International Journal of Instruction
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Lecture, Cooperative Learning and Concept Mapping: Any Differences on Critical and Creative Thinking Development?
No full textThis study investigated the effects of lecturing, cooperative learning and concept maps on the development of critical and creative thinking skills. A quasiexperimental non-randomized study involved a class of students from the 3rd year of Psychology and two classes from the 3rd year of Pre-service Elementary Teachers. The study ran for 15 weeks, one semester. In one of the Primary School Teaching classes, cooperative learning and concept maps were used and in the other only cooperative learning. The Critical and Creative Thinking test was applied to assess pre and post critical and creative thinking skills. The results show that students from the two classes that used cooperative learning and cooperative learning + concept maps improved further critical and creative thinking skills in relation to the lecturing class, with no significant differences between the first two. Pedagogical recommendations are made according to these results
Engagement with a Sequence of Feedback-Correction: A Case Study of Secondary School Students in Vietnam
No full textThis exploratory study investigated Vietnamese secondary students’ engagement in a sequence of detecting, correcting, and rewriting tasks, and examined the factors affecting their engagement and/or disengagement in the process. The study draws on the principles of task-based instruction, involving eight mixed-ability groups (n = 31), and was designed to address student engagement with feedbackcorrection practices that has rarely been discussed in previous research and has therefore remained largely underexplored, especially in the context of Vietnam. Theoretical concepts of behavioral, cognitive, and social engagement were used to analyze data from audio recordings of students’ interactions and their written responses to open-ended questions. The analysis of data showed that the eight groups engaged behaviorally, socially, and cognitively in the process, although their engagement varied according to the learning tasks, the teacher’s intervention, peer support, English ability, and types of gaps. Findings from the eight-week intervention suggest teachers should consider factors which determine student engagement with feedback-correction practices. By offering students opportunities to act on specific language issues in their writing through detecting and correcting gaps and rewriting the corrected texts, engagement with feedback-correction practices can be useful in fostering accuracy development. This qualitative multiple-case study contributes new insights to the field by operationalizing the sequence of feedback-correction through collaborative learning to deeply understand students’ multidimensional engagement in the process from which implications for L2 writing and further research are discussed
Gender and Perception: Implementation of Web-based Character Assessment on Students’ Character Outcomes
No full textThis study aims to find out how the differences in students' perceptions of the use of web-based character assessments were analyzed by gender and to determine the differences in the acquisition of students' perception assessments of the use of webbased character assessments in junior high schools in Batanghari Regency, Indonesia. The population in this study was a junior high school in Batanghari Regency, Jambi Province, Indonesia with a sample of 322 students using purposive sampling technique. The quantitative method used in this research is descriptive and inferential analysis method to obtain assumption testing (normality and homogeneity) and hypothesis testing (Anova). The results showed that in the variable of student perceptions of the use of web-based character assessment, there was a significant average difference between female students and male students. Then on the student character variable there is also a significant average difference between female students and male students
Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses
No full textThe goal of this study is to assess the effectiveness of a Problem-Based Learning (PBL) pedagogy that was implemented in two different concrete construction courses. Both courses are a part of an industry focused four-year undergraduate concrete degree program. One of the classes focused on concrete problems, diagnosis, and repair of existing concrete, while the other class focused on handling and management methods of various concrete mixtures. In both courses, a PBL pedagogy was implemented such that students were self-learning and discovering the knowledge through an action-research case study. The actionresearch case study was specific to the course outcomes relevant to each course, but were assessed similarly. A total of eight different assessment methods were implemented across both courses’ multiple times from 2012 – 2019. The results showed that the students are highly benefiting from the PBL pedagogy, which was indicated across all assessment methods. Each assessment technique provided a unique insight into student comprehension or benefits of the PBL pedagogy. The most beneficial assessment techniques were; pre- and post-student assessment, level of understanding and confidence, pre- and post-objective student assessment, and report assessment. These four assessment techniques provide both direct (objective) and indirect (subjective) assessment, while only requiring four total surveys
A Meta-Analysis: Emotional Intelligence and its Effect on Mathematics Achievement
No full textUntil now, many studies have been conducted on the correlation between emotional intelligence and mathematics achievement in Indonesia. However, there are different representations or conclusions regarding the results of the study. Therefore, this study aims to thoroughly investigate the effect of emotional intelligence and mathematics achievement on students in Indonesia and to detect the level of variation between studies using a meta-analysis approach. This study analyzed 36 primary studies with a sample of 2474 published in journals and campus repositories and filtered with certain eligibility criteria. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size value generated using the random-effect model estimation was (M = 0.65) with a standard error of (SEM = 0.07). This effect size belongs to the large effect category. Analysis of the study's level of variation was carried out by considering four moderator variables. The results of the analysis of moderator variables found that there were significant differences in the education level group (Qb = 62.94; p<0.05). Meanwhile, there was no difference in the publication type group (Qb = 0.64; p>0.05). and year of publication group (Qb = 4.16; p>0.05). These findings provide a strong theoretical foundation to improve students' mathematical achievement in the future
The Development of Short Story Writing Teaching Materials to Improve Student's Writing Skills: A Metaphorming Approach
No full textInnovative teaching materials for short story writing are required to enhance students' writing skills. This study proposes the use of the metaphorming approach in developing teaching material for short story writing. This study is a Research and Development (R&D) which used the ADDIE model that consists of five stages, including analysis, design, development, implementation, and evaluation. Data was collected through interviews, tests, questionnaires, and observations at the junior high school level. The design of the teaching materials was integrated with metaphorming principles. Furthermore, the validation process of the design involved experts in metaphorming, instructional design, and linguistics. The validation included three aspects, content, layout, and language. At the implementation stage, teaching material was implemented in the learning to examine its effectiveness in enhancing students' writing skills. A statistical test was carried out to investigate the significance of increasing students' writing skills. The ADDIE model was evaluated at the final stage and at each stage to ensure the quality of development. The results showed that the teaching material for short story writing with a metaphorming approach had met the validity and reliability criteria. Furthermore, its implementation in learning improves students' writing skills significantly
Professional Study Material for Foreign Language Teaching in Advanced Manufacturing Technologies Students
No full textUniversities aim to prepare students for their future careers. An important role is also played by foreign language teaching. The study’s purpose was to point out the lack of professional foreign language study material for newly accredited study programmes at the Technical University in Košice. Foreign language teachers at the Department of Social Sciences and Humanities were looking for innovative forms within foreign language teaching. Mixed methods were used to improve communication skills in advanced manufacturing technologies students in a hybrid form of education. This study aimed to find out whether students of manufacturing technologies will achieve different results in tasks related to the professional study material Plasma Cutting, as well as whether the results will differ within their study programmes. The research sample consists of 185 students in the 2nd year of bachelor’s study in the winter semester of 2021. The best results were achieved by students of the Smart Technologies in Industry (A-assessment - 45,2%) and Intelligent Technologies in Industry (A-assessment - 43,3%). Strengths and weaknesses were revealed by teachers. Students enriched their language competencies, which they could apply as engineers, computer programmers, managers, and technicians in foreign companies
Analysis of Mathematical Creative Thinking Skill: In Terms of Self Confidence
No full textCreative thinking is the ability to generate new ideas. The affective aspect related to creativity is self-confidence. This study aims to describe the characteristics of students' mathematical creative thinking skills based on self-confidence. Involved as many as 60 students who took the Differential Calculus course. The method used is descriptive qualitative. Data collection was obtained through questionnaires, tests, and interviews. Data analysis techniques include data reduction, data presentation, and concluding. Subjects were grouped into three self-confidence categories: low, moderate, and high, based on the questionnaire results. Using the purposive sampling technique, two people were taken as subjects in each category. The study results explain that students with low, moderate, and high self-confidence can write down several different answers and review them in detail. Students in the high self-confidence category can find relationships between concepts and answer questions in various or unique solving algorithms. Selfconfidence is directly proportional to the achievement of creative thinking skills
Gendered Entrepreneurship Education and the Fear of Failure
No full textStudies on the impact of innovation for entrepreneurship indicate that innovation is important to foster businesses through new or improved services, products or processes. However, from a gender perspective, lack of competitiveness and innovativeness has proven to destructively affect entrepreneurs, which in many cases led to failure. There is a gap in literature on the necessity for entrepreneurship educators for a gendered educational approach, targeting the perceived fear of failure and its impact on entrepreneurial innovation. Using Global Entrepreneurship Monitor data from 1,668 entrepreneurs in Thailand, this study explores if entrepreneurs innovate in new or improved services, products or processes despite fearing to fail in their businesses: Does this differ by gender, change over time from a start-up to an established business and to which extent can this be influenced by knowing other entrepreneurs? The findings indicate that the moderating effect of knowing an entrepreneur considerably increases innovativeness by impacting fear of failure for both genders in early-stage ventures and for women in established businesses, thus reducing the fear’s negative relationship to uncertainty, risk-taking and in series constraining entrepreneurial activity. Entrepreneurship education can help overcome fear of failure and in series lead to more innovative products, services and processes
Theoretical Framework Model (TFM) for Examining the Professional Development of Teachers
No full textThere is no generally accepted model for the continuous professional development of teachers (CPD). Different education policies in different countries reflect the implementation of different practices, although the goal is the same: to improve the quality of education. The reasonable goal of this study is to contribute with an editable and content-wise validation of the Theoretical Framework Model (TFM) for further research, a model created on the base of central regulatory documents. To this end, researchers reconciled the dimensions and indicators of the TFM to the TALIS 2018 research tools, then filtered out the relevant Hungarian respondents from the OECD online database. Finally, the data of Hungarian teachers and those of the other 47 TALIS countries were subjected to secondary statistical analysis in order to show correlations with the TFM dimensions and indicators. Results show disproportion between the TFM dimensions and shortcomings of the indicator system, particularly in career management. Besides the weakness of the support system for CPD, data point to the dominance of monitoring. Statistics also show contradiction between the central expectations towards teachers in Hungary and their belief in their professional development