International Journal of Instruction
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Empowering Global Citizens with Digital Literacy: Modeling the Factor Structure
No full textDigital literacy is an important skill for global citizens to possess in the 21st century in the creation of information media using appropriate digital tools. The purpose of this research is to investigate the components of digital literacy of global citizens using a second-order confirmatory factor analysis. The key finding of this research was that the digital literacy of global citizens consisted of four components: (1) Self-initiation, (2) Trendiness, (3) Usefulness, and (4) Good attitude. The study found that the factor loading of all latent variables was positive, ranging from 0.82 to 1.06. The trendiness component had the highest factor loading (β = 1.06), followed by the self-initiation component (β = 0.87), the usefulness component (β = 0.86), and the good attitude component (β = 0.82), respectively. Participants in this study consisted of 633 higher education students selected from a nationwide survey representing populations in six regions of the country using a multistage sampling method. The results of the study found that the trendiness component had the highest factor loading, followed by self-initiation, usefulness, and good attitude. Therefore, to promote digital literacy, when designing learning or learning tools, self-learning should be emphasized together with the use of smart wearable devices to provide flexible learning. Students will thus be able to learn anywhere anytime according to their individual needs, and this also maximizes their good attitudes toward the digital literacy. This study contributes to the understanding of the components of the digital literacy of global citizens. It can provide policymakers and educators insight into the critical skills needed in the 21st century toward the creation of information media using appropriate digital tools in Thai higher education
Using Scaffolding Set to Help Student Addressing Socio-Scientific Issues in Biochemistry Classes
No full textMost students have difficulty explaining socio-scientific issues (SSI) scientifically due to lack of relevant prior knowledge, difficulty connecting with science ideas, and societal concerns of SSI. Unfortunately, scaffolding sets that can be used to help students explain SSI have not available yet. This study aimed to develop a scaffolding set to help students have sufficient prior knowledge of biochemistry relevant to SSI, connect with biochemistry ideas and societal concerns of SSI. A scaffolding set model was developed using instructional design model. Validity and practicality of the scaffolding set data were analyzed descriptively, while effectiveness of scaffolding set was analyzed descriptively and using dependent ttest and N-gain. Data analysis results showed that the scaffolding set was valid, easy to implement, and effective aiding 88 students (21 excellent and 67 nonexcellent students) explain SSI scientifically. More than 95% of excellent and 80% of non-excellent students were in high (some medium) connection with biochemistry ideas and societal concerns. The scaffolding set helped students explain biochemistry aspects and context of SSI. The finding implies that students need scaffolding, while teachers need scaffolding set to aid their students in SSIbased science teaching and learning to scientifically explain SSI
Toward a Better Understanding of Prep-year Students: What are the Primary Motives for Higher Education?
No full textThe growth of students’ motivation is critical during the transition from secondary to higher education. Inspiration for learners is one of the key learning elements in both structured and informal settings. Many students are involved in education; of course, other students require support and encouragement. The study aims to understand the various motives of students to pursue higher education at a Saudi Eastern province public university. A quantitative descriptive analysis method and an online survey were used to collect data as part of the research. SPSS software was used to verify the accuracy and reliability of the data. Means, standard deviation, and ANOVA tests were used to investigate the data. The final instrument comprises 27 six-point Likert scale items related to students’ decisions to attend higher education, with an overall Cronbach’s alpha of .94. Among the findings of the study: "learning has no limitations," "accomplish my future goals," "increase abilities and expertise," "meet possible ambitions," and "to offer a better life for my kids and me" were the most common responses. There were significant statistical gender-related variations in favor of female students’ motivations. However, additional results indicated no statistically significant differences in family wealth, cluster, and parents’ education level
The Effectiveness of an Educational Environment Based on Artificial Intelligence Techniques Using Virtual Classrooms on Training Development
No full textThe aim of the current research is to measure the effectiveness of an educational environment based on artificial intelligence techniques using virtual classrooms in developing field training for female student teachers at Prince Sattam University. By researching in previous studies, and the quasi-experimental approach to measure the effectiveness of the independent variable “the learning environment based on artificial intelligence technology and the variables dependent on field training” and the research sample that consisted of (15) students from the field training students, the researcher concluded that there are statistically significant differences between the average scores of the experimental group and the control group in favor of the experimental group on the scale card, which explains that the female students’ teachers’ use of virtual classrooms using artificial intelligence technology helped to develop field training and teaching skills at a semi-high degree (84.40%), and this result indicates a high level in the development of field training skills. The researcher recommended the necessity of employing virtual classrooms in teaching practical education courses, and training student-teachers on how to use electronic media and keeping abreast of recent developments in training and teaching through the use of Blackboard platforms
Information System for Monitoring and Management of the Quality of Educational Programs: Development of Functioning Algorithms
No full textThe study develops a method for monitoring and management of the quality of educational programs using software instruments. The method describes each of the monitoring implementation stages in detail specifying the input and output data, as well as the controls that affect the time and quality of the implementation of the corresponding stage. Algorithm programs in the form of flowcharts reflecting all the content aspects are developed and formalized for the automatization of monitoring. The presented algorithm models allow implementing the program complex of the system for monitoring and management of the quality of educational programs using the modern object-oriented design and programming environments. The goal of the study is to develop a model of algorithms for the organization of monitoring and managing the quality of educational programs, which allow reducing the time costs of these processes while increasing the objectivity of quality assessment. The obtained results are intended for the audit of educational services, public control over the implementation of educational activities, accreditation of directions of training, or licensing of educational organizations. The developed algorithms provide for evaluating the content of each stage of the audit of an educational program, generate a list of notes ranked by importance, and ensure the rational allocation of resources for the implementation of each stage of the educational process
Learner-Centered Instruction: Teachers’ Practice in Online Class of Mathematics During Covid-19 Pandemic in Nepal
No full textLearner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in online classes during the pandemic and its effectiveness on the mathematics achievement of the learners. The cross-sectional survey design was used by taking 2273 students by convenient sampling from basic to university level of Nepal. The t-test, ANOVA, correlation, and regression techniques were used to analyze the data. The finding of the study indicates that the learning-centered role of teachers was found to be high in mathematics teaching during the pandemic situation in Nepal however teachers are not habituated to give extra time in learning difficulties whereas the problem solving and creative role of teachers were found better as compared to other. Types of the institutions, teaching level, access to the internet, and having tablet are the determinants for the learner-centered instruction in teaching whereas availability of laptop and computer, types of institutions, and access to the internet have significant roles to determine the mathematics achievement. The findings of this research suggest that practice of learner-centered instruction would be useful and beneficial for the learners in online classes
Awareness Regarding the Implication of Artificial Intelligence in Science Education among Pre-Service Science Teachers
No full textThis study aimed to identify pre-service science teachers’ awareness of employing artificial intelligence in science education. It sought also to determine the reasons that led to this level of pre-service science teachers’ awareness of employing AI in science education. The mixed- method was used with an interpretive sequential design. The researcher prepared a measurement and distributed it to all forty-three pre-service science teachers. In terms of the qualitative method, interviews were conducted with a sample consisting of 15 female pre-service teachers. The quantitative study revealed pre-service science teachers’ awareness of employing AI in science education low level. The results of the qualitative interviews used to explain the results of the quantitative study. There are statistically significant differences, at a level of confidence of 0.01, between the hypothetical and actual means of the total score of pre-service science teachers’ awareness of employing AI in science education, as well as in the case of dimensions. The differences are in favor of the hypothetical mean
Servation of Bengkulu Local Wisdom: The Application of Syarafal Anam in Preventing Student Radicalism
No full textThis study aims to find out: How the community's efforts to maintain Syarafal Anam's local wisdom, Why the application of Syarafal Anam can prevent radicalism, and how to prevent radicalism, This research uses qualitative and quantitative research studies together, namely mixed methods. Data were analyzed by inferential statistics (quantitative data) and Miles & Huberman (qualitative data), data reduction, data presentation, and drawing conclusions. The results obtained in the form of quantitative and qualitative results, as for the quantitative results, namely the influence between tolerant attitudes towards radicalism at the Madrasah Tsanawiyah 1 Bengkulu city school of 65.9 percent and the influence of the Madrasah Tsanawiyah 2 Bengkulu city school of 62.3 percent. Qualitative data also shows that Syarafal Anam has several functions, namely education, gratitude, and prevention of radical culture with a safe and peaceful life in the community. The conclusion of this study shows that Syarafal Anam's local wisdom has an influence on student tolerance, with this tolerance attitude, it can certainly foster anti-radical attitudes from outside students
EFL Reading: Learning-to-Read and Test-Taking Strategies
No full textSeveral past studies of EFL learners’ reading strategies have focused either on the strategies they used for learning to read or on those they used for taking tests. However, studies that distinguish the reading strategies used by EFL learners for learning-to-read purposes from those used for test-taking purposes in the target language, and that focus on the probable hierarchy of language learning strategies, have not been found. This study attempted to address these research gaps in the rarely studied EFL context of Thai undergraduates. One hundred and thirty-five Thai undergraduates were categorized based on reading test scores into high and low proficiency readers. Then, a questionnaire, five multiple-choice and 22 5-point Likert scale items, was administered to identify reading strategies for learning to read and for taking tests that distinguished the two groups. All significant learningto-read and test-taking strategies were then ordered based on degrees of mean differences to determine the hierarchy. The data were analyzed with descriptive statistics and tests of statistical significance (p < 0.05). The results showed the top learning-to-read and test-taking strategies that significantly distinguished the high proficiency from the low proficiency readers were affective and cognitive strategies, respectively. The findings shed light on significant cultural consideration for EFL strategy-based reading instruction
Development and Validation of Scale for Assessment of Followership among School Teachers
No full textThe teaching profession in the researcher's context is becoming a machine-like job because teachers’ followership i.e. competence, commitment, courage, and selfmanagement, is least prioritized, and more focus is given only on their regularity and punctuality. Effective followership is desired among the teachers for the achievement of educational goals but ignored and resultantly, there is no scale on teachers’ followership. Moreover, the followership measures particularly for teachers in the research literature are rare and the available measures lack recommended psychometric evidence. Therefore, the effort to develop a followership scale for teachers (FST) has been made. Through literature review, 55 items were constructed. Five items were discarded from the item pool having poor Content Validity Ratio i.e. below 0.42 that is estimated through the judgment of 14 experts. The items were administered using google form in the what's app groups of teachers and 346 school teachers working in high schools have responded. Exploratory factor analysis using varimax rotation and confirmatory factor analysis on AMOS-21 was performed for construct validation of the scale. The scale was finalized containing 16 items with no item representing less than 0.40 load. Subscales of followership indicate moderate correlation and the overall Cronbach alpha of the scale was estimated at 0.88. Finally, FST includes four subscales i.e. (a) Competence, (b) Commitment, (c) Courage, and (d) Self-management. The scale containing recommended psychometric properties is available for use