International Journal of Instruction
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How do Students Perform a Peer Assessment?
No full textPeer assessment is an evaluation in which the students are assessing each other. However, do they understand what to assess, how to assess, and the objectivity of the assessment? This study aims to analyse students’ ability to conduct peer assessments. The research applied a quantitative research design using questionnaire. The participant was a pre-service teacher who assessed their peers’ teaching practices focused on basic teaching skills using questionnaire. The data of ten skills were obtained and analysed using a multi-rater Rasch model with ManyFacet Rasch Measurement. Findings revealed that students’ assessment was reliable (0.99), with a high separation index (9.46). The chi-square test showed a significant difference between the levels of the assesses. The exact agreement score was 47.3%, and the expected score was 46.8%. The data showed that the assessors did the scoring independently, the distribution of respondents and items’ difficulty levels with the same scales were clear. In conclusion, the results indicated that the students were able to conduct peer assessment objectively. These findings provide support for using peer assessment as an objective and an authentic assessment. For recommendation, the grading rubric should be arranged as clear as possible, conduct assessor training, and more often tests to reduce bias
The Mediating Role of Student Independence on Graduate Quality in Distributed Learning
No full textThis study explores factors that affect graduate quality in distributed learning during the Covid-19 pandemic period. We use survey research methods in conducting the research. We collected the data by distributing online questionnaires =to private high school and vocational high school teachers in Yogyakarta, Indonesia. There were 916 online questionnaires collected from respondents. All data were analyzed using SPSS and Lisrel. The results showed that the teacher quality, the learning process quality, and school management's quality had a significant effect on student independence and graduate quality. In this case, the level of student independence becomes a mediating variable that links the teacher quality, the learning process, and school management with the graduate quality in distance learning. Further research on the process of the effect of student independence on the graduate quality is needed
The Influence of Infusion Learning Strategy on Students’ Mathematical Argumentatıon Skill
No full textThis study aims to see the influence of infusion learning strategy on students' mathematical argumentation, in particular to those who were prospective math teachers. Method: It used an experimental research design involving 70 respondents. The experimental group implemented an infusion learning strategy, while the control group applied the conventional strategy. Both experimental and control groups had post-tests for data collection dealing with students’ mathematical argumentation. The data would further be analyzed by using t-test through SPSS software. Findings: The result shows a significant difference between those two groups. Therefore, this study defines that infusion learning strategy brought effects on the mathematical argumentation of prospective math teachers. Implications for Research and Practice: The limitation of this study is the infusion learning strategy has only been tested on small samples. The researcher's suggestion is that further research can be implemented the infusion learning strategy to a larger sample. The mean score of post-test in the experimental group is 77.8571, while the mean score of post-test in the control group is 56.3143. It indicates that the mean score of experimental groups is significantly higher than the control group, and thus, it shows a significant difference between them on their scores
An Analysis of Learning Outcomes Achieved through Pedagogical Competencies Acquisition Programme in the Republic of Croatia
No full textEducation has long been recognized as the key to the survival – not only of the individual – but of society as a whole. A number of challenges emerged and one is required to master certain new knowledges and skills. The key role in training an individual to be able to readily tackle the challenges of the 21st century is one played by the education system, i.e. teachers. The importance and necessity of teacher training has been recognized in numerous European and Croatian documents and in recommendations based on various scientific research. The aims of this paper are to single out the key teachers’ competencies and to analyse the learning outcomes of lifelong learning programmes that focus on acquisition of pedagogical competencies in the Republic of Croatia with both qualitative and quantitative research method. The conducted analysis showed that no programme with its compulsory part ensures the acquisition of the necessary key teachers’ competencies but also seeks to provide them with the elective part of the programme. This means that acquisition of key pedagogical competencies is left to the volition of students who may or may not enrol in certain elective courses. The obtained results indicate there is a need to design and prescribe a single programme at the national level, one that would be certain to ensure that all the teachers acquire key pedagogical competencies through the completion of the programme
Transitioning to Emergency Online University Education: An Analysis of Key Factors
No full textRestrictions and lockdown measures implemented in response to the Covid-19 pandemic exerted unprecedented pressure on higher education institutions to switch to online-only teaching. This transition was characterised by swift implementation of policy, and the adoption of a wide range of information technologies at extraordinary speed and scale. Our aim was to explore which factors contributed to a successful switch and to what extent. We collected data from university students related to their experience with the deployment of emergency remote teaching. Using a framework of Person, Artefact, and Task factors as indicators, we conducted a hierarchical logistic regression analysis to predict problem-free transition to online-only university education. Transparency of tasks and difficulties with practicals emerged as the most important predictors, among factors related to IT equipment (availability, experience, and attitude), and teachers’ availability to communicate with students. We present an impactprevalence analysis of the predictors to provide guidance for managerial decisionmaking and prioritisation for future intervention and research. The findings are used to provide an evaluative reflection of the transition, and to promote improvement and planning. Knowledge generated within the pandemic context is especially valuable for future contingencies, such as natural emergencies and disasters, times of conflict, and other unforeseen events
EFL Teachers' Perceptions of the Individualized Learning Model: A Case at an English Language Center
No full text“EFL Teachers’ Perceptions of the Individualized Learning (IL) Model: A Case at an English Language Center” was conducted to obtain two research aims: (1) to find out the teachers’ perceptions of the IL model; (2) to investigate the benefits and difficulties teachers face when they implement the IL model in their classrooms. The research utilized the questionnaire and semi-structured interview to collect data from 26 teachers from the English language center where the individualized learning model is implemented. The results show that the mean scores of all items related to teachers’ perceptions show that their perceptions of the IL were high (M=3.8423) on the five-point Likert scale (see Table 2). As a result, the teacher understood the IL rather well and revealed four main advantages related to the flexibility of the learning pace, the material and the learning schedule; the instant supports from the teachers; the increase in learners’ confidence; and the improvement of learners’ academic performance. However, the results of the interview also revealed two main disadvantages including timeconsuming and lack of interaction between learners and learners. In addition, the results also show that there was a positive correlation between teachers’ perceptions and the way they implemented the IL in their classroom. The contention is that decision should be made as to what degree of the individualization will be implemented
Assessing Transversal Competences in Professional Internships: The Role of Assessment Agents
No full textThe assessment process in higher education considers four aspects: assessment agents, procedure, content, and scoring. In this study, we delve into the who. We analyze the role of transversal competence assessment agents in the framework of professional internships in university master’s degree programs, comparing the suitability of their assessment based on their degree of experience in each master’s program. Four university master’s degree programs, in the field of human and social sciences, were analyzed. To ensure the degree of expert competence among the participating judges, the K coefficient was used. Two expert and two nonexpert judges independently assessed the critical incidents narrated by the students and inquired about the competences described in the curricula. The reliability index between the assessments from expert and nonexpert judges was analyzed. The results show greater reliability among the assessments of expert judges compared to nonexperts. As a result, we conclude the importance of basing the selection of assessors on objective expert competence and not on criteria more linked to academic management. It is also necessary to include the critical incident method as a systematic information collection system to explicitly assess transversal competences
English Teachers' Competency in Flipped Learning: Question Level and Questioning Strategy in Reading Comprehension
No full textQuestioning skills are significant competencies that English teachers must possess in teaching reading narrative texts. These competencies include the ability to create various levels of questions and strategies. This study aimed to investigate the teachers' competence in making question levels, strategies, and teachers' and students' responses during the online flipped classroom learning process. This study used a qualitative approach with a content analysis design. The data analysis used Barrett's taxonomic percentage, Jacobsen's questioning strategy theory, and content analysis through condensation, identification, labeling, grouping, verification, and concluding. This study revealed that the competence of teachers in making question levels and questioning strategies had unique skills. Remarkably, the teachers' training background did not wholly affect their competence. However, language insight, technology mastery, and question habit dominantly influenced their ability to combine the question levels according to the questioning strategy. The responses of students taking part in the learning provided positive feedback for improving reading comprehension skills. The teachers' response stated that this method encourages active student engagement in each online teaching session and eases their reading comprehension skills. We suggested English teachers improve their linguistic understanding, teaching technical skills, and strengthen two-way interaction with students through questionand-answer sessions
The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis
No full textThere are hundreds of studies on the effect of Guided Inquiry Learning by Virtual Laboratory Assistance (GILVLA) in Physics learning in Senior High School on students’ learning outcomes in science. The studies have some contradictory results. In order to determine the impact of GILVLA on students' science learning outcomes and to gauge the degree of inter-study variation, a meta-analysis research was done. To find pertinent research that falls under the research's purview, the ERIC, Scopus, and Google Scholar databases were investigated. By entering predefined keywords into the databases, it was found that there are 128 articles published in the last decade related to research purposes. Based on the results of the inclusion criteria, there were 24 articles that met the eligible for analysis. The data analysis used Comprehensive Meta-Analysis (CMA) software, and the effect size (ES) index of the Hedges-g metric is obtained based on the estimated randomeffects model. The research findings reveal that the total ES of GILVLA on student outcomes in science learning is 0.94, with a standard error of 0.15. This finding suggests that GILVLA's deployment in Indonesia is effective since it significantly improves students' scientific learning outcomes. Four moderator variables were taken into account while analyzing the degree of variation in the study, and the results revealed significant differences in the sample size (Q=11.45; p0.05) and treatment duration (Q=125.07; p0.05). It was found that the year of study variable (Q=3.71; p>0.05) and a class of study (Q=0.028; p>0.05) did not change the effect size of using GILVLA on students’ science learning outcomes. The findings show that the GILVLA model will achieve a high level of effectiveness by considering the sample size and duration of treatment
Application of Science Integrated Learning in Practicum Assessments to Improve Science Student Teachers' Creative Thinking
No full textPracticum requires lecturers or practicum assistants’ presence like in laboratories. When the practicum is carried out remotely, lecturers and assistants need to be replaced by an assessment system to report the practicum progress. The study aims to determine the impact of implementing the Science Integrated Learning (SIL) model with digital tools in an assessment in practicum on the science student teachers' creative thinking skills. The research applied quantitative methods through hypothesis testing to discover the differences in new practicum strategies as an adaptation in remote practicum and causal relationships to models and assessment of creative thinking skills. The independent t-test obtained sig < 0.05 (H0 was rejected), meaning that there was a difference between the average learning outcomes of the experimental and control classes. This study concludes that the online assessment system developed in this study has been tested and can be used by science student teachers to input practicum stages. The advantage of the assessment system lies in the content that leads to the reporting of independent practice activities integrated with creative thinking skills. Although the impact of the SIL model in this study was only moderate on improving creative thinking skills, it has become a solution to the obstacles of distance science practicum. For science student teachers, it is recommended to apply an assessment in accordance with the skills to be measured and use the right learning model