International Journal of Instruction
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The Relationship Between Attitudes, Motivations and Gender in Learners of English for Academic Purposes
No full textThe relationship between attitudes and motivation towards gender roles in English for Academic Purposes (EAP) has been an under-researched field. Therefore, this study aims to answer three main questions, namely; what are current gender attitudes, gender motivation, and correlation of female and male students in the context of EAP. This study uses mixed-approach where information extraction is carried out by surveying 245 students spread across exact and social sciences using two questionnaires about perceptions and orientations of motivation and interviewing seven selected respondents. Furthermore, the data were analysed using descriptive statistics, Pearson correlation test, and interview processing. The results showed five findings: first, all students had a positive attitude (75.9%) and motivation (72.06%). Second, female students have a higher attitude (78.09%) and stronger motivation (84%) compared to male students (76.18% and 70%). Third, students' attitudes and their motivation had a moderate correlation (r= .382). Fourth, the attitudes of male and female students have a strong and positive correlation (r=.979). Fifth, the motivation and attitudes of male students are strongly correlated (r=.992). Interview data of this study has also confirmed why and how they are allied. Male and female learners have different tendencies in completing assignments because each has a different degree of perception on attitude and motivation in learning EAP
Experience-Based UDL Applications: Overcoming Barriers to Learning
Get PDFThe overall purpose of this study was to examine the autobiographical memory narrative as a way for graduate teacher candidates (TCs) to learn to identify (1) barriers to learning, (2) Universal Design for Learning (UDL) checkpoints to remove these barriers, and (3) strategies for addressing the UDL checkpoints and removing these barriers. This phenomenological study explored lived experiences of (a) UDL training in the graduate teacher preparation programs, (b) barriers to learning in the past experience, and (c) application of UDL principles to removing the self-identified barriers to learning among graduate TCs. Having a purposeful criterion sample at a site level to explore central phenomena in the study (Creswell & Poth, 2018), participants in the study included 63 graduate TCs in a teacher certification program at a university in the north eastern region of the United States. The participants dually took roles as a student, who identified barriers to their learning from the past experience, and as a teacher, who applied UDL principles to removing those self-identified barriers. Data were collected through each participant’s autobiographical narrative about (i) their past learning experience at any point in K-16 education, (ii) barrier to their own learning experience in the past, and (iii) UDL application to removing the identified learning barriers. Data were analyzed to identify frequency of barriers and types of strategies to remove these barriers across participants. Discussion includes identified (1) barriers to learning, (2) UDL checkpoints, and (3) strategies to apply the identified UDL checkpoints to removing these barriers. Emerging themes were aligned with the UDL guidelines (2018)
Exploring Learners’ Backchannel Production in Complaint Sequences Across Proficiency Levels
No full textTo participate effectively in interaction, interlocutors should make use of various resources such as backchannels. Through backchannels, listeners can, for example, show attention and provide support and feedback. The study aims to explore the effect of proficiency level on backchannel production. 64 English learners at two different proficiency levels participated in a role-play task consisting of a complaint situation. The learners’ production of backchannels was analysed in terms of frequency and typology. Results suggest that the proficiency level and the role adopted in the simulated task appeared to affect the overall frequency and typology of backchannels. Learners with a higher level of language proficiency seem to use backchannels more frequently, probably due to their greater linguistic repertoire and pragmatic awareness regarding the construction of interaction. Results also show that the backchannel categories of continuer and agreement stand out above the rest. Finally, the study offers some pedagogical implications concerning the treatment of backchannels in the language classroom
Exploring Higher Education Students’ Perspectives on Factors Affecting Use, Attitudes and Confidence with Learning Technologies
No full textThe use of technology in higher education has become unavoidable. Between the “pivot” to online teaching during the covid-19 pandemic and pressure from universities to integrate technology innovatively within courses, educators are increasingly turning to technology. In turn, all students are expected to engage successfully and rapidly with technology, irrespective of their level or background. It is therefore important to understand students’ attitudes and confidence towards technology, and how this drives their use, in order to keep students engaged. This study explores the factors that affect students’ use, attitudes and confidence with learning technologies. 11 volunteers from a UK university were interviewed about their experiences with technology. A thematic analysis was carried on the interviews, which found that there are a number of key factors underlying the participants’ attitude and confidence with technology. Students strongly considered the purpose and convenience of a technology before choosing whether to accept or reject it. Other factors included familiarity with particular technologies, and the use of an emerging universal iconic language, a new finding from this study. In addition, this study contributes five key recommendations surrounding competence, design and ownership which should be considered when educators are contemplating the use of technology in their higher education classrooms, whether online or face-to-face. It is important to think about these implications and how we as educators use these technologies going forward in a post-pandemic and technology-rich world
Total Quality Management (TQM) and Quality of Higher Education: A Meta-Analysis Study
No full textTQM is a program that provides a structure (framework) and tools for quality management which is very important for the progress of higher education. This study aims to prove and determine the effect of TQM on improving higher education quality in several countries. This study used a quantitative meta-analysis method. The aspect of TQM is the independent variable, and higher education quality is the dependent variable. The data sources were obtained based on the eligibility criteria: (1) from online database searches from 2012-2021; (2) indexed by Scopus, WoS or Google Scholar; (3) had a value of (r), (t), or (F); and (4) N ≥ 30. This research uses the software JASP 0.8 4.0 version. The results of the analysis of 26 studies show that there was a significant effect of TQM on the quality of higher education in several countries (z = 7.900; p < 0.001; 95% CI [0.640; 1.069]). The effect of TQM on the quality of higher education was in the very strong effect category (rRE = 0.856) based on Cohen's criteria effect size. This meta-analysis study’s results are reliable since there was no publication bias. So, it can be concluded that TQM has such a powerful influence and is believable. This study can strengthen the theory regarding the application of TQM in higher education because it is proven to affect the quality of higher education
Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study
No full textThis study investigates the impact of unwritten, written, and managed online feedback on students' argumentative essay writing skills, feedback quality, and domain-specific knowledge acquisition. This study uses an experimental study with experimental and control groups to see the effect of online peer feedback on students' argumentative essay writing skills. The research participants were 270 students from Universitas Pendidikan Indonesia who were randomly divided into 135 pairs and randomly assigned to 3 conditions (unwritten, written and managed peer feedback). The online peer feedback platform is the college's own Integrated Online Learning System. The instruction guide is designed within this platform. Through this research, students are asked to write argumentative essays (individual), interact in peer argumentative feedback, and finally improve based on feedback from colleagues. The results showed that the intervention in the form of an essay writing learning process guide design through online peer feedback had a positive impact on students' ability to write argumentative essays, the quality of the feedback, and the level of students' domain-specific knowledge. In general, from the three conditions, students who were in the written condition were superior to all aspects of the ability being tested. This happens because written feedback makes students more organized in expressing their input, has time to review the feedback so that it is of high quality, and is better able to understand deeply in exploring topics, so that the level of student domain knowledge increases. The implication of this research is that it provides an alternative that online peer feedback learning can be used for students' argumentation skills. The ability of scientific argumentation is needed by students in producing scientific writings in universities
The Impact of Inquiry Collaboration Project Based Learning Model of Indonesian Language Course Achievement
No full textThe issue of International Learning is currently leading to Inquiry Collaborative Project-Based Learning. This learning is oriented to investigate and self-discover through projects carried out by students in collecting data on daily lives and being able to develop their learning abilities. This study aims to examine the impact of Inquiry Collaboration Project Based Learning on students’ learning achievement in Indonesian language course. The object of study consists of 36 students in class 1A (N = 36). Data was collected using test and questionnaires. In the learning process, the lecturer of Indonesian language course taught the experimental group using Inquiry Collaboration Project Based Learning. The control group was taught using traditional instruction. The data was analysed using independent, t-test dependent group, test of Mann-Whitney U, content analysis, and descriptive analysis. The comparison findings of post-test mean in experimental and control groups showed that the students in experimental group scores were higher than those in control group (p <0,05). The conclusion of this research is that the Inquiry Collaboration Project Based Learning model take effect on students’ learning achievement in Indonesian language course
Approaches to Learning in Elementary Classrooms: Contribution of Mastery Motivation and Executive Functions on Academic Achievement
No full textThis study examines the possible roles of mastery motivation and executive functions on academic achievement. Grade one children were selected using stratified random sampling. Teachers completed school versions of the Dimensions of Mastery Questionnaire (DMQ 18) and the Childhood Executive Functioning Inventory (CHEXI) to assess mastery motivation and executive functions, respectively. Standardized tests were used to assess academic achievement in Math, English and Kiswahili. The results indicated that mastery motivation, specifically cognitive persistence and mastery pleasure sub-scales, influence academic achievement directly and indirectly through executive functions. Furthermore, significant differences were found ranging from moderate to large effect sizes between those learners with high mastery motivation and low executive function difficulties and those with low mastery motivation and high executive function difficulties in academic achievement. Focusing on subject-specific curricular intervention alone is insufficient to enhance academic achievement and school success. Since mastery motivation and executive functions are malleable throughout life, intervention strategies to enhance them can improve approaches to learning, academic achievement and life success
Development of Evaluation Instruments to Measure the Quality of Spatial Problem Based Learning (SPBL): CIPP Framework
No full textValid and reliable instruments are an important part of the process of evaluating and correcting the quality of a ‘model of teaching’. Therefore, this study aims to develop an 'evaluation instrument' constructed from the CIPP model to measure the quality of the Spatial Problem Based Learning. This study uses research and development methods; 4D Models. Data collection through interviews and questionnaires. Product validity analysis was obtained from a questionnaire using V'Aikens. While the reliability analysis uses Inter Class Correlation (ICC). Interview data became supporting qualitative data. This research was then reviewed by an expert jury and four practitioners (geography teachers) as evaluators, and twenty-two high school students in geography class as users. Analysis of the validity and reliability of the questionnaire data was carried out with the help of SPSS. The product 'evaluation instrument' has a V'Aikens value of 0.63 from evaluators and 0.78 from users stating that the product 'evaluation instrument' is categorized as “medium”. The ICC value of 0.781 means that the product 'evaluation instrument' is in the “good” category. In addition, the expert states and supports that the product 'evaluation instrument' can measure the quality of the ‘model of teaching’. The results show that the product 'evaluation instrument' constructed by CIPP has a category that is not only valid but also reliable. The 'evaluation instrument' is then used to evaluate the quality of the spatial problem-based learning
The Motivations, Career Decisions, and Decision-Making Processes of Female PhD Students in Engineering: Experiences and Challenges
No full textThis study investigates the motivations, career decisions, and decision-making processes of a group of female engineers who decided to pursue their PhD degree in engineering and the understand women’s experience challenges and difficulties during their career voyage in South Korea. Engineering is considered as a maleoriented profession. Although women may join the profession, no more than 16% of registered engineers are women in South Korea. Employing the phenomenological approach with semi-structured interview and focus group activity, 12 participants joined the study. Based on the social cognitive career and motivation theory, this study is guided by two research questions: 1) Why do female engineers decide to pursue their PhD degree in engineering in South Korea? What are the motivations and reasons? 2) How do female engineers describe their experiences and challenges in the engineering profession, particularly as female engineers in South Korea? The findings indicated that the relationship between gender and the engineering profession, we need to educate the new generation and conduct and exercise our academic goals and dreams were the main themes. The results of this study provided references to university leaders, department heads, government agencies, and policymakers to reform and upgrade the current regulations and policies to close the social stigma and bias gaps for women and minorities in engineering education and profession