International Journal of Instruction
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The Impact of Covid-19 on Parents of Children with Disability: Educational Needs and Challenges
No full textDuring the Corona pandemic, parents of children with disabilities experienced unprecedented situations. The aim of this study was to identify the educational needs and challenges which prevented parents from providing adequate support to their children during the outbreak. An online survey was launched on June 4, 2020, to gather information from 638 parents of children with disabilities. The findings revealed that 60% of parents need assistance in implementing Individual Education Program activities. Similarly, 71.7% of parents reported that the centers had only spent less than one-hour on-line per day educating the children. Significant challenges emerge as a result of parents’ inability to cope with the load and their loss of hope in helping children, which varies depending on the severity of the condition, with severe disabilities posing the greatest challenge. According to the study, special education centers should follow defined protocols that focus on parents' educational needs, as well as establish proactive approaches for providing support to parents of children who require special care
Factors of Learning towards Creating Blended Learning Curriculum Using Learning Management System in Higher Education during Covid-19
No full textBlended learning is a mix of online and face-to-face instruction. It refers to a variety of possibilities made available by integrating the internet and streaming media with traditional educational formats that necessitate the physical co-presence of teachers and students. While the Covid-19 pandemic is being referred to as the greatest challenge facing education systems around the world, it has prompted authorities to issue a drastic order requiring institutions to switch from face-to-face teaching to online teaching and virtual education for students. This present study aims to determine the model of integration between learning style and active learning towards enhancing blended learning curriculums among higher education students. A total of 208 students at a selected Malaysian higher education institution were selected randomly in this study. For data collection, this study used the quantitative approach and random sampling technique. The instrument was developed based on the literature review, and expert validation was obtained from various universities. The survey forms were distributed using an online medium (Google forms). Pearson Coefficient correlation (r) was employed to examine the relationship between variables, while Structural Equation Modelling (SEM) was utilized to examine the effect of the mediator variable. By dopting a two-stage method, the measurement model was first tested, followed by the structural model. Confirmatory Factor Analysis (CFA) is to test whether the data is compatible with the hypothesized measurement model as well as for the purpose of validation and construct reliability. The results show that the measurement model was a good fit for the data, and that the constructs were reliable and valid for testing the hypotheses based on the results. The assessment of the structural model, on the other hand, involved testing the hypothesized relationships about the direct effects. Four hypothesized direct paths were found to be statistically significant
Participation Motives of Greek Expatriates in the Middle East in Greek Dancing Lessons
No full textThe aim of this research was to study the motives for participation of Greeks of the Diaspora in the Middle East in Greek dancing lessons in their countries of residence. In addition, it was examined whether demographic characteristics such as gender, age, country of birth (Greece or other) and educational level of the participants are factors that differentiate their motives. The sample of the research constituted of 91 Greeks (men and women) of the Diaspora in the Middle East who participate in organized Greek dancing classes. The Greek version (Konsoulas et al., 2017) of the Exercise Motivation Inventory-2 (EMI-2) questionnaire by Markland and Ingledew (1997), adapted to the needs of the research, was applied to collect the research data. The following statistical analysis were performed: a. Descriptive statistics b. t-test for independent sample c. Reliability analysis (Cronbach’s α), d. Variance analysis (One-Way ANOVA) and e. Post Hoc LSD Test. The findings and the evaluation of the study suggest that the participants are mainly intrinsically motivated by the ‘Affiliation’ and ‘Relation to the Homeland’ factors therefore institutions offering Greek dancing lessons abroad can adapt their approach to satisfy the participants’ motives and subsequently attract and retain their participation
Mapping the Research of Technical Teachers’ Pedagogical Beliefs about Science Technology Engineering and Mathematics (STEM) Education
No full textScience, technology, engineering, and mathematics (STEM) education have become increasingly popular among educators in recent times. Research on STEM education has been shaped by a great number of articles published across the world. This study attempts to objectively examine the STEM education literature on technical teachers’ pedagogical beliefs by analysing the bibliometric data extracted from the two popular scientific databases known as SCOPUS and Web of Science core collection. This paper highlights the current research trends in this domain by identifying the most impactful documents, topics, contributing authors, journals, and countries. A bibliometric review method has been employed to analyse the scientific research published on teachers’ pedagogical beliefs in STEM education. The findings reveal that this field of research is relatively new and began to publish in 1990. Recent trend shows a gradual increase in publications on the domain of teachers’ pedagogical beliefs in STEM education. Online pedagogy such as blended learning and its relevant pedagogical approach i.e., gamification etc. are found to be dominant research themes related to technical teachers’ pedagogical beliefs in STEM education. Also, technology integration, selfefficacy, gender issue etc. are the key research areas that were explored and studied in this domain of research. Developed countries appeared to be the dominating contributors in STEM education research. The findings of this study give insights and quantitatively synthesise the research development on teachers’ pedagogical beliefs in STEM education
Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels
No full textThe effect of assessment on student learning is often reported using performance data from the entire cohort rather than the growth of individual students. This practice is inconsistent with the theoretical and empirical evidence that individual students respond differently to assessment strategies. The variance observed in students’ responses to assessment tasks is commonly attributed to their learning needs and characteristics, but little is understood about the influence of their achievement levels. This study explores how secondary English students from different achievement levels respond to different assessment activities aimed at developing their skills in writing a persuasive essay and how these responses influence their further engagement in learning. An interpretivist approach was used to analyse the transcripts of semi-structured interviews conducted with five high performing, three average and three underperforming students. The findings revealed that students’ responses are influenced by their learning goals and their perceived benefits of assessment strategies. High performing students selectively engage in assessment activities that best improve their learning, whilst underachieving students disengage when the activity overwhelms them. The average performing students engage only to a certain extent to meet only the average expectation or performance required. Interestingly, some of these responses did not reflect the teacher’s intent in using the assessment strategy. The implications of this study suggest that effective teacher assessment practices would benefit from a recognition of the concept of stimulus-response compatibility. An adaptive teacher disposition is critical in the provision of appropriate stimuli as well as a constructive response to students to ensure their ongoing learning engagement
Validating Suburban Teachers’ Commitments: Let’s Appreciate Their Blood, Sweat, and Tears
No full textThe purpose of this study is to create a model for measuring suburban teachers' commitments in Kelantan, Malaysia. In this quantitative analysis, a cross-sectional study design was adopted. A total of 182 teachers from elementary schools in the Pasir Puteh district of Kelantan were selected using a stratified random sample procedure to complete the online questionnaire. The data was gathered and evaluated using SEM AMOS, which revealed that 19 of the 24 indicated behaviours are acceptable. Finally, the study's findings effectively verified and validated three constructs: affective commitment, normative commitment, and continuance commitment, and effectively developed a measurement model of suburban teachers' commitments in Kelantan. The outcomes of this study can be used to assess teachers' commitment to their profession. Following that, the Ministry of Education (MOE) can design relevant courses or workshops to assist instructors in gaining a better knowledge of instructors. dedication Future scholars are also encouraged to do research in other Malaysian states so that the study's findings may be generalised
Analyzing Reading Errors among Dyslexic Students According to the Dual-Route Model
No full textThis study aimed at analyzing reading errors in the Arabic language among the dyslexic students based on the dual-route model for reading as well as determining the subtypes of dyslexia according to the reading errors manifested by the dyslexic students. The study sample consisted of eighty students divided equally between dyslexic and non-dyslexic students from the same age category. The dyslexic group were distributed into six students with surface dyslexia, four with phonological dyslexia, five with deep dyslexia and twenty five dyslexic students weren't identified in any of the above-mentioned types, accounting for (62.5%) of the total dyslexic sample. A battery of three domains was developed (reading errors, orthographic and phonological abilities and semantic abilities) with ten subdomains comprising of 200 items. A simple regression method and MANOVA were used for analysis. Results showed that students with surface dyslexia demonstrated visual errors in recognizing words, whereas the students with phonological dyslexia demonstrated phonological errors. However, the students with deep dyslexia mainly displayed semantic and phonological errors. Further implications were discussed
A Canonical Correlation Analysis of Filipino Science Teachers' Scientific Literacy and Science Teaching Efficacy
No full textScience teacher's self-efficacy has been at the center of many investigations on students' achievement in science, teacher burnout, and teacher performance. While overly studied, this construct has not been examined with scientific literacy in depth. Thus, this study aims to identify the influence of science teacher's scientific literacy on their science teaching efficacy through a canonical correlation analysis. The study utilized an explanatory-correlational research design to unravel the correlation between scientific literacy and science teaching efficacy. It was found out that scientific literacy was correlated with science teaching efficacy. Further the study revealed that Science, Technology, and Society (STS) and content knowledge in earth science, life science, and health science were positively associated with science teachers' self-efficacy in biology, chemistry, and physics. On the other hand, knowledge in physics and Nature of Science (NOS) were not associated as highlighted in the literature. This suggests that a science teacher's content knowledge in specific sciences predicts their efficacy in teaching science. More so, the teacher's knowledge of how science and technology affect society and how society directs science and technology shapes their confidence to teach science. This implies that practical and observable science allows teachers to demonstrate science concepts to their students effectively
Learners’ Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle
No full textThe instruction of metacognitive strategies in listening has been increasingly implemented in English as a Foreign Language (EFL) classroom. However, there is yet a growing need to carry out this strategy instruction within a process-based approach for a more engaging and effective listening tasks. Thus, the present study attempts to investigate whether metacognitive strategy instruction with pedagogical cycle enhances the 27 Thai EFL students’ listening comprehension performance and their metacognitive awareness in listening (MAL). The study employed a sequential mixed-method and collected data from listening comprehension tests, questionnaire in MAL, observation field notes, and semi-structured interviews. The intervention was carried out in eight sessions of metacognitive pedagogical cycle aimed at improving the students’ listening comprehension of short informative video items and their MAL. Results indicate a significant difference between the participants’ pre- and post- listening scores and this result brought a significant relationship to their MAL. However, two (problem solving and directed attention) out of five MAL factors did not show significant relationship with those of the participants’ listening comprehension performance. Qualitative findings reveal that the participants have welcomed the use of the intervention as they provide positive insights and opinions into how listening strategy use contributed to the success of their listening task processes
Exploring National Examination Malpractice Mechanisms and Countermeasures: An Ethiopian Perspective
No full textExam malpractice can be found in every nation in the globe. The practice of providing quality examinations in Ethiopian schools has ran into difficulties. The various forms of national examination malpractices, as well as preventative methods, were investigated in this study.A5-point rating scale labelled ’Forms of Examination Malpractices Questionnaire (FEMPQ) was adapted and administered to 1,359 respondents. To supplement the findings, an interview was also conducted with 15 educational officials. While Mean and Standard Deviations were used for quantitative data analysis, narrative analysis was used for qualitative analysis. Among the major forms of malpractices identified are; doing examinations in groups (M = 4.43, SD =.739), collusions (M =3.97, SD =.750), leakages (M = 3.44, SD =.787), and receiving answers through mobile phones (M = 3.73, SD =.711). Findings from interview also revealed; some schools intentionally prepare examination classrooms in the darkest locations, assigning irresponsible invigilators/supervisors, and intentionally misplacing sitting arrangements during examinations. From the findings, the curbing strategies and educational implications are suggested as; schools should work upon students cognitive and moral developments. And, the country needs to establish an independent National Organization of Educational Measurement and Evaluation professionals, and gradually shift from booklet exam formats to online based exam practices