International Journal of Instruction
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Role of Parents on Children's Prosocial Behavior at the Public Playground
No full textChildren's good behavior on playgrounds is important to their overall social development. This study aimed to investigate the roles of parents and children's prosocial behavior in the playground in the Singgalang Padang Complex. Furthermore, this study looked at the effect of training on their parents' prosocial behavior. This was a mixed-method research study in which the qualitative analysis used interviews and questionnaires on 20 parents to investigate their prosocial behavior. Following that, the parents participated in three training sessions to increase their understanding of improving their children's prosocial behavior. The influence of the instruction on the children's prosocial behavior was then assessed using a quantitative analysis based on a quasi-experimental design. The qualitative data revealed a scarcity of prosocial activities for early development in public facilities and playgrounds. However, quantitative data revealed a substantial change in children's prosocial conduct before and after parental instruction (Cohen d = 1.13). On the other hand, the conduct of today's youth has a considerable influence on the extent to which they have acquired their ability for prosocial maturity. If parents receive training to help their children develop prosocial behavior, they will be able to socialize with other childre
Heuristics and Usability Testing of a Project-Based Learning Online Course: A Case Study with Structural Mathematical Concepts
No full textUsability refers to the system's functionality by the user, allowing the system to be used with ease of learning, efficiency in carrying out tasks and satisfaction. The article presents the design and development of an online course about structural mathematics concepts with a project-based learning approach. With this study, we intend, through the development of an online course, to explore the contribution of project-based learning to approach mathematical structural concepts. The methodological option was development research, fulfilling the following phases of the protocol: (1) preliminary investigation, (2) theoretical embedding, (3) empirical testing and (4) documentation, analysis and reflection on process and outcomes. We started with an exploratory analysis aimed at identifying a group of teachers' knowledge about structural mathematical concepts and the potential of a project-based learning to support students in apprehending these concepts. Based on the data obtained, the design and development of the online course were carried out. Then, heuristic evaluation tests were conducted with experts and usability tests with the target audience to assess the adoption of the online course. The online course was designed to involve teachers in learning mathematics concepts through a project methodology. In the preliminary investigation, all teachers showed interest in knowing the project learning methodology and identified concepts that, from their practice, are usually difficult for their students. In the heuristic evaluation test with the experts, linguistic, structural and course content corrections were made. The results allow us to say that the online course with the projectbased learning approach responded to the target audience's needs, arousing their interest in using project learning in teaching mathematics structural concepts
Access and Equity: The Relationship Between Parent's Socioeconomic Status and Secondary School Student's Academic Achievement
No full textThe purpose of this study was to examine the impact of socioeconomic status on the academic achievement of students at a rural secondary school in Fiji. The research employed a mixed-methods design. This study included participation of 21 teachers, 117 students, and 32 parents. Quantitative data were collected through the use of a questionnaire, while qualitative data were gathered through semistructured interviews and observations. The findings of the study revealed that parent education level and occupation have a negligible effect on students' academic performance in school. It has also been established that the home environment and family income have a significant impact on the student's academic achievement. The study suggests that in order to improve students' academic performance, parents and teachers should continuously monitor their children's work, improve their discipline, create a conducive learning environment at home, become more involved in their children's learning process, and implement a variety of teaching strategies
Covid-19 Literacy as a Modulator of Emotions Linked to the Pandemic
No full textAn inquiry-based teacher training proposal concerning covid-19 was implemented during lockdown with Pre-Primary Education Degree students. The objective was to analyse how the workshop changed the students' emotions and their knowledge linked to the pandemic. To this end, the participants responded to an open-ended questionnaire passed out before and after the workshop, and to a Likert-type questionnaire on emotions when they handed in their responses. The results show that, in the case of learning, the students modified their covid-19 literacy to a greater or lesser extent and, in the case of emotions, they felt less fear, anger, concern, and insecurity, and greater tranquillity and optimism. In conclusion, an emotional modulation is perceived in which scientific literacy participates
The Influence of Indonesian Instructional Books with a Scientific Approach on Students’ Learning Outcomes in Scientific Writing
No full textThis study aims to investigate the influence of Indonesian instructional books with a scientific approach on students’ learning outcomes in scientific writing viewed from their academic ability. This is quasi-experimental research design. Techniques used to collect data were tests in form of multiple choice and essay, observations, and documentations. Before conducting t-test, the researchers conducted a prerequisite test. Its results for the influence of Indonesian instructional books with a scientific approach on students’ learning outcomes showed significance values of 0.314 in cognitive domain, 0.032 in psychomotor domain, and 0.038 in affective domain. The results for the influence of academic ability on learning outcomes showed significance values of 0.065 in cognitive domain, 0.969 in psychomotor domain, and 0.528 in affective domain. The results for the interactions between of Indonesian instructional books with a scientific approach on students’ and academic ability on cognitive, psychomotor. The conclusions of this study are: 1) Indonesian instructional books with a scientific approach influences students’ learning outcomes in form of psychomotor and affective domains; 2) the academic skill does not influence students’ learning outcomes in scientific writing, and 3) the interactions between Indonesian instructional books with scientific approach and academic ability have no effect on students’ learning outcomes in scientific writing. It is recommended that Indonesian instructional books with a scientific approach can be developed to measure higher order thinking skills
The Effect of Blended Learning on the Primary Stage EFL Students’ Reading Comprehension Achievement in Libya
No full textThe purpose of this study was to look at the impact of blended learning methodologies on the reading comprehension achievement of Libyan EFL primary school pupils. To achieve this purpose, a quasi-experimental two-way betweengroup factorial design was used. A total of 120 Libyan EFL respondents from four different schools were randomly assigned to one of the two groups. The experimental group (N=60) consisted of 30 males and 30 females who were given reading comprehension education in general English understanding as well as blended learning materials created by the researchers. However, 30 males and 30 females in the control group (N=60) acknowledged typical classroom training grade 9 textbooks. Both groups were assessed in their reading comprehension EFL achievement before and after the intervention using an achievement English test, and their scores were compared using inferential statistics of the independent sample t-test, paired sample t-test, and the factorial between two groups ANCOVA, all of which were performed in SPSS V.27. According to the finding, blended learning has a statistically significant positive effect on improving reading comprehension in EFL students, with a considerable effect size between groups. Furthermore, in the case of blended learning, no statistically significant interaction impact between teaching modality and gender was discovered. In Libyan EFL schools, blended learning can be used to improve reading comprehension
PLS-SEM Model: Explore Factors Affecting Teacher Performance
No full textA strong performance is depicted by the way teachers perform their professional roles and functions. Hence, this research used a quantitative approach to examine various variables affecting teacher performance, including multicultural leadership and the role played by the school board, as dependent variables. At the same time, organizational climate acted as an intervening variable. The sample population involving 170 teachers and 30 school principals was drawn from State Senior High School in Tangerang District, Banten Province. Additionally, the research utilized two units of analysis; teachers and principals. Where the two units of analysis assess each research variable, namely multicultural leadership, the role of the school board, organizational climate and teacher performance. Quantitative data analysis was performed using variant-based Structural Equation Modeling (SEM), with Partial Least Square (PLS) or PLS-SEM. The results indicated that direct and indirect variables impact the performance of teachers. Also, the results revealed that teachers and principals have two opposing perspectives
An Active Learning Study: Mastering Music Coordination Skills through Kompang and Dalcroze Eurhythmics among Primary Students
No full textMusic coordination skill is very important in music education and performance. A problem that has been identified is that children are unable to sing and play traditional percussion (kompang) simultaneously during school music performance. It appears that the necessary skill is barely coached with the current teaching methods used by primary school teachers. This not only affects performance quality but also necessitates more hours of training despite students being talented in singing or playing musical instruments. The purpose of this study is to apply the Dalcroze Eurhythmics approach to improve musical coordination skill among primary school students. Hence, a quasi-experimental design was used to collect data from two groups of 9-year-old students in a Malaysian primary school, 35 in the experiment group and 35 in the control group. The pre-test and post-test data consist of mean value, standard deviation, percentage, and T-test analysis. The instrument used for data collection is a Practical Music Test. The result of the research shows that: (1) there is a significant difference between pretest and post-test scores in the experiment group, (2) there is significant difference in achievement score post-test between the control and experiment group, and (3) there is a significant difference between the achievement scores of the control and experiment groups. The present study has proven music coordination skill has potential to be developed as a part of music education in primary school. The findings also reveal that the Dalcroze Eurhythmics approach is an appropriate intervention
Teachers’ Attitudes Towards Mathematics Problem-Solving
No full textDespite the importance of teaching students how to solve math problems and how to transfer problem-solving skills to solve problems in new and unknown situations, research on teachers’ attitudes towards solving math problems is still scarce. The aim of the present research was to investigate teachers’ attitudes towards solving math problems in a convenience sample of 312 Slovenian primary school teachers. Participants solved a written questionnaire with 17 questions, which aimed to measure their attitude towards different aspects related to problemsolving, such as (1) the feasibility of the objectives related to problem-solving in the Slovenian mathematics program, (2) the use of mathematical problems in different phases of the lessons, (3) the effects of the use of problem-solving on students, and (4) the conditions necessary for solving problems in mathematics. Through the Principal Component Analysis, we validated the questionnaire and the reliability of the instrument was very good. The results show that teachers have a positive attitude towards solving math problems. In particular, teachers recognize the importance of including problem-solving in their regular math lessons. Teachers believe that problem-solving is important for improving students’ mathematical knowledge and allows the transfer of knowledge to solve new and unfamiliar problems. Furthermore, the participants believe that the objectives related to problem-solving in Slovenian national curricula are important and should be considered in normal mathematics lessons. Hence, having a more positive attitude towards mathematics problem-solving might encourage teachers to use problem-solving in their regular classes
EFL Learners’ Preference of Grammar Learning Model Amid Covid-19 Pandemic: A Mixed-Methods Study
No full textCovid-19 Pandemic has greatly affected EFL learners in English grammar. Learning English grammar in its nature is difficult for EFL learners. Covid-19 has made grammar lessons more difficult for them and has caused them to be differentiated sharply in their preference of learning model. Thus, this study is aimed at investigating the underlying factors causing the learners’ differentiation of learning model in learning English grammar. Through a mixed-methods, using google-form that consists of closed and open-ended questions, the data of the research were collected. The quantitative data were analysed using descriptive statistics. The qualitative data were analysed using the model of analysis proposed by Miles, Huberman and Saldana (2014). The research results showed that teacher’s presence and students’ extrinsic motivation were identified as the crucial factors in determining the learners’ preferences of learning model of English grammar