International Journal of Instruction
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Blended Project-Based Learning (BPjBL) on Students’ Achievement: A Meta-Analysis Study
No full textAlthough many studies have investigated whether blended project-based learning (BPjBL) is more effective in increasing student achievement compared to traditional learning models, previous research has shown inconsistent results. The aim of this research is to evaluate the impact of the BPjBL model on student learning achievement compared to traditional learning models. This study utilizes a group contrast meta-analysis approach by analyzing data from 13 primary studies that meet the inclusion criteria. The analysis results indicate that the use of the BPjBL model has a significant effect on student learning achievement with a combined effect size of 1.23 (large effect). Therefore, it can be concluded that the BPjBL model has a significant influence on student learning achievement compared to traditional learning models. Furthermore, the analysis based on moderator variables shows that the effect of the BPjBL model on student learning achievement differs based on educational level groups (Qb = 14.40; p < 0.05) and year of publication (Qb = 19.40; p < 0.05). However, there is no significant difference based on group sample size (Qb = 0.49; p > 0.05). The findings of this meta-analysis provide more accurate results in depicting the inconsistent variation in research effect sizes
Are Saudi Graduate Students Tolerant of Non-Muslims?
No full textThe current study sought to reveal the level of tolerance towards non-Muslims among graduate students in Saudi Arabia. To achieve this goal, the dimensions of tolerance were determined; which are cultural tolerance, religious tolerance, and political tolerance; and a scale was built to measure them. The study used a descriptive analytical method obtaining data from (40) male and female students who were randomly selected from among the students at the College of Education at Imam Abdulrahman bin Faisal University. The results showed that the level of tolerance is average. This may well reflect the dilemma of not spreading and deepening the idea of tolerance among university students. Also, the findings demonstrated that there are no differences between the students due to the variables (gender - academic major) in the level of tolerance. The study recommends the need to enhance the dimensions of tolerance among students and to include them in the preparation programs, to pay attention to activities that help to enhance the dimensions of tolerance, and to spread a culture of tolerance
Parental Involvement and Student Achievement: A Meta-analysis of Publications in the Scopus Database
No full textFamily is one of the external motivational factors in the student education process. This study aims to analyze the effect size correlation between parental involvement and student achievement. This research uses quantitative method with metaanalysis approach. The study subjects were 27 publications of relevant research results that discussed the variables of parental involvement and student achievement. Research data collection is carried out through documentation techniques by collecting research publications with criteria including publications that must come from Scopus indexed journals. In addition, the sample of publications must come from publications of at least the last five years. The data analysis technique used is a meta-analysis that focuses on information on effect size, standard error and sample size in each of the selected research results as samples. Through a meta-analysis with a random effects approach, this study concludes that there is a significant positive correlation between parental involvement and student achievement. In addition, this study shows that there is no potential for publication bias in the relevant studies, so it can be explained that the potential for bias is relatively small
Implementation of Open Science Principles in Educational Research: Seen through the Prism of Teachers’ Engagement in Data Exchange
No full textThe article continues the discussion of pilot study results concerning the specifics of university teachers’ support for the idea of Open Science and is devoted to the main types of their engagement in data exchange. For this purpose, we described characteristics, subcharacteristics of engagement, and their indicators; classified the findings, conducted the step-by-step selection of engagement profiles with their further ranking according to the level of engagement, and grouped the types of engagement into common and distinctive ones. The determined types (intense, moderate, selective, and quasi) embrace all the identified relationships between various levels of engagement in empirical data exchange, namely: the shaped intention to share empirical data, the consistent application of its methods, and conscious assistance to it. The main types of engagement characterize teachers’ intentions to disseminate empirical data and the possibility of such data reuse by other researchers. The findings can be valuable for the management of higher educational establishments, as it allows to evaluate teachers' readiness to disseminate the collected ED and to give permission for their reuse by other researchers. In general, the conducted research adds an important nuance to the implementation of institutional policies of research management with the purpose of promoting Open Scienc
Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems
No full textHigh school students have been reported to have difficulties solving complex algebraic problems. This study therefore investigated the effects of worked example instruction on students’ learning outcomes in solving complex algebraic problems. The study was a quasi-experiment that involved a pre-test, an intervention, a post-test, and a delay test. The responses of 72 students (aged 14 to 15 years) were scored following the structure of the observed learning outcomes (SOLO) model and analysed using the Rasch model and regression analysis. The results indicated a significant effect of worked examples from the pre-test to the post-test; however, this effect was not completely retained at the delay test. Also, worked examples had a larger effect on the low-ability students than the highability students, but student gender neither influenced nor interacted with learning outcomes at the post-test and delay test. Lastly, the results revealed an interaction between the worked example effects and students’ expertise level, with the highability students experiencing a full reversal of the worked example effect. These results are explained with respect to element interactivity and expertise reversal effects, and inform mathematics educators and teachers of the conditions of the worked example effect and the implications for classroom practices
The Impact of Metacognitive Instruction on EFL Low-level Learners’ Listening Performance and Metacognitive Awareness
No full textThe teaching of listening skills in English as a Foreign Language (EFL) classrooms has been dominated by a product-based approach, in which the focus is on obtaining correct responses. However, there is a need to engage learners in the process of listening with a metacognitive approach, so they become effective listeners. Therefore, this study attempts to investigate the impact of metacognitive instruction on the listening performance and metacognitive awareness of two groups of EFL low-level learners: skilled listeners and less-skilled listeners. The participants were twenty male and female learners enrolled in an A1 general English course. The study employed both quantitative and qualitative data. After a listening pre-test to measure learners’ listening performance before the intervention, learners were divided into skilled listeners and less skilled listeners and were asked to complete both the Metacognitive Awareness of Listening Questionnaire (MALQ) and an open-ended questionnaire to explore their metacognitive awareness prior to the instruction. Learners completed both two standardized listening tests as pre-test and delayed test to determine the effect of the instruction on their listening performance, as well as the MALQ and the openended questionnaire to find out their metacognitive awareness after the intervention. The results of the two listening tests revealed that less-skilled listeners’ scores were significantly higher after the intervention. Furthermore, the results of the MALQ and the open-ended questionnaire showed that both types of learners made a significant improvement in two (person knowledge and strategy use) MALQ factors, suggesting that the intervention was effective in improving the listening performance and metacognitive awareness of the participants
A Netnographic Approach to Investigating Problematic Teenagers' Language Use on Social Media
No full textSocial media has become an essential platform for teenagers these days. Social media grew in popularity as a means of communication, entertainment, information, and even education, beginning with simple social activities. Today, social media is also a factor in the development of adolescent behaviour. As a result, the purpose of this research is to explore into the language use by teenagers in social media. Over the course of three months, a netnographic approach was employed to study the language use of nine teenagers. All of the participants' postings, whether text, images, or videos, were evaluated. Instagram stories posted, shared, and reposted on the participant's account are also recorded in Nvivo for thematic analysis and coding. The outcomes of the survey highlighted five important themes of the teens' language use and behaviour: entertainment, popularity, morality and ethics, relationships, and new contacts. This study is concluded with some implications and a detailed discussion of adolescent social media language use and behaviour. The outcome of this study is hoped to help to identify problems faced by problematic students, where early prevention or solution can be proposed. Several other recommendations were also proposed at the end of this paper
The Effects of Digital Drama-Based Instruction on Developing Receptive and Expressive Language among Kindergarten Children
No full textYoung children need to mentally retrieve and express words aloud. They also need understood words when they are heard or read. The purpose of this study was to gain insight into the potential effects of digital drama -based instruction on developing receptive and expressive language among kindergarten children. This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design. Sixty students were randomly chosen from public kindergartens. The kindergartens were randomly selected from the total number of public kindergartens in the city. They were divided into two groups: experimental group, where they received drama -based instruction for 6 weeks. While children in the control group did not receive such an instruction. The researcher has chosen a number of study topics that are the main topics of the curriculum approved in Kindergarten stage (e.g. Read facial expressions, Natural phenomena, and the Four Seasons etc.). They were formulated in the form of dramatic representations in which movement and action are acted by children at this stage. Using a pre-test– intervention–post-test, and follow up design, it has been shown that digital drama - based instruction was effective in developing receptive and expressive language among kindergarten children
Controversial Religious Issues for Improving Students Critical Thinking Skill in Higher Education
No full textThis study investigates whether the application of controversial religious issues in learning impacts increasing students' critical thinking skills. The research conducted quasi-experimental research with a nonequivalent group design. The study applied to students in Malang Islamic University's third-seventh semester. Instruments for collecting the data are in the form of tests, and questionnaires are arranged in multiple-choice and essays conducted before and after treatment. Hypotheses were tested using two-way ANOVA in SPSS 20 version. This study found that implementing controversial religious issues in learning positively improved student critical thinking skills. However, differences in gender and semester groups do not affect differences in student achievement. The study implies that lecturers may apply the controversial religious issues method to students in higher education in any group of gender and semester. Mentally, higher education students are ready to discuss controversial religious issues that will affect students' critical thinking skills and student achievement
Design and Validation of a Questionnaire to Assess Digital Communicative Competence in Higher Education
No full textThis paper shows the design and validation of a questionnaire aimed at college students to assess digital communicative competence. Starting from the theoretical framework presented, we conceptualized digital communicative competence as the intersection between communicative and digital competences. To that effect, we hereby explain the analysis and validation procedure of the psychometric properties of the assessment instrument. The survey respondents consisted of 260 students were in the first semester of their degree program in Computer Engineering who were taken through for convenience technique. These responses were randomly divided into two samples (for exploratory factor analysis and for confirmatory factor analysis) to prevent unrealistic fit values. The exploratory factor analysis result shows that the model forms six factors, which are factor 1 (publication of information), factor 2 (creation and editing of digital contents), factor 3 (digital content production preferences), factor 4 (operation and search for information), factor 5 (collective intelligence through technology) and factor 6 (digital content consumption preferences). The result of the goodness of fit model shows that the instrument has met all the criteria with a value of χ2/df = 1.64, RMSEA = .078, TLI = .897, and CFI = .907. The results revealed the existence of significant psychometric features of the constructed questionnaire