International Journal of Instruction
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Patterns of Teaching and Learning Styles in a Virtual School-Based Learning Action Cell
No full textThis study aims to determine the emerging teaching and learning style patterns in a school-based learning action cell. The SLAC was institutionalized to nurture the teaching-learning process and to enhance pedagogy in addressing school-related problems in primary education. Typically, the activities involve the group’s leader acting as the specialist, and the members; identify the necessary competencies and practices to help improve student achievement. These collaborative learning sessions mimic the traditional teacher-learner classroom interaction as ‘specialistmember interaction’ and then harness their preferred styles. However, key challenges usually face the teachers, such as critical identification of actual classroom activities to be selected from and how to execute their agreed learning plans. Appending to the issue is the explosion of the Covid-19 pandemic, which affects all in-person educational activities, including the SLAC; it poses new challenges as it shifts towards virtual learning mode. To explore the style patterns, we adapted the Grasha-Riechmann integrated model, remodeled it, and fitted it into the SLAC context. The modified survey instruments were administered to 97 teachers randomly selected from 16 primary education institutions in the southern region of the Philippines. The specialists responded to the teaching styles inventory, while the SLAC members responded to the learning styles inventory. Exploratory factor analysis was used to determine the number of latent constructs from principal axis factoring and varimax rotation of factors with Kaiser normalization. The findings revealed a blended style facilitator-model-delegatorexpert for the specialist and collaborative-independent styles for the members. This research generates constructs for teaching styles as patterns described as professional learning and ethical practice, leadership mentoring, self-directed learning, leadership, confidence delegation, and encouraging responsibility
The Implementation of RBL-STEM Learning Materials to Improve Students Historical Literacy in Designing the Indonesian Batik Motifs
No full textThis study aims to identify students' historical literacy in preserving Indonesian batik designs as traditional cultural heritage and sustainable rural economic development. The method used in this research is a mixed method that combines quantitative and qualitative research methods. Quantitative research methods are used to analyze students' historical literacy, while qualitative research methods are used to analyze learning activities and a portrait phase of the students’ historical literacy under the RBL-STEM implementation in the learning process. The research respondents consisted of two classes: the control class with 40 students and the experimental class with 41 students. The research instruments used were interviews, questionnaires, observations, and historical literacy tests. The results showed that based on the independent sample t-test analysis on the post-test, there was a significant difference between the control class and the experimental class. It is due to the sig (2-tailed) score is 0.000 (p = <0.05). Thus, it can be concluded that the implementation of RBL-STEM learning materials can improve students' historical literacy in preserving Indonesian batik designs as traditional cultural heritage and sustainable rural economic development. The students' historical literacy in the experiment class dominantly lies on well-developed and very welldeveloped category. Furthermore, the student learning activities under the implementation of the RBL-STEM approach on three stages (initial, main and last stages) lies on active and very active category
Student’s Cynicism toward College Experience: Validation of the Italian Cynical Attitudes toward College Scale
No full textReferring to the institutional and research indications, those involved in higher education policies and management are formulating new plans to face, on the one hand, the decline in academic enrolments, on the other, the growing increase of early university-leavers. Academic drop-out and negative experiences and affect, in addition to being indicators of academic ineffectiveness, should be profitably analysed as well as their possible determinants to plan preventive policy measures and strategies. Despite the number of studies that have investigated variables related to learning and study experience, tools have yet to be defined to predict drop-out and delay in academic courses. Starting from the aforementioned assumptions and gaps, and with the aim of predicting academic drop-out and student’s negative experiences, an adaptation to the Italian context of the Cynical Attitude Toward College Scale (CATCS) was proposed and its psychometric characteristic analysed through SEM. Moreover, the research investigated the possible role of Student Cynicism in predicting Achievement, and of Student’s environmental perceptions in predicting Cynicism. Results showed that the CATCS can be profitably used in the Italian academic context: the CFA of the 11- item CATCS version showed that it is a reliable and valid measure
Teachers `Attitudes towards Constructivist Approach to Improving learning outcomes: The Case of Kosovo
No full textThe constructivist approach aims at change, departing from the traditional teaching and improvement of learning outcomes in primary schools of Kosovo. Teachers' attitudes towards the constructivist approach play a crucial role in actively constructing knowledge through experience and reflection and are critical for improving learning outcomes. This study aimed to examine the teachers’ attitudes to using the constructivist approach to improving learning outcomes. This research used a mixed research methodology. The research sample consisted of 40 teachers and 113 students in primary schools in Kosovo. The data were collected through a survey using questionnaires (for teachers and students) and semistructured interviews. The study illustrated that most teachers’ attitudes towards using the constructivist approach and its impact on learning outcomes are significant (p <.05). Based on the findings, one can conclude that constructing knowledge on existing experiences, involving students in discussions, reflection, authentic learning, and engaging students in research assignments result in better learning outcomes. The constructivist approach enabled the transition from traditional to student-centred teaching, and the teachers’ attitudes towards implementing this type of teaching are positive. Teachers' attitudes towards the constructivist approach were significant (p<0.05) and determined how learning outcomes would be achieve
The Effect of Digital Teaching on Learning Gains: Evidence from a Quasi-Experimental Study at a private School in Abu Dhabi, UAE
No full textThis study investigated the effect of using iPad on ICT learning gains and explored students’ perception of iPad usage in the ICT teaching-learning process. The study employed a quasi-experimental method using pre-test and post-test design. The study sample (N= 84) were 10th grade students in a private school in Abu Dhabi. They were divided into a control group (n=42) who was taught traditionally via the didactic approach, and an experimental group (n=42) who was taught via iPad classroom model. SPSS was used to analyse the data collected from the ICT achievement-tests. The results showed that participants in both groups obtained similar mean scores in the pre-test at the beginning of the experiment. Meanwhile the results showed significant difference in the ICT achievement posttest between the experimental group and the control group with mean scores of 61.67 and 57.86 respectively. The attained “t” value of both groups’ post-test score comparison was found to be significant at p=0.011 (< 0.05). Moreover, the effect size of the intervention was practically important, at Cohen’s d = 0.56. Likert Scale Questionnaire was also conducted to see if participants had enjoyed the intervention experience. The findings of the study proved that using iPad in learning ICT has a definite positive effect on the learning gains of 10th grade students compared to the conventional method. The findings revealed that students have positive perceptions of using iPad in the classroom
Pedagogical Practice as a Foundation Course for the Development of Professional Skills
No full textThe study aims to identify the factors that have contributed in the student teacher’s professional preparation through the students' attitudes towards pedagogical practice. The study is quantitative based on the descriptive-correlative design. The instrument used for data collection is the questionnaire. The respondents that participated in the research are students from two study programmes (Primary and Preschool) in the University of Prishtina "Hasan Prishtina" and also students of two programmes (Preschool and Primary) in the University of Gjilan "Kadri Zeka". The total of the respondents in the research is N=280 students. The results from Pearson's correlation show very strong positive correlations between students' opportunities to practice their knowledge with preschool and primary students, favourable school environment and their support from mentor teachers. The results also reflect other factors that contribute to the professional preparation of student teachers such as: the sufficiency of the days/hours of pedagogical practices, the subjects that have contributed to their professional knowledge, the challenges they have encountered during the pedagogical practices, as well as the satisfaction they have experienced during their studies. The research is important as it identifies and describes the factors that contribute to the professional preparation of student teachers
Quality Instruction through four Components of the Mathematical Knowledge for Teaching (MKT) and Teaching Experience in Fiji
No full textThe rationale of this study is to find out what could be some contributing factors to low achievement in Mathematics for primary school students. For this study, the focus is to ascertain the current state of MKT for Primary School Mathematics Teachers in Fiji schools in terms of its four components: Knowledge of Content and Students (KCS); Knowledge of Content and Teaching (KCT); Common Content Knowledge (CCK); and Specialized Content Knowledge (SCK) Hill et al. (2008), with respect to teachers’ Teaching Experience (TE). The study was conducted using descriptive survey with stratified random sampling using Krejie & Morgan’s sample size Table in which of 363 primary school teachers participated. Sampling included a stratum from each of the four major education divisions: Northern, Central, Western, and Eastern. An MKT test was used as a tool to compare teachers' MKT levels with respect to teacher’s TE, and one-way ANOVA was used to quantitatively analyze the data. Findings from this study revealed that all the four components of MKT have a significant difference with respect to teachers’ TE
Motivations Behind the Master’s Degree Choices of Colombian Undergraduate Students
No full textFinancial, personal, and labor variables are well-known for understanding career choices’ decision-making process. This research examines the relationship between these different motivating factors and how they influence choosing a master’s degree. The research applied quantitative, exploratory methods using a two-part questionnaire: one for the characterization of the sample population and the other with questions with Likert-type scale answers around the constructs determined. Structural equation modeling is used to statistically analyze the responses to 728 self-administered questionnaires completed by undergraduate administrative sciences and management students from two universities in Medellín (Colombia). The factors that most affect the motivation to study a master’s degree are labor market competition (β ̂=1.664, p-value = 0.021) and job promotion (β ̂=0.922, pvalue: < 0.001). Understanding the motivations of potential students is important to higher education institutions with graduate degrees because it allows them to adjust their academic opportunities and outreach strategies to meet students’ expectations and needs. This study also proposes a model that adapts to developing countries’ social, economic, and educational characteristics
Effects of Reflective Thinking On Deep Learning in Theoretical Linguistics Classes
No full textIt has been reported that some teachers mainly lectured while teaching online and students only listened and took notes. As a result, students did not develop highorder thinking skills. The study examined the effects of reflective writing, one of the deep learning approaches on students’ learning outcomes. Participants were 103 undergraduate students studying phonetics and phonology at a private university in Vietnam. Students had to submit 481 reflective writings over a tenweek period and did the mid-term and final tests. Five students participated in semi-structured interviews. Findings showed that there was a positive correlation between the number of assignments and their mid-term and final scores. The group that completed more assignments had higher scores. The study also revealed the impact of reflective writings on students’ retainment of the lesson content and utilization of higher-order thinking skills. The findings suggest some pedagogical implications for teachers to sustain students’ deep learning
Correlation of Work Discipline and Pedagogical Competence to Teaching Performance in Elementary Teacher
No full textTeachers are the leading actor in concept development in elementary school students, especially in this globalization era. They need strong self-discipline and pedagogical competence to perform meaningful learning suitable for their student age. Therefore, this study analyzes the correlation between elementary teachers’ discipline and pedagogical competence in teaching performance. This study involved 157 civic servant teachers from public elementary schools in Banyumanik Subdistrict as respondents. The research method involved observation and selfassessment using 1st-order structural equation modeling (SEM) for data analysis. The results show that the teachers' discipline, pedagogical competence, and performance (as the latent variables) achieved high scores. Then, the latent variables are significantly reflected by their observed indicators. Even though work discipline and pedagogical competence are not considerably affected teacher performance. The coefficient of determination (R2) reached only -5.1% in work discipline and 6.8% in pedagogical competence to teacher performance (p-value > 0.500). While in simultaneously, pedagogical competence and discipline only affected about 3% of teacher performance. It needs further investigation and confirmational studies through problem mapping and how the workload may prohibit teacher performance from the public elementary school in Banyumanik Sub-district