International Journal of Instruction
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Design of a Multidimensional Index of Classification of Rankings of IberoAmerican Universities
No full textThe university is an essential institution for the progress and modernization of society. The higher education sector has seen growing demand in recent decades, as well as a progressive internationalization. This implies greater possibilities to choose between universities and greater competitiveness among these institutions. In recent years, we have observed growing interest in developing university quality rankings. Accordingly, the main objective of our research is to propose a model for obtaining rankings with optimal properties: a ranking of universities according to teaching output, research output and global output will be established, to classify all universities, regardless of their size or their public or private nature. The multistrategic methodology is applied from a systemic approach combining quantitative elements from a global and specific perspective of Ibero-American universities. A database has been developed that includes indicators and ratios based on information from the MECD and the National Commission for the Evaluation of Research Activity (CNEAI): teaching productivity, research productivity and overall productivity for each university. This ranking provides some novel indicators that would favor the appearance of new universities absent in the current rankings, a series of indicators that do not take into account volume, but rather performance. The results indicate that the impact of the Teaching dimension is greater because this is the dimension in which universities that do not currently appear in the rankings could stand out
Effect of Online-Based Physical Activity vs. Art Activity on the Joint Attention of Students with ASD
No full textThe aim of the study is to compare two online interventions proposed for enhancing support joint attention skills among ASD-level and find the effect of online learning mode on the interventions’ effectiveness. The two online interventions were: 1) physical activity-based intervention and 2) Art activitybased intervention. The study conducted the three groups experimental design with the pre and post-tests. The tests were measure the joint attention level among school-aged participants before and after interventions. The results the significance of both online interventions, physical and art on enhancing both joint attention skills, response, and cue levels among ASD students. While the control group did not score any preference of joint attention skills, response, and cue level between pre and post measurement. Furthermore, the results refuted the significant effect in JTAT attributed to subject factors, namely, age, gender, ASD level, fellow assistance in the post-measurement. Comparing interventions, physical intervention impacts (87.2%) the joint attention (JTAT). While the intervention of art impacts (86.8%) joint attention (JTAT). Accordingly, the study emphasizes the effectiveness of both physical and art activities intervention delivered online for enhancing joint attention skills of students with ASD without a substantial difference between both interventions
Interrelation between Reflective Thinking and Organizational Knowledge with Master Teachers in Hungary
No full textSchool organizations form a complex system, the characteristics of which influence the effectiveness of teachers who work there, while teachers can also develop organizational knowledge trough their learning practices. This implies that individual reflective thinking might also support the development of organizational knowledge through knowledge management practices within the school. This paper outlines the connection between reflective thinking and the aims to develop school organizations in Hungarian master-teacher programs. We coded 813 masterprograms, which were then subjected to quantitative analysis, as we examined how individual reflective thinking can correspond with organization developmental goals. Our findings showed that teachers with higher level of reflective thinking are more likely to consider organizational goals when learning, implying that their reflective practices tend to expand beyond their own professional selves
Prospective Teachers’ Intercultural Sensitivity alongside the Contextual Factors as the Affective Domain to Realize Multicultural Education
No full textThe multicultural education of Indonesia calls for prospective teachers (PTs) with sufficient intercultural sensitivity. Hence, this mixed-method intercollegiate study aimed to quantitatively measure the intercultural sensitivity of PTs at UIN Raden Fatah Palembang and IAIN Curup and to qualitatively investigate the contextual factors underlying their intercultural sensitivity. 1,800 PTs of both universities were involved as the quantitative participants, and 10% of them were purposively selected as the qualitative participants to join interviews and FGDs. The findings revealed that the PTs of both universities had high intercultural sensitivity. Their intercultural sensitivity was underpinned by six contextual factors, such as interests in other cultures, frequently joining activities of other cultures, living in a multicultural environment, experiences of interacting with people of different cultures, the senses of family and friendship, and learning experiences in the crosscultural understanding course. The PTs’ high intercultural sensitivity implies that they are ready to teach Indonesian multicultural students under the national multicultural curriculum of Indonesia, K-13. However, external empowerments are required to maintain their current state of intercultural sensitivity because intercultural sensitivity is an affective or attitudinal domain vulnerable to change. Research limitations, implications, and recommendations are provided at the end of the data discussion and conclusion sections
Influence of Interpersonal Conflict and Social Norms towards Organizational Conflict and Lecturer Occupational Stress
No full textThis research aims to test the influence of Interpersonal Conflict, Social Norms, Organizational Conflict, and Lecturer Occupational Stress by using the SEM (Structural Equation Modelling) method on Lecturers in the Environment of Jambi University. This research is part of a multi-year research series to gain an outsider in conflict and stress management models and its impact on lecturers' comfortable, safe, and enjoyable working environment. The design of this study is a comparative causal study with characteristic problems in the form of the causal relationship between two or more variables, using an explanatory survey method to obtain precise and factual information about the influence of Interpersonal Conflict, Social Norms, on Organizational Conflict and Occupational Stress Lecturers. The analysis units are lecturers from 59 study programs at the University of Jambi, totalling 378 people. Data collection instruments use questionnaires. The analysis technique uses the Structural Equation Model (SEM) method with an alternative way of Partial Least Square (PLS) or called variancebased SEM (SEM-PLS). Structural model testing in PLS was conducted with the help of software lisrel_8.8.M3_win32.win32.x86. This study reveals that Interpersonal Conflict and Social Norms are predictors of Organizational Conflict. However, Social Norms and Organizational Conflict have no direct effect on the increasing Occupational Stress of Lecturers. This research contributes to Conflict and Stress Management literature and provides strategic recommendations for university leaders and lecturers
Mental Health and Social Support of Teachers in Szeged, Hungary
No full textThe mental state of teachers is important not only because it affects their own health, but also because it has an impact on the development of the children they teach. In this especially stressful job, resources like social support and mental health help them cope. Our aim is to examine teachers’ mental health, social support, and their interrelationships and whether these are influenced by sociodemographic indicators or harmful addiction. In our descriptive crosssectional, quantitative research, we measured the mental health and social support of secondary school teachers in Szeged (n = 200). It included validated questionnaires used in international surveys. Social support was weaker in our sample, but mental health outcomes were stronger. The social support from smaller settlements was significantly stronger. Respondents with stronger social support were less affected by depression and had a stronger sense of coherence. The research confirmed the relatively good mental health of teachers, which was strengthened by social support, and the latter also correlated with a sense of coherence. The significance of this lies in the fact that the mental health of teachers has an impact on the mental health of their students, and on their own role in health education
Technological Pedagogical and Content Knowledge (TPACK): Analysis in Design Selection and Data Analysis Techniques in High School
No full textThe learning process that is integrated with technology requires teachers who are able to integrate professional skills, pedagogical abilities, and technology in learning. This study uses a content analysis of a number of SCOPUS indexed articles that have been published throughout 2020 with the main focus of the study being TPaCK. This study aims to inform the diversity of research types, research designs, subjects, subjects, data collection instruments and data analysis techniques. The results revealed that the most dominant types of research were quantitative and R&D. In addition, research design methods that are becoming a trend are R&D and survey research. Popular research subjects and subject matter are students with a subject or major in Science and Physics. The most commonly used instruments are questionnaires and tests. Meanwhile, the most widely used data analysis techniques are percentage, n-gain, paired sample t-test and descriptive analysis. In addition, it was also found that several researchers used the same research design but different instruments and data collection. Based on the results of this study, several recommendations have been proposed for future researchers that support TPaCK as the main focus. Some of these recommendations include increasing the diversity of types of research and choosing the right method in conducting research
Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning
No full textThe development of HOTS has become a new trend in the 21st century learning process. Many approaches and models are applied in the learning process to achieve HOTS, including case-based learning approaches. This study aims to reveal a description of the level of student HOTS achievement in Case-Based Biochemistry Learning which took place in the Even Semester of 2019/2020. This research is descriptive research. A sample of 24 people was taken from students of the Biology Education Department, Faculty of Teacher Training and Education, University of Muhammadiyah Surabaya. HOTS data, which includes the analyze, evaluate, and create skills, were collected using the documentation method. Data were analyzed descriptively and statistically. The results of this study, namely: (1) the average student HOTS score was 67.79 including the "High" category; (2) mastery of HOTS skills from the total score of test questions: (a) analyzing 68.82% on the organizing thinking process. (b) evaluating 61.51% on the examining thinking process. (c) creating 76.38% on the planning thinking process; and (3) based on the statistical test, the students' mean HOTS score was significantly higher than the expected value, which was > 65 (ρ > 0.05). The conclusion from the results of this study shows that the HOTS level of Biology Education Department students in new case-based Biochemistry learning reaches the high category at the lowest limit. Implementation of CBL to increase HOTS can be done even better by designing good cases and selecting the right type of CB
Self-Regulated Learning in Kenyan Classrooms: A Test of ePEARL, a Process e-Portfolio1
No full textTo align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students’ capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning -- forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of selfregulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction
School Recess in Primary School: Rescuing the Meaning of Play in Education
No full textThe purpose of the article is to identify the games and the playful experience of children, as well as to understand the educational processes triggered by this social practice in the context of school recess, in eight public primary schools located in the province of Talca, Maule region, Chile. In methodological terms, the research is inscribed in the perspective of the interpretive-comprehensive paradigm, through qualitative methodology, with a design that consisted of applying the nonparticipant observation technique, in such a way that they carried out 32 units of direct observations, with 138 events described during the months of August to November of the year 2019. The results revealed that the schoolyard was a space rich in children's experiences and learning, with regard to the repertoire of games and interactions between children, in the context of these recreational activities. The need to value play in the time and space of the schoolyard is highlighted, for the child's learning and its articulation with pedagogical practices. In terms of conclusions, it is proposed to delve into studies of this nature, since it is relevant that the school considers recess as a pedagogical tool, since it is at that moment when children naturally manifest themselves and express their emotions, in an eminently playful and socializing