International Journal of Instruction
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Analysis of Problem-Solving Scenes in Mongolian Primary School Science Videos: Using ‘Multiple Comparison Analysis’
Full text linkThis study explores how the curricula and their goals are reflected in the learning materials developed during the pandemic in Mongolia, where child-centred education was initiated after democratisation, identifies key considerations when creating learning videos. To achieve these objectives, Mongolian primary school science videos were analysed in comparison with Japanese videos to determine whether they followed a problem-solving process and were designed to make children think. Two rubrics were used to check whether the videos were problemsolving, and the Steel method, a non-parametric test, was used for the analysis. The six problem-solving scenes (background, problem, hypothesis, methods, results, and discussion). According to the findings, the Mongolian videos were significantly lower than the Japanese videos for ‘hypothesis’ and ‘discussion’ scenes. The results showed there were difficulties regarding the setting of these two scenes and in efforts to encourage children to think independently. The linkages in the problem-solving process were also rated low, suggesting a need to consider the links between the six scenes when developing video materials. From the above results, it cannot be concluded that the video materials reflect all of the government’s educational and curricular goals
Exploring the Influence of Science Teachers Conceptions of Teaching and Learning on Technology-Enhanced Instructional Strategies
No full textThis study aimed to explore science teachers’ conceptions of teaching and learning and to understand how these conceptions influence technology-enhanced instructional strategies. The sample consisted of 83 science teachers who responded to a questionnaire designed to measure their conceptions of teaching and learning and their frequent utilization of technology-enhanced instructional strategies. The collected data were analysed using various statistical methods such as descriptive statistics, correlation, and multivariate analysis of variance. Findings revealed that science teachers hold moderately traditional and highly exploratory, and constructive conceptions of teaching and learning. Participants demonstrated a high utilization of technology-based teaching strategies, such as technologyassisted instruction and multimedia. In addition, some teaching strategies, such as virtual laboratories and flipped classrooms, are still utilized by discovery-oriented and constructivist teachers. The study highlights the interplay between science teachers’ conceptions of teaching and learning and their use of technologyenhanced instructional strategies
Enhancing Writing Bi-literacy for Practical Purposes through Translanguaging
No full textThis study investigated the potentialities of dual language instruction to overcome the deficiency of conventional approaches to the teaching of English for specific purposes (ESP). The study employed a mixed study design in which experimental treatment and qualitative exploration are combined. A sample of 60 student from a population of third year law school students (150) were drawn through stratified sampling techniques .Written tests on practical communicative purposes were used to generate quantitative data. Document analysis and In-depth interview were employed to collect qualitative data complementing evidences from the test. The study employed an independent sample t-test and multiple regression to analyse the data from the written tests. Thematic analysis was used to interpret the evidences from the in-depth interview and the documents. The results of the study showed that the pedagogical techniques of translanguaging has the potential to foster dual language skills for practical purposes, thereby overcoming the deficiency of conventional teaching of English for specific purposes (ESP). Unlike the case in conventional ESP instructional process, it enhances knowledge of relevant lexis, syntax and genre moves evidenced by successful writing goal attainment in in academic and workplace writing. Further, the intervention raises motivation and cognitive engagement on the part of students
Mobile Learning in Mathematics Education: A Review of Research Trends and Keyword Analysis
No full textMobile learning (M-learning) has emerged as a transformative and innovative tool in mathematics education, providing flexible access to educational resources and garnering increasing attention. Despite extensive research, a systematic exploration of M-learning in mathematics education remains limited. To address this gap, this study employs a systematic literature review (SLR) method to analyze 58 publications from the Scopus and Web of Science databases, covering the period from 2015 to 2024. Articles were assessed and selected using rigorous inclusion and exclusion criteria to ensure a comprehensive analysis. The findings reveal a consistent growth in M-learning research, with a 50% increase in annual publications post-2020. Geographically, Europe contributed 27.87% of studies, followed by Asia (24.59%) and North America (13.11%). Research methods evolved over the decade, with qualitative studies dominating earlier years (2015– 2018) and a shift towards quantitative (38%) and mixed methods (28%) post-2020. Frequently used keywords such as "mobile learning," "mathematics education," and "game-based learning" reflect the field's primary focus areas. These insights offer valuable guidance for researchers, educators, and policymakers, fostering the effective integration of M-learning in mathematics education and shaping future research directions in digital education
The Development of RBL-STEM Learning Materials to improve Students’ Combinatorial Thinking Skills in Solving DNA Protection Problems
No full textStudents often face challenges in solving complex mathematical problems in realworld contexts due to low combinatorial thinking skills. To address this, the RBLSTEM learning method—a model that integrates Research-Based Learning (RBL) with the STEM approach (Science, Technology, Engineering, and Mathematics)— offers a research-oriented, practical framework for effective learning. This study aims to identify the syntax of the RBL-STEM learning method, describe the process and results of developing the material, and analyze students’ combinatorial thinking skills. The research method used is research and development (R&D). The output of this research includes RBL-STEM learning materials such as semester learning plans, student assignments, worksheets, and learning outcomes tests. The results of material development showed a high level of validity with a score of 95%. The pilot test involved 40 students, and the implementation of these learning materials was rated as practical with a score of 92.5% and effective with a score of 90%. Students showed very positive engagement and responses to this learning method. Analysis of the pre-test and post-test results revealed that students' combinatorial thinking skills improved, particularly in solving problems related to irregular reflexive k-labeling. This study also identified three levels of combinatorial thinking skills: high, medium, and low. The results of the statistical analysis confirmed the improvement of these skills. Thus, the RBL-STEM learning method has significant potential to enhance students' combinatorial thinking skills in relevant fields like DNA protectio
A Systematic Literature Review on Affective Factors of Parents and Children in Mathematics Home-Based Tasks
No full textThe aim of this article is to describe the affective factors involved in the interaction between parents and children during the performance of mathematics home-based tasks reported in the available literature. A documentary type of research was conducted, with a qualitative approach and a descriptive level of depth. The information search was carried out in databases such as Google Scholar, Scopus, ERIC, and Taylor & Francis Group considering the period 2014- 2023. From the total results obtained (228), the 15 most relevant articles that met the previously defined inclusion and exclusion criteria were selected and analyzed. The results of the analysis reveal that parental involvement in mathematics homebased tasks triggers affective responses, attitudes, emotions, expectations, perceptions and opinions of parents and children. It is concluded that the impact of such affective factors is critical at in-home interactions, students' development, and their mathematical performance. It would be advisable for teachers to include parents as co-responsible for the emotional development of their children in math homework, through affective coaching. Also, develop workshops with the participation of parents to make them aware of their crucial role in improving attitudes towards mathematics, and the emotions that children experience when solving mathematical tasks at home
Assessing Instructors’ Perceptions of Critical Skills in Computational Thinking and Block-Based Programming: A Needs Assessment Approach
Full text linkThis study investigates the discrepancy between instructors' perceptions of students' computational thinking (CT) and block-based programming (BBP) skills and the actual competence of the students. The sample comprised 47 instructors from five Rajabhat Universities in Southern Thailand, teaching programmingrelated courses at undergraduate and graduate levels during the 2023 academic year. Data were collected via online questionnaires, with reliability scores of 0.89 and 0.88 for the CT skills assessment, and 0.77 and 0.76 for the BBP skills assessment, for both desired (I) and actual (D) states. Analysis using means, standard deviations, the modified Priority Needs Index (PNImodified), and t-tests for dependent groups revealed significant gaps between desired and actual skill levels. The most critical needs were identified in algorithm design and decomposition for CT skills, and function writing for BBP skills. These results highlight the need for targeted interventions to address the discrepancy between instructors' expectations and students' abilities
Development of RBL-STEM Learning Materials to Improve Students' Computational Thinking Skills
Full text linkThis study aims to develop a Research-Based Learning in Science, Technology, Engineering, and Mathematics (RBL-STEM) based learning material designed to improve students' computational thinking skills in solving Strong Rainbow Antimagic Coloring (SRAC) problems in river erosion. This learning material combines systematic research methods with the STEM approach, providing an immersive and applicable learning experience. The material development used the Research and Development (RnD) model to ensure its validity, effectiveness and practicality. The pilot test was conducted on Bachelor of Mathematics Education at one of the universities in Probolinggo, namely Zainul Hasan Genggong Islamic University. Data were collected through a validity sheet, learning implementation sheet, student activity observation sheet, questionnaire sheet, and pretest-posttest sheet of computational thinking skills. Furthermore, the effectiveness was analyzed using quantitative (t-test) and qualitative analysis (using Nvivo). The results showed that the use of this RBL-STEM material significantly improved students' computational thinking skills. The learning material showed 95% validity criteria, 92.5% practicality, and 90% effectiveness. Participating students demonstrated improved skills in data analysis, computer simulation, and complex problem solving related to river erosion using the SRAC concept. And, students also reported increased motivation and engagement in the learning process. The conclusion of this study is that the RBL-STEM material is effective and practical in developing students' computational thinking skills, while preparing them to face technical challenges in the real world. The wider implementation of this material is expected to support the development of a higher education curriculum that is more innovative and relevant to the needs of industry and the environment
Empowering Mandarin Speaking Skills: High School Students’ Journey with Mobile-Flipped Learning
Full text linkIn the post-pandemic era, the framework of distance education and online teaching has blazed a new trail in the educational landscape. Simultaneously, in the current transformation of the educational paradigm, flipped learning has gained remarkable recognition in the language education field. The present study aims to investigate the impact of mobile-flipped learning on the Mandarin speaking skills of Thai Grade 12 students and their perceptions of using mobile-flipped learning to promote the Mandarin speaking skills. 38 secondary students participated in a 9- week mobile-flipped learning course, assessed by pre- and post-test and perception questionnaires. The results showed substantial improvements in vocabulary, fluency, comprehension, and pragmatic competence, particularly for the lower intermediate and upper intermediate proficiency levels. Participants generally praised the flexibility and interactivity of the model, though challenges related to self-discipline, self-directed learning, and technological barriers were noted. The findings of the study clearly indicate that mobile-flipped learning is facilitative in sharpening Mandarin speaking skills. The present study hence recommends bespoke support mechanisms in dealing with challenges for varied proficiency levels. Future research should shed light on how to reduce speaking anxiety, instill cultural understanding, and scaffold self-regulated learning to maximize the effectiveness of mobile-flipped learning in various learning environments
Factorial Validity and Measurement Invariance of the Arabic Version of the Childhood Autism Rating Scale
No full textThe aim of this study is to evaluate the psychometric properties and the measurement invariance of the Arabic version of the Childhood Autism Rating Scale- Second Edition (CARS-2). Two hundred Arabic-speaking children, aged 2 to 12 years, who had received an autism spectrum disorder (ASD) diagnosis were recruited to the study. Confirmatory factor analysis (CFA) and Multi-group confirmatory factor analysis (MGCFA) used to evaluate the structure of the scale. McDonald Omega and Cronbach’s alpha total coefficient values were both .88. A three-factor solution was best suited to the data and the third CFA iteration yielded significant improvement, with the RMSEA value indicating a good fit and the CFI and TLI values indicating a suitable fit. For the measurement invariance evaluation, the configural model produced an acceptable match for the age variable only. For the gender variable, we found evidence of configural, metric, scalar, and strict, and measurement invariance was stablished for males and females. CARS-2 is currently accessible for clinical and research use in the Arabic language and has strong psychometric properties