International Journal of Instruction
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Assessing the Rigour of the Mathematics Courses Being Used to Prepare Primary School Teachers
No full textIt was perceived that a good place to start in understanding why teacher graduates were not demonstrating expected levels of conceptual knowledge (CK) and skills, and pedagogical content knowledge (PCK) is to examine the written curriculum used in teacher preparation institutions. This study utilised a mixed methods approach to evaluate the courses that are used in five teachers’ colleges in Jamaica. Four content courses and one methodology course were collected from the Joint Board of Teacher Education (The accrediting body for Teacher Education in Jamaica). Four raters independently ranked each course objective on Webb’s Depth of Knowledge model in order to determine the number of the objectives that are focused on the development of CK and skills. They also matched the course objectives of the methodology course against Shulman’s description of PCK in order to determine the number of course objectives that focussed on PCK. Also, N=6 teacher educators were interviewed to gain a deeper understanding of the findings that emerged from the curriculum evaluation. The findings show that 0% of the methodology course addressed PCK, making it likely for teachers to exit preparation programmes without being provided with adequate opportunities to develop PCK
Exploring the ELT Observer’s Subject Positions: Tensions, Negotiations, and Contradictions
No full textObservation in the English Language Teaching (ELT) field is an educational practice historically located in the construction of what is known as a good English class and effective teaching. Most research studies on the topic have revolved around the role of observations in teacher education and professional development, guidelines for classroom observation, and observers’ effective feedback; however, little attention has been given to the observer as a subject. This research paper shares results of the analysis of three ELT observers’ narratives to cast light upon the ways observers problematize their subject position as observers of in-service English language teachers. Within a decolonial approach to relate to others, autobiographical narratives mobilized a series of reflexive and critical components that revealed that the enactment of the ELT observer subject position invisibilizes observer positions (others) that shadow feelings of discomfort at being in a position as mere tick markers without subjectivities and knowledge. The findings allowed us to conclude that observers’ subject positions are pivotal to exploring their struggles and self-visions of a better practice of observation in which a more horizontal, relational, and humanistic consideration of the observer subject position prevailed. This study contributes to the ELT field by highlighting a more humanistic view of the subject who observes classes
Factors Influencing the Academic Achievement of Secondary School Students: A Structural Equation Model
No full textOne of the major reasons expounding the persisting decline in students’ academic achievement and high drop-out rate at the secondary education level in Mauritius, despite the implementation of several educational reforms including the current ‘Nine Years Continuous Basic Education’ (NYCBE), is that reforms are often developed using a top-down approach with limited grounding into the voices of stakeholders. It is in this perspective that this study, underpinned by the ‘general system’ theory, uses a two-phases ‘sequential exploratory mixed methodology’ to capture the voices of different stakeholders to develop a Structural Equation Model (SEM) that showcases the correlations between key contextualised factors and students’ academic achievements. The first phase, with a qualitative approach, identified the contextualised factors affecting students’ academic achievement in Mauritius, by analysing data derived from ‘Focus Group Discussions involving 16 participants, representatives of different educational stakeholders. The second phase, with a quantitative approach, developed a SEM using data collected from 600 students, captured through a survey questionnaire. The generated SEM, with a good fit indices, did not only depict greater impacts of school leadership, followed by student factor, tuition teacher factor, school teacher factor and socio-economic factor respectively on the academic achievements of secondary students, but also showcased the mediated effects between the factors, advocating for a holistic approach to improve school effectiveness in Mauritius. This study provides key information informing policy makers, educational specialists, and school administrative on the way forward towards improved school effectiveness
The Effectiveness of Leadership, Coaching Systems, and Organizational Climate on the Work Effectiveness of Boarding School Caregivers
No full textIslamic boarding school is known as the oldest Islamic educational institution in Indonesia which has an important contribution in educating the nation. This study aims to examine the effect of Islamic leadership, coaching systems, and organizational climate on the work effectiveness of boarding school caregivers. This exploratory research uses an inferential quantitative approach. The subjects of this study were 80 caregivers of the modern Gontor Islamic boarding school in Kendari, Indonesia consisting of male caregivers. The selection of subjects used a stratified random sampling technique where samples were taken with a certain level. Data collection was carried out using a questionnaire instrument. The data analysis technique used path analysis to determine the correlation using the SPSS statistical program. The findings of this study indicate that increasing Islamic leadership can increase the effectiveness of caregivers' work. Improvement of the coaching system can increase the effectiveness of caregivers' work. Improved organizational climate can increase the effectiveness of caregivers' work. Increasing Islamic leadership can improve organizational climate. Improvement of the coaching system can improve the organizational climate. Islamic leadership can improve the coaching system. This finding means that the effectiveness of the work of Islamic boarding school caregivers can be influenced by Islamic leadership, coaching systems, and a good organizational climate
Integration of Game-Based Learning Approach as an Innovative Teaching Tool in Improving Students’ Academic Performance in English
No full textThe primary aim of this study was to determine the effects of the integration of game-based learning on students’ academic performance in English. The respondents to the study were university students in Okinawa Prefecture, Japan. To assess the integration of game-based learning approach, the researcher used the game-based learning (GBL) approach questionnaire by Pires et al (2015) while a documentary analysis was conducted to gather data on students’ academic performance in English. Data were processed using mean procedures and multiple correlation and regression analysis. The regression analysis results revealed that the three (3) variables of integration of the game-based learning approach affect students' academic performance in English to varying degrees, as evidenced by B coefficients of 0.561 (ludic characteristics), 1.198 (training learning component), and 0.629 (player profile). This suggests that for every unit improvement in the integration of the game-based learning strategy indicated, students' academic performance in English might improve by 0.561, 1.198, or 0.629. A closer examination of the acquired beta coefficients revealed that, of the three (3) variables of the game-based learning approach integration, the 'training learning component' had the highest influence (beta = 1.198) on the students' academic performance in English
Teachers’ Involvement Model in Managing Class at Primary Schools
No full textThe teachers’ involvement became the problem are needed to solve immediately in Indonesia because their involvement is still not yet maximal. The Teacher involvement in classroom learning is an essential factor in increasing education's success. This study finds a new structural model that describes what factors can affect the effectiveness or teachers' involvement in classroom management. These factors will determine the effectiveness of teacher involvement in classroom management in Yogyakarta Province primary schools, which will be the basis to develop policies dealing with effective classroom management. This study was conducted in a quantitative correlational approach. The sample in this study was partly primary school teachers in Yogyakarta Province who were taken in clusters. Data was collected through expert-validated and empirically validated questionnaires. Data analysis with SEM (Structural Equation Modelling) approach was used to determine whether the indicators obtained in the field were valid and exogenous variables were significant to endogenous variables. The results show a significant effect of the Principal's Role, self-efficacy, and colleague variables on teacher involvement in classroom management, t-values of 1.99, 2.30, and 2.43, respectively. The environment has no significant effect on teacher involvement in classroom management. Environment significantly affects self-efficacy with a tvalue of 2.63. Self-efficacy significantly affects colleagues with a t-value of 2.90. Principal's Role significantly effects on environment variable with t-value of 2.38
Rewards for Rehabilitation and Special Education Staff and Their Importance in Employee Motivation
No full textThis study examined the rewards for 21 (3 males and 18 females) Greek employees, from different specialties who work with people with special needs either in two rehabilitation centers, a public (n= 9) and a private (n= 5), and or in different public school structures (n=7). For the purpose of this study, three focus groups were set up to determine employees’ perceptions and feelings about rewards and their importance in motivating staff. The conceptual research framework was based on the Total Rewards Model of Towers Perrin. From the focus groups we drew conclusions regarding the rewards that were applied and identified those that were important for motivation. Without exception, all the participants were primarily intrinsically motivated. The findings support the notion that the rewards connected to work environment and learning and development were the most important for their motivation, while the rewards connected to pay and benefits did not seem of great importance for their motivation. The Total Rewards Framework proved to be appropriate and useful in understanding the perspectives of rehabilitation and special education staff on rewards. The usefulness of the results lies in the holistic study of the rewards, which can provide feedback for employers, trade unions, and lifelong learning. The study can, also, provide a perspective for future research into the long-term exploitation of the total rewards model
Effectiveness of Epistemic Beliefs and Scientific Argument to Improve Learning Process Quality
No full textThe formation of scientific arguments by involving constructivist epistemic beliefs will produce deeper knowledge. This study uses a quasi-experimental research method involving 200 students from the science study program, namely biology, chemistry, physics, and mathematics at a public university in Bandung. In the experimental group, students were divided into several groups based on the results of demographic analysis, including absolutists, relativists, and evaluativist. Furthermore, intervention was given to explain the criteria for scientific argumentation and instructions for scientific argumentation. The control group did not experience the division of roles and was not given intervention. The results showed that students in the experimental group produced scientific arguments and carried out the learning process better than the control class. The increase in the quality of the argumentation is marked by the number of alternative ideas and thought experiments used in the argument. In detail, of the three groups of students, the evaluative group was more critical and could generate more new ideas when discussing learning topics. In addition, evaluative groups are also more reliable in solving problems correctly. The relativist group shows a less critical and less confident attitude when interacting with others. The implication of this research is that scientific argumentation instruction can be used as an alternative in understanding conceptual and increasing students' epistemic beliefs
Effectiveness of Virtual Simulations in Improving Secondary Students’ Achievement in Physics: A Meta-Analysis
No full textPhysics instruction necessitates innovative strategies that can support students’ achievement. Virtual simulations are digital tools that can offer students with meaningful learning experiences, albeit in an online distance learning setup. This meta-analysis examined the effectiveness of virtual simulations in improving students’ Physics achievement at the secondary level. A meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used. Fifteen (15) studies that met the inclusion criteria were included and analyzed. Effect size (Hedges g) was mainly used to determine the magnitude of the effectiveness of virtual simulations. The overall weighted effect size of g = 0.941 suggests that virtual simulations have a significantly large and positive effect on students' achievement in Physics. Moderator analyses revealed that the effectiveness of virtual simulations did not significantly differ based on the region, students’ grade level, and duration of the implementation. However, a significant difference was found among the effect sizes of the individual studies when grouped according to the specific field of Physics. The majority of the virtual simulation tools used were PhET simulations and Crocodile Physics, which were found to be integrated with constructivist instructional strategies that facilitated substantial improvements in students’ achievement. Hence, professional development programs are recommended to further strengthen Physics teachers’ technological and pedagogical knowledge on the effective utilization of virtual simulations to enhance students’ Physics learning
Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom
No full textBurgeoning studies have demonstrated the effective use of translanguaging (henceforth, TLAN) pedagogy; however, these studies often concentrated on speaking, reading, and writing skills. There have been no studies, to date, that focused on the use of TLAN with regard to the listening skill. Furthermore, there has been a heightened concern to implement TLAN with a pedagogical approach to facilitate better listening comprehension tasks. Thus, this study examined the impact of translanguaging with pedagogical cycle on students’ listening comprehension performance and L2 learning. A sequential mixed-method type of research was employed using a pre- and post-test design. Furthermore, an intact group of 15 First Year college students was purposively selected as samples and underwent 10 sessions of applying TLAN with a pedagogical cycle used as the intervention. Results reveal a significant difference in participants’ listening comprehension performance as manifested by a higher mean score after the intervention. A positive improvement was also revealed regarding their L2 learning as manifested on their four listening comprehension quizzes in terms of structure, grammar, supporting details, lexical resource, and content organization. Furthermore, the participants perceived that using TLAN is normal and not a disrespectful practice for them as EFL learners. Qualitative findings disclose that the participants have welcomed the use of the intervention to aid their listening comprehension processes. The paper addresses the agentive potential of TLAN with pedagogical approach, thus, it could be included as a beneficial pedagogical method to leverage students’ dynamic language practices, promote listening comprehension, and foster language learning