International Journal of Instruction
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The Assessment of Fit Data Model Feasibility of the Teachers’ Pedagogic Competency Variables
No full textThis study examines the relationship among the variables that affect the pedagogic competence of Islamic education teachers in Gorontalo. These consist of effective classroom management, effective teaching practices, technology skills, and effective assessment variables. Furthermore, the respondents in this study are 320 Islamic religious education teachers selected by a cluster sampling technique. Here in after, the data were analyzed using a structural equation modeling (SEM) approach due to the implementation of multivariate analysis of the relationship among variables with the help of LISREL in order to describe the structural model. The results indicated that not all relationships among variables possessed a positive and significant influence on Islamic religious teachers’ pedagogic competence. In addition, this study showed only three relationships among the latent variables that have a positive and significant effect on teachers pedagogical competence, namely effective classroom management (A) to effective teaching practice (B) with a Tvalue of 5.37, effective classroom management (A) to technological skills (C) with a T-value of 4.10, and effective teaching practice (B) to technology skill (C) with a T-value of 2.55. Thus, teachers’ pedagogical competence plays a significant role in achieving successful learning by considering to link one variable to another
Relevance of Communicative, Team Effectiveness, and Long-Range Planning Skills in Vessel Crewmembers
No full textIn recent years, soft skills have become increasingly important in many areas of the labor market and in the training of higher education students. This paper explores the perception that different crewmembers of Spanish flag vessels have about the influence of different soft skills in their work environment. A quantitative study is developed based on the answers to a survey to assess the different soft skills. The study involved 120 crewmembers of Spanish vessels, representing all possible positions and all types of coastal or ocean-going vessels. Student's t-test and ANOVA test were used to compare mean perceptions by gender, age range, navigation experience, position held, position experience, navigation class and vessel type. Three families of soft skills are distinguished: (i) communicative skills, (ii) team effectiveness, and (iii) long-range planning skills. In all of them, participants gave very high ratings, especially in team effectiveness. Significant differences were also identified in the perception of communicative skills and long-range planning skills when differentiated by position held and in the perception of communicative and teamwork skills when differentiated by type of vessel
Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)
No full textThe current study investigated eleventh-grade students’ metacognitive awareness of reading strategy use in Arabic (L1) and English (L3). In particular, (i) it examined whether there is any association between the use of MCRS in a reading comprehension task in English and Arabic among trilingual learners, and (ii) whether the application of MCRS when doing reading comprehension tasks in these languages predicted the reading comprehension scores in both languages. This study included 42 eleventh-grade students from a public high school in Morocco. The Metacognitive Reading Strategies Questionnaire (MRSQ), (AbuRabia, 2018), was utilized along with two reading comprehension tests, one in Arabic and one in English. The Pearson correlation coefficient was used to see whether there is any connection between the use of MCRS in English and those used in Arabic. Multiple linear regression analyses were employed to predict the reading comprehension scores in Arabic and English based on MCRS use. Results revealed a significant correlation between the use of MCRS in both languages. MCRS were found to be underused among lower-achievers. Furthermore, the application of MCRS predicted higher reading comprehension scores in both study languages. Based on the findings, the study discusses some practical implications of MCRS use
Mathematical Connections Associated with the Exponential and Logarithmic Functions Promoted in the Mathematics Curriculum
No full textThis article aims to identify the general mathematical connections and those related to exponential and logarithmic functions, promoted by the Colombian intended mathematics curriculum. In this research, Content Analysis was used, and the official and institutional Colombian intended mathematics curriculum (of 5 schools) at the middle and high school level were used as a source of information. In Colombian, the official curriculum is made up of three official documents and to select the institutional curriculum, convenience sampling was used. Among the results, we find that, although the Colombian intended curriculum assumes the idea that making mathematical connections contributes to the development of understanding and promotes some of these (feature, meaning, different representations, and modeling), the reversibility connection is not identified — which we consider central — between exponential and logarithmic functions, which shows that the teaching of these is encouraged separately. This can influence what occurs in the classroom and, therefore, is one of the possible causes of the difficulties presented in students when solving tasks related to both functions. In this sense, it is necessary that institutions consider that making mathematical connections contributes to the understanding of students and therefore must be considered when designing the curriculum. It is necessary to promote the mathematical connection of reversibility between the functions that are addressed in this study and between the objects with which it is possible to make inverse relationships
A 30-year Perspective of Bibliometric Analysis on Teacher Cognition: Toward Teacher Development
No full textTeacher cognition, the system of teachers’ mental lives, has a great impact on teachers’ instructional practices and professional development. However, a comprehensive exploration into the overall scholarship in the teacher cognition field through a bibliometric lens is lacking. By using VOSviewer1.6.16, this bibliometric analysis aims to profile the research landscape on teacher cognition by identifying the development trajectory, country contributions and collaborations, the most productive authors and journals, and the research foci based on 440 documents retrieved from the Scopus database (1993-2022). The findings indicate progressive growth in the publication trend on teacher cognition, especially in the last decade. The publications are mainly geographically distributed in the United States, China, and the United Kingdom. The United States leads others in terms of contribution and collaboration. Borg S., Feryok A., and Johnson K.E. emerged as the most productive authors, and System, Language Teaching Research and Teaching and Teacher Education the most prolific journals. The topical foci identified are (1) language teachers’ cognition from a sociocultural perspective, (2) teacher professional development, (3) teacher education and English as a Foreign Language (EFL) teachers’ cognition, (4) novice ESL teachers’ cognition, (5) teacher beliefs and teaching practices. It is concluded that teacher cognition, especially language teacher cognition has grown into a well-established and crossperspective field of study and it will conceivably remain a promising subject
The Effect of Problem-Solving Strategy on Achievement and Retention of Meanings of Literary Genres
No full textThis study aimed at identifying the effect of the problem-solving strategy on the achievement and retention of the meanings of literary genres among grade twelve scientific stream students in Jordan. The study tool was an achievement test prepared by the researchers, the study sample consisted of (65) intentionally chosen students who were randomly assigned into two groups: an experimental group with (32) students taught according to the problem-solving strategy, and a control group with (33) students taught according to the usual strategy. The results of the study showed that there were statistically significant differences at the level of (α = 0.05) in the experimental group’s achievement and retention at all levels and the total degree of achievement, moreover, the student’s achievement in the post and retention measurements was better at all levels of achievement and the total degree of achievement than the pre-measurement, in favor of the experimental group. The study recommended providing training to language and literature teachers on utilizing efficient teaching strategies
English Language Assessment: Pre-service Teachers’ Self-Reported Views
No full textBoth assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore preservice teachers’ perceived views, skills, and frequent practices towards English language assessment. The sample comprised 257 Chilean pre-service teachers, whose assessment perspectives were collected through three subscales. To analyze the data, mean scores and standard deviations were calculated. Additionally, a ttest was applied to identify statistical differences among participants’ responses, and an exploratory factor analysis was conducted to identify inter-related variables. Findings revealed participants’ views included that more training on assessment was necessary and that the purpose of assessment was monitoring the students’ learning progress. Regarding skills, participants expressed more confidence in formulating true or false items, assigning grades fairly, and providing written feedback. Furthermore, the participants’ most frequent assessment practices dealt with designing evaluations and providing feedback, rather than analyzing and communicating parametric results. The importance of this study lies in the understanding of how pre-service teachers perceived the assessment process and reflected upon their strengths, weaknesses, and assessment practices. Similar studies are encouraged to integrate the views, skills, and practices of in-service teachers of English
University Students’ Perspectives of Face-to-face and Online Education: A Language Learning Comparison Prior and During Covid-19
No full textOn the onset of Covid-19 most higher education institutions worldwide responded rapidly by changing and adapting their academic programs to online scenarios, language courses were not immune to these changes. It has been noted that when it comes to evaluating the construct online education most studies analyze it considering a group of courses instead of focusing on one only. What is more, little research has tried to compare both the traditional and online language learning. Consequently, this study has the purpose to understand university students´ perception from both face-to-face language education prior to covid-19, and online language education during the covid-19 lockdown in Peru which is reported as a developing economy. The population of the study belongs to a private university, the sample group consisted of 22 undergraduate students participating in an online English course. The study followed a qualitative approach. Essays were chosen as the main instrument to collect information which was analyzed using both the thematic and content analysis as to identify and organize common patterns. The findings revealed that students reported a variety of advantages and disadvantages of face-to-face education before the covid-19 lockdown. Learners also highlighted the most common advantages and drawbacks from online education during the Covid-19 lockdown. Half of participants reported a preference for face-to-face instruction, while the remaining participants were in favor of online education and merging both learning environments. Although the study results are not generalizable, they can be compared with the study findings from other higher education institutions located in developed economies
Promoting Collaborative Learning in Elementary Mathematics through the Use of Gamification Flipbooks: A Mixed-Methods Study
No full textThis study examined student acceptability and experience with gamification in an elementary school mathematics course utilizing flipbook digital learning media. The technology acceptance model (TAM) (Davis, 1989) was used to assess student acceptability in digital learning media, which consisted of four components: perceived utility, perceived ease of use, behavioral intention, and actual use. The study employed a mixed-method approach, including a quantitative approach to student acceptance of technology and a qualitative approach to analyzing student experiences. The participants in this study were second-year students from the department of elementary school teacher education who took mathematics education courses in elementary school. There were 222 students in the research sample. Structural equation modeling (SEM) was used for quantitative analysis, while interactive models were used for qualitative analysis. All of the research variables were found to be positively and significantly correlated in this study. The gamification of flipbooks was well received by students, and it was backed up by the pleasant experiences that students had with gamification flipbooks during the instructional period. Significantly, the gamification flipbook's wide range of characteristics were found to contribute to its effectiveness in promoting student engagement and collaborative learning. The study revealed that gamification flipbooks can be an effective tool for promoting collaborative learning. Also, the study contributes to the growing body of literature on the use of gamification in education. The findings of this research highlight the potential benefits of incorporating gamification in the classroom, and suggest that educators should consider utilizing gamification flipbooks as a collaborative learning tool
Educational Program to Strengthen School Coexistence and Social Skills in Student
No full textEducation for good coexistence sustained in social skills in school life is a great challenge for the educational community. If daily habits are formed in students that lead to the promotion of social skills, it will become a good management practice for good coexistence, adequate mental health, and effective social integration. The objective of the study is to develop an educational program to strengthen school coexistence and social skills in elementary school students in a public school in Lima, Peru. It is a quantitative, applied research with a pre-experimental design. The sample was non-probabilistic and consisted of 40 students. The instruments used for data collection were the School Coexistence Observation Guide and the Social Skills Observation Guide, which were validated and have a high degree of reliability. The results showed that the Educational Program for the Strengthening of School Coexistence and Social Skills has been effective after obtaining pretest and posttest results with significant differences in eight dimensions: Perception of coexistence, school conflict, Basic Social Skills, Advanced Social Skills, Social Skills related to feelings, Social Skills for Aggression Alternatives, Social Skills for Coping with Stress and Social Skills for Planning