International Journal of Instruction
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Challenge-Based Learning Strategies Using Technological Innovations in Industrial, Mechanical and Mechatronics Engineering Programs
No full textOur university has implemented the Tec21 educational model, based on four fundamental pillars: Challenge-Based Learning (CBL), flexibility, inspiring trained faculty, and a memorable educational experience. The purpose of this study was to evaluate the results of CBL implementation experiences at the beginning of undergraduate engineering programs using technological innovations such as 3D printing, DC motors, and microcontrollers. Three challenges were designed: Rube Goldberg, Cable Car, and Mini Drag Race. The challenges were implemented during at least two years where over 1,000 engineering freshmen took part. The challenges were evaluated by quantitative and qualitative methods. Overall, students enjoyed the learning experiences, learnt new technologies, and developed disciplinary and transversal competencies. Students were also more engaged and motivated to pursue their engineering academic program. These strategies challenged the students with the basic characteristics of the new Tec21 educational model. Finally, faculty involved in the implementation of these challenges expressed they required to get out of their comfort zone, learn new technologies, and change their traditional role to become a coach
Exploring the Contribution of the Five-Factor Mentoring Model in Advancing the Pre-Service Teachers’ Personal and Professional Growth
No full textThe five-factor mentoring model is shown as a valid framework for measuring the impact of the mentoring received by pre-service teachers in the teaching practicum, but also for the mentor training. This mentoring model involves mentors’ personal attributes, system requirements, pedagogical knowledge, modelling and feedback. This study examined the perceived mentoring experiences of fourth- year preservice teachers (n=100) during their 8-week school-based teaching practicum. This mixed-method study combined quantitative and qualitative data collection and analysis. The METP (Mentoring for Effective Teaching Practice) instrument developed by Hudson et al. (2005) was used for data collection. Descriptive statistics and non-parametric tests were used in the data analysis. The semistructured interviews were conducted with 5 fourth-year pre-service teachers. The thematic analysis method was used for analyzing the interview data. Findings indicated that pre-service teachers were adequately mentored on personal attributes, while less reported was the provision of feedback by the mentors. Results indicate that pre-service teachers who taught more teaching lessons had a more positive experience with pedagogical knowledge provided by the mentors, but also received more feedback. Qualitative outcomes indicate that pre-service teachers believe they advanced their personal and professional growth when mentors shared their responsibilities with university supervisors to offer mentoring practices focused on belongingness, reflection, teacher attributes, and professionalism in teaching. This study has implications for pre-service teacher professional development during initial teacher preparation and mentor training
The Correlation of EFL Graduate Students’ Strategies and Attitude Toward Reading English E-Journal Articles
No full textThis study aimed at determining English as a foreign language (EFL) graduate students’ searching and reading strategies they actually use when reading English electronic journal articles (EEJAs) and their attitude toward reading EEJAs. A questionnaire survey was designed and administered to 342 Taiwanese graduate students from various majors across 15 universities. The results indicated that students have a medium usage of EEJA searching strategies (ESS), high usage of EEJA reading strategies (ERS), and a moderate to high level of EEJA reading attitude (ERA). MANOVA results showed significant interaction of reading ability and time spent online for academic purposes on both ESS and ERS. In addition, students’ belief was mostly correlated positively with their use of ESS and ERS, but students’ feeling was mostly negative correlated. Finally, the results of the structural equation modelling (SEM) validated that the structure of the three major variables and the connections with them were reasonabl
The positive meaning of the use of Interactive Simulation eduMedia in the subject of Light Waves in Secondary School in Morocco
No full textThis work aims to study the impact of the use of the interactive simulation eduMedia, on the understanding and learning of Moroccan students in the qualifying secondary of the second year of the scientific baccalaureate option physical sciences at the high school Abdellah Laroui of the city of Fez. Using the pre-test and post-test methodology with a simulation group (24 students) and an experiment group (24 students) during the school year 2021-2022, the data were then analyzed using the IBM SPSS 21 statistical analysis program, for the analysis of quantitative data, Mann-Whitney U tests of independent samples were used. The results of the descriptive statistics show that the use of interactive simulation and laboratory experiments achieve similar objectives in the study of light waves. At the end of the session, we invited the students of the simulation group to answer the survey questions, moreover, the qualitative data were processed by the SPHINX v5 software. In addition, through interviews, we asked the six teachers to give their opinions on the use of simulation in learning, the results obtained showed a considerable improvement in some other indicators such as motivation and interaction between students compared to the classical method. The results of this research aim to better understand the opinion of teachers and students on the integration of interactive simulations in the school curriculum and may encourage the authorities of the Ministry of National Education, Vocational Training to adopt the interactive simulation program
Utilization of Literacy Workshop to Improve Reading Ability of Elementary School Students
No full textElementary school students in the Siosar shelter area experienced trauma and lagging behind learning, especially reading as effect of the Mount Sinabung disaster which often erupts. This action research is to improve the quality of reading learning for elementary school students affected by the Mount Sinabung disaster in the Siosar shelter area, Indonesia. Reading problems experienced by students include difficulty recognizing letters, spelling stammering, difficulty reading words, not paying attention to punctuation, not understanding the content of reading, and low motivation to learn. The action taken to solve the problem is to utilize a literacy workshop assisted by audio-visual media. This research method is an action study that refers to Mcniff's theory, which is carried out two cycles with two meetings each. Data collection techniques are carried out by tests, observations, analysis of documents and interviews. Data analysis techniques are carried out quantitatively & qualitatively. The results of this study showed that the quality and process of reading results improved before and after the action (the average initial condition of 52.23 increased to 81.06). The findings were reinforced by t-test results that showed there were significant differences in reading competence in pre-action and in the results of second cycle actions. It is recommended that special actions be taken in learning for students in disaster areas by utilizing various media, both through group and individual activities to be motivated in learning and traumatic reduction
The Influence of ‘Push-in Pull-out’ Learning Model on Students’ Learning Outcomes viewed from Academic Capability
No full textThe purpose of this study was to see the effect of the push-in pull-out learning model on student learning outcomes in science subjects in terms of academic competence at madrasah ibtidaiyah an inclusive school in Central Java Indonesia including; 1) the effect of critical thinking skills on student learning outcomes, 2) the influence of academic ability on learning outcomes students and 3) whether there is an interaction between the learning model and students' critical thinking skills. Academic competence includes the cognitive domain, psychomotor domain, and affective domain. The object of the research was the student of MI Ma'arif Keji and MI Muhammadiyah Kartasura in grade fifth in the academic year 2020/2021. The research method used was quasi-experimental research with an ttest analysis. By using a significance level of 5% for hypothesis testing, this study found three findings; 1) the push-in pull-out learning model had a significant influence on student's learning outcomes in psychomotor and affective domains, 2) student's academic capability did not influence their learning outcomes, and 3) there is no interaction between push-in pull-out learning model and academic capability
Effect of Extended Reality Learning Experience on Student Engagement in Science and Engineering Courses
No full textEngagement increases the success rate of students in higher education. This work aimed to determine the effect of extended reality learning (XR) experience on student engagement in science and engineering courses, using the Marzano and Kendall´s taxonomy of education. Higher education students’ perception of relevance, motivation, self-efficacy, and emotions after participating in an XR learning activity were measured. Two case studies corresponding to two technological institutions of higher education, one in Mexico and one in China, were investigated. The first employed an augmented reality (ART3D) application in a biology course, while the second used a virtual reality (Manta) technology in a chemistry course. Both sets of students answered the same questionnaire. A survey of four Likert-scale and one open-ended question was analyzed using a mixedmethods approach. Descriptive statistics analysis, normality tests, Mood's Median Test, Qualitative emotions codification was made over the answers to the openended question. Results show that engagement-related self-system thinking factors, relevance, motivation, and self-efficacy, are high when an XR is used as an educational strategy. In the case of an AR learning resource, relevance, motivation, and emotions were correlated. In contrast, in the case of a VR learning resource, self-efficacy in skills and critical-thinking competence were related to positive emotions
Potential Professional Growth of English-Medium Education Teachers in a Transnational Teacher Education Program
No full textThe internationalization of university has brought with it the need for specific teacher education programs. This study aims to analyze the impact of an online, transnational teacher training program on the professional growth of 3 participating teachers. Relying on semi-structured interviews and their thematic analysis, this qualitative research uses the interconnected model of teacher professional growth to examine these teachers’ self-reported patterns of change and growth as well as the mechanisms that mediate such patterns. Findings highlight the crucial role played by critical reflection and the sharing of personal teaching experiences among colleagues for teacher education programs and teaching and professional growth models. In addition, the study also emphasizes the importance of following up teachers’ change and growth as the result of their participation in continuous professional development programs
Teaching and Learning in Large Classes at Universities during the Covid19 Pandemic: A view of Vietnamese Students
No full textLarge class size is a challenge in many countries, affecting student performance and concerning educators, parents, and society. In Vietnam, during the Covid-19 pandemic, all teaching and learning activities in large classes at universities have changed into blended learning or online learning. The article focuses on the problems being faced by teachers and students in online teaching and learning with large class sizes. The purpose of this research clarified the level that lecturers and students taught and learnt in large class and the effectiveness of lecturing and learning in large class under the students’ perspective. This quantitative research used a self-developed online questionnaire. Participants of this study were 655 first to final-year (i.e. fourth-year) students who enroled in the Bachelor of Education degree in Vietnam’s universities and joined in large classes through online, blended learning, offline classes. The results pointed out that large classes have both positive and negative influences on the activities of lecturers and students. The interaction between lecturers and students in large classes is limited. There are many difficulties in teaching and learning in large classes that are related to classroom management, policies of universities, and the activities of lecturers and students. The problem cannot be completely resolved immediately. However, it is necessary to balance enrolment argets with available facilities and teaching staff. Universities also need to consider sending more teaching assistants to support lecturers and students in the teaching and learning process
Levels of Inquiry and Reading-Questioning-Answering (LoIRQA) to Enhance High School Students' Critical and Creative Thinking
No full textIt has been demonstrated that Levels of Inquiry (LoI) can enhance students' critical and creative thinking skills. However, time constraints make LoI less practical for high school biology classes. LoI can be integrated with the Reading, Questioning, and Answering (RQA) strategy to overcome this problem. Therefore, this study aimed to investigate the LoI and RQA integration (LoIRQA) impact on high school students' critical and creative thinking skills. This study employed a quasiexperimental design with three treatment groups: LoIRQA, LoI, and RQA. The study's population involved all eleventh-grade students at a public high school in Mojokerto, Indonesia. The sample was determined using a random sampling technique, and 144 students participated in this study. The research data were collected using an essay test and examined using the ANCOVA and LSD tests at a 5% significance level. On the critical thinking post-test, LoIRQA students achieved a higher mean score (79.972) than LoI students (77.315) or RQA students (73.071). Similarly, on the creative thinking post-test, LoIRQA students showed the highest mean score (83.195), followed by LoI students (78.528) and RQA students (73.471). These findings indicate that LoIRQA was more effective in enhancing' students' critical and creative thinking skills than LoI or RQA