeling to teach Islamic values on increasing academic integrity. The program's effectiveness was compared to a group psychoeducation program that used modeling without Islamic values teaching. The experiment implemented a 2 x 2 factorial design involving 40 students (20 girls and 20 boys) divided into four groups based on modeling intervention and gender. The data of students’ academic integrity were assessed using Academic Integrity Scale before and after intervention for all group. The results of t-tests and ANCOVAs showed that the psychoeducation group using modeling with Islamic values teaching was more effective in improving academic integrity than the modeling without Islamic values teaching, and female students had a higher increase in academic integrity than males. The findings confirmed that religious values, such as Islamic values, could be integrated into modeling techniques to improve students’ character, particularly academic integrity
The Impact of Guessing on the Accuracy of Estimating Simple Linear Regression Equation Parameters and the Ability to Predict
No full textThe current study aimed at identifying the impact of guessing on the accuracy of estimating simple linear regression equation parameters and the ability to predict. To achieve the objectives of the study, an achievement test was built in its final form of (40) multiple-choice items in a measurement and evaluation course. After verifying the psychometric properties of the test, it was applied to a sample of (134) male and female general diploma students registered at AL-Hussein Bin Talal University in the second semester of the year 2020/2021. The test was divided into two sections: the first section was tested based on the traditional correction method, while the second section was tested based on the correction formula for the impact of guessing. The results of the study concluded that there are statistically significant differences among the predicted values in the scores of the examinees when using the traditional method and the correction formula for the impact of guessing in favor of the traditional method, and that there are statistically significant differences among the means of residual squares for estimating the scores of the study sample attributed to the correction method and in favor of the traditional method. The results of the study also found that the value of the explained variance (R2) increases when using the correction equation for the guessing effect, and that the values of the parameters of the simple linear regression equation increase when using the correction equation for the impact of guessing, and that the values of the standard error in estimating the parameters of the simple linear regression equation decrease when using the correction equation for the impact of guessing
Tenses Choice and Rhetorical Pattern of Unpublished Scientific Articles written by Non-Native English Speaker Student Teachers
No full textBy employing the appropriate tenses, we communicate our feeling/intention appropriately. However, English tense is problematic for most EFL learners, even for upper-level students and for English teachers whose native language is tenseless. Non-native English speaker teachers (NNETs) as role models for English learners have an important role to succeed in the teaching and learning of English tenses. One way to know their English tense competence is by examining their unpublished scientific writing because academic writing demands a good feel of tense. This study aims at finding out the rhetorical patterns and tense shifts across rhetorical functions employed in the research article introductions (RAI) by NNESTs. This research is a qualitative study that embraces the characteristics of a case study, text/genre analysis. The data of this research are tenses and rhetorical functions collected from 8 unpublished research article introductions by NNESTs who were studying at the English Language Education Graduate Program, aiming at developing their quality. The data were analysed using Genre-Based Approach theory to reveal the rhetorical functions, rhetorical pattern, and tense shift. The research results revealed that most participants do not produce complete rhetorical stages. The most problematic rhetorical stage is the move 'indicating a gap'. The tense choice and tense shift in clause complexes are also problematic for the
Improving Students’ Speaking Performance and Communication Engagement through Technology-Mediated Pedagogical Approach
No full textOnline teaching tools are effective means to engage students in online learning and thus, have been becoming increasingly popular in different educational settings. However, there is yet an increasing attention to implement these online teaching tools within a pedagogical method for a more engaging and effective learning. This paper is set out to explore the impact of FlipGrid application (henceforth, FlipGrid app) within metacognitive approach on students’ speaking achievement and communication engagement. An exploratory case study using mixed-method research involving a one-group pre- and post-test design was employed in the study. A group of 29 Thai EFL first year college students was purposively selected as samples. A FlipGrid scaffold support table was also used to aid students on their speaking performance. Furthermore, a questionnaire on students’ communication engagement was administered to assess the students’ levels of communication engagement towards their peers and their teacher using the application. Quantitative findings reveal that students’ speaking presentation performance in terms of the four speaking components such as clarity, content, delivery, and fluency and coherence, was improved. Moreover, majority of the participants agreed to the helpful affordances of FlipGrid app as their communicative engagement with their peers was enhanced. Qualitative results also revealed that the participants have positively welcomed the use of FlipGrid app in improving their speaking skill and communication engagement. Finally, the study findings offer considerable insights into utilizing FlipGrid app within a metacognitive approach to improve students’ speaking performance, enhance their communication engagement, and transform language learning classroom in a modern technology-based environment especially in this time of pandemic
Innovation of Analytical Thinking Skills Instrument for Throwing and Catching Game Activities for Elementary School Students
No full textAnalytical thinking skills are one aspect of the high order thinking skills (HOTS) group, so teachers must internalize and engineer student learning activities to foster and improve students’ HOTS through various throw–and–catch games. At the same time, physical education teachers are still limited in developing their measurement instruments. This study aims to develop the instrument for students' analytical thinking skills in throwing and catching game activities. This study used a research and development approach with 72 (M = 11.60, SD = 0.744) elementary school students as the subject to trial. Nine experts were involved in this research, six from the theoretical element and three from the practitioner/construct element. The instrument was developed using three main indicators, namely differentiating (3 questions), organizing indicators (3 questions), and attributing indicators (3 questions). The analysis used was descriptive and Aiken–V to test content validity and factor analysis and Pearson correlation to test the construct validity. Meanwhile, to test the reliability using the formula from Cronbach’s alpha, the analysis of the difficulty of the questions and the differentiating power of the questions used the formula developed by Sharma. The findings of content validity, construct validity, reliability, difficulty, and discriminating power of the questions as a whole indicate that nine questions can be used to measure analytical thinking skills in the throwing and catching game for elementary school students
The Effects of Schema-Based Instruction on Word-Problems in a ThirdGrade Mathematics Classroom
No full textIn this study we tested the effects of schema-based instruction (SBI) strategies on 3 rd grade students’ mathematics skills. We compared SBI to general strategy instruction (GSI) when teaching multi-step word problems to students in mixedabilities general education classrooms. SBI strategies were used to instruct students in an attempt to increase understanding of mathematical word problems, assist with planning a strategy, solving, and checking problems. We assessed the overall effectiveness of SBI on students’ procedural accuracy and computational accuracy with mixed computation word problems. Students’ attitudes toward problem solving were compared before and after the use of SBI. ANCOVA was used to analyse pre/post-test data on overall problem-solving, procedural and computational fluency, and attitudes toward mathematics. The results indicated that the treatment group consistently outperformed the comparison group on all three achievement assessments by a statistically significant margin, on measures of overall problem-solving ability, procedural fluency, and computational fluency, but not on attitudes towards mathematics. The intervention was shown to be beneficial for enhancing student learning of math across a number of academic constructs
Analysis of Science Concept Mastery, Creative Thinking Skills, and Environmental Attitudes After Ethno-STEM Learning Implementation
No full textThis research aims to analyze differences in science concept mastery, creative thinking skills, and environmental attitudes based on students’ achievement levels after implementing Ethno-STEM learning. The method used in this study was quasi-experimental with one group pretest-posttest design. The population in this study was 194 seventh-grade students of SMP Negeri 2 Pekalongan. With the convenience sampling technique, 64 seventh-grade students were selected as samples and divided into upper, middle, and lower-achievement groups. Data were collected through an objective science concept mastery test, essay creative thinking skill test, and environmental attitudes scale. The results showed significant differences in science concept mastery in the upper and middle-achievement groups in the moderate category, while the lower-achievement group was in a low category. There were also significant differences in creative thinking skills for the upper and middle-achievement groups in the moderate category, while the lowerachievement group was in a low category. The environmental attitude test showed no significant difference between the pretest and posttest for all achievement groups
CLIL (Content and Language Integrated Learning) Methodological Approach in the Bilingual Classroom: A Systematic Review1
No full textThe CLIL (Content and Language Integrated Learning) approach has spread widely in many European countries, with the aim of promoting multilingualism through the teaching of non-linguistic subjects in foreign languages, an objective of the European Commission. This methodology implemented in bilingual programmes, especially in science teaching, provides students not only with communicative and linguistic benefits, but also with the acquisition of knowledge of the subject with a high degree of motivation and interest, enhancing their cognitive skills. However, research on CLIL does not seem to reach unanimous conclusions on the learning effects in the classroom. Therefore, the purpose of this research is to identify the results of the CLIL approach in relation to English language acquisition and learning, as well as to the other curricular disciplines in Pre-school, Primary and Secondary Education in the available scientific literature. The results of the present systematic review indicate that, in the last decade, much research has focused on linguistic benefits rather than on content learning. The types of research design developed by the selected studies do not show statistically significant differences according to year of publication or country of origin. Similarly, no significant associations were found between educational level and language of instruction. The studies reviewed reveal improvements in curricular subject knowledge and point to its progress, especially in the context of bilingual programmes in Spain. In the light of these results, it can be stated that studies on progress towards quality bilingual education are still scarce, and that there is an emerging need for longitudinal studies that address the different educational stages from a multidisciplinary perspective
Numerical Literacy and Math Self-Concept of Children with Special Needs in Inclusive Elementary Schools
No full textNumerical literacy is the knowledge and skill to use various numbers and basic mathematical symbols to solve life problems. Math self-concept is a student's assessment of their skills, abilities, enjoyment, and interest in mathematics. Both are essential elements that significantly affect the adjustment of one's knowledge and skills development. Children with special needs in inclusive elementary schools had not been facilitated by learning that accommodated literacy and math self-concept. Therefore, it is necessary to differentiate the learning process for students with special needs. The first objective of this study was to determine the level of numerical literacy and math self-concept in inclusive elementary schools. The second objective of this research was to identify the implementation of differentiated learning, and the third was to develop learning designs for children with special needs. Furthermore, this research used the qualitative research method because more in-depth data exploration was needed regarding children with special needs. The instruments used were tests, questionnaires, and interviews. The qualitative data were collected and analyzed through exploration, identification, and description. This research contribution consisted of (1) a Detailed description of achievement of numerical literacy and math self-concept; (2) Implementation of differentiated learning in inclusive primary schools; and (3) Learning design for children with special needs. The main findings of this study is that numerical literacy and math self-concept of children with special needs in inclusive elementary schools could be facilitated by differentiated learning designs