International Journal of Instruction
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Research on Students in COVID-19 Pandemic Outbreaks: A Bibliometric Network Analysis
No full textOver a billion students worldwide have suffered from school closure since the beginning of COVID-19 due to confinement. Educational Researchers have been illustrating various issues in the form of thousands of publications which signifies a significant academic interest. This review aimed to portray the vast scientific landscape of COVID-19 and students’ experience in the current research directions. As many as 2,055 Scopus-indexed articles released between 2020 and 2021 (online publications) were retrieved by PRIMA guideline to be reviewed. We performed Bibliometric network analysis using VOSviewer software to generate the articles authors’ keywords mapping, temporal authors’ keywords mapping, and country collaboration mapping. Researchers from the U.S., China and the U.K. led the overall published articles. Furthermore, the researchers found nine publications related to student mental health and medical education, which indicate a new trend. On the other hand, Latin American and African countries are the most unproductive in this field. This article presents a complementary educational approach to understanding a comprehensive picture of what researchers worldwide have been doing. Researchers suggest further future reviews of medical & nursing education, distance learning, and social media use in times of a pandemic
Effect of a Full Immersive Virtual Reality Intervention on Selective Attention in Children
No full textThe purpose of this research was to investigate the impact of two educational interventions, a program based on Full Immersive Virtual Reality games and a Typical Training program, in Selective Attention (SA) of children aged 8-10 years old. Forty-eight girls of elementary school from the city of Komotini, in Greece, participated in this study. They were randomly divided into three individual groups of 16 children each, one Control Group (CG) and two experimental groups. The CG did not receive any structured SA training program, while the two experimental groups attended a program focused on improving SA for 6 weeks, twice a week for 24 min, each time. The participants of FIVE group attended a full immersive program in Playstation4 VR and the participants of TT group attended a typical training to the gym. Before, after and one –month after the interventions SA was estimated using Super Lab, recording the number and the RT of correct answers of relevant and irrelevant questions to volleyball. Two-way analyses of variance with repeated measures were conducted to determine the effect of training program groups and measurements across number and RT of correct answers on SA performance. Analysis of the data illustrated that the post-test SA scores and the one –month retention test SA scores were remarkably greater than pre-test SA scores for both experimental groups and not for the CG. In conclusion exergames VR are effective tools for improving SA such as typical training
Social Responsibility as Curricular Content into Initial Teacher Training in time of Crisis
No full textThis research analyzes the level of social responsibility of undergraduate students in Early Childhood and Elementary Education from several Spanish universities (n=572). This analysis is considered a topic of interest for society which needs citizens who work ethically responsible and committed. Aspect that is especially relevant when it is talking about the teacher's professional work. The methodology used is quantitative, specifically, descriptive-correlational. In the collection of data, the research instrument is the ‘Questionnaire of Social Responsibility of the University’. A descriptive analysis of data is performed; variables that predict the global evaluation of the student's level of social responsibility and a multiple linear regression are explored. Results show very positive values in all dimensions of the questionnaire (commitment to others and the environment, personal discovery of values, social responsibility training and approach to professional practice from social commitment). It is interesting to note that the level of global social responsibility of the student has been significantly associated with high levels of commitment to others and the environment, the personal discovery of values and the formation of social responsibility. Finally, social responsibility is necessary to legitimize the function of higher education and the knowledge it transmits to students
Learning Taekwondo Martial Arts Lessons Online: The Perspectives of Social Cognitive Career and Motivation Theory
No full textThe application of computer-aided teaching and learning approaches is not uncommon in many school environments. However, due to the traditional practices, most of the practice-based courses have still relied on face-to-face teaching methods. Because of the COVID-19 pandemic, most programmes have been moved to the online platform. With the case study design, the scholar interviewed 12 participants who have sent students to one of the distance learning based martial arts education courses. Based on the Social Cognitive Career Theory and Social Cognitive Career and Motivation Theory, this project sought to understand the motivation and reasons why do parents want to send students to an online martial arts afterschool programme? The finding showed that the achievements of education and career goals played roles in the motivation and reasons of these groups of parents, regardless of the outcomes of the programmes and the willingness of students. The results of this study provided a blueprint for government leaders, policymakers, school leaders, parents, students, and researchers to understand the current social problem, such as computer-aided tools
The Empirical Study of Factors Affecting Students’ Competence of Fashion Design Education in the Industrial Revolution 4.0 Era
No full textThis study aims at measuring the effects of fashion design education on students' competence in the Industrial Revolution 4.0. It involved 497 students of the Fashion Design Study Program of Universitas Negeri Padang, Indonesia. The data were collected through questionnaire that was developed from the predetermined indicators. The data were analyzed using Structural Equation Model-Partial Least Square (SEM-PLS) with SmartPLS 3.0 software. The results of SEM indicated that outer loading, cronbach alpha, composite reliability, average variance extracted, measurement model assessment criteria and structural model were valid and fit. This also means that the instrument was valid and reliable. The result of the analysis indicates that there is a positive relationship between the structural model predictors; pedagogy, internship, and learning interest affected the student competence. These aspects are positive, significant, and partial predictors of the pedagogy effect on competence. Based on the variables, pedagogy is ranked as the highest aspect. There is a mediating effect of internship and learning interest on the relationship between pedagogy and competence. In order to reach their optimum competencies, the students have to take these three aspects into consideration in fashion design education
Planning the Future with the Right Career Choice at Basel Secondary Schools in Switzerland
No full textDear Readers, After two years of kindergarten and six years of primary school, the students in Basel participate in 3-year-secondary school. Secondary schools in Basel consist of 9th, 10th and 11th grades of 11 years of compulsory education. The educational objectives of eight-year primary school education are deepened and expanded at these grades of secondary schools. After finishing secondary school level, it is expected that every student will be able to find a suitable career for themselves (Erziehungsdepartement, 2023a)
Elementary School Teachers’ TPACK Profile in Science Teaching Based on Demographic Factors
No full textTPACK is an ability that must be possessed by teachers in the 21st century. Research on influencing factors is important to do because it can be used as the basis for developing TPACK for teachers in the 21st century. This study is aimed at analyzing the TPACK value of elementary school teachers in science teaching based on teacher demographic factors (gender, age, employment status, and teaching experience) and investigating the relationship between teacher demographic factor and teachers’ TPACK value. The population of this research is 4180 elementary school teachers in Malang region, 175 elementary school teachers was taken as participant. Participant selection used purposive sampling method. The data was collected using 4 Likert scale questionnaire and interview and analyzed using Confirmatory Factor Analysis (CFA). It is found that the TPACK value for male teachers obtained higher scores than female teachers. For the age category, the result showed that the ability of teachers aged 30-40 years and under 30 have better technological skills outperformed older teacher. In terms of employment status, civil servant teachers showed slightly higher scores compared to non-civil servant teachers. Regarding to the teaching experience, the teacher’s TPACK is proportional to the span of their teaching experience. In general, results indicated that there is relationship between teacher demographics factor and their TPACK. It is recommended for the school to make the policy that can improve the teachers TPACK profile such as to develop training on TPACK based on teacher’s characteristics
E-teaching Internships and TPACK during the Covid-19 Crisis: The Case of Saudi Pre-service Teachers
No full textThis paper main aim is to compare the effect of a new electronic teaching internship strategy and the traditional face-to-face teaching internship strategy on the pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) skills. This paper highlights one consequence of the coronavirus (COVİD-19) pandemic on education in a Saudi university’s college of education. The pandemic forced pre-service teacher educators to find alternative teaching internship strategies in place of the traditional face-to-face strategy. The research involved 120 pre-service teachers from two classes: 2019 (traditional) and 2020 (electronic). The results showed significant differences between the two research groups regarding their technological knowledge (TK) (p = 0.005), pedagogical knowledge (PK) (p = 0.001), pedagogical content knowledge (PCK) (p = 0.000), technological content knowledge (TCK) (p = 0.000), technological pedagogical knowledge (TPK) (p = 0.000) and technological pedagogical content knowledge (TPACK) (p = 0.000). These results strongly advocate the importance of blending traditional and online teaching internship strategies to develop pre-service teachers’ TPACK skills. The current study may also inform stakeholders, curriculum developers, teacher educators, and designers of teacher preparation programs to develop content-specific and technology-enhanced learning opportunities linked to the most appropriate teaching methods. This may prepare pre-service teachers for their responsibility to support their instruction using technology, and to facilitate the digital transformation in education, one of the main programs of Saudi Arabia’s Vision 2030
Assessing the Experience-Sharing Parenting Method through Online Learning during Covid-19 Pandemic
No full textEmpowering children to study at home with diverse parenting patterns during the Covid-19 pandemic is a challenging experience for parents of elementary school students. This study aims to determine changes in parenting patterns used by parents of elementary school students after undergoing online learning of parenting patterns with the method of sharing experiences. This study uses the concurrent embedded research method where both qualitative and quantitative data are being collected at the same time. The descriptive qualitative method is embedded within the quantitative method, with a pre-experimental one group pre-test and post-test design. Data collection techniques used questionnaires, observations, and interviews with Chi-Square non-parametric inferential statistical analysis techniques and descriptive qualitative. The research setting was online learning, which was carried out during the Covid-19 pandemic, where parents of elementary school students were more likely to accompany their children to study at home. The results showed that online learning with parenting experience-sharing methods can change the understanding of parenting patterns of students whose parents were initially more dominant in the permissive type, to become more dominant in the authoritative type. This study's findings imply that future research would benefit from examining the differential, nonlinear, and interactive components of authoritative parenting can affect school achievement
An Investigation of Talk as Interaction at Lower-secondary Schools in Slovakia
No full textThe paper takes an initial look at communicative language competence in general and then goes on to discuss the interactional component of communicative competence. The paper deals with the function of speaking, known as talk as interaction. It is a human interaction with the purpose to maintain social relationships. Further on, teaching approaches and techniques needed for the meaningful development of the function of speaking talk as interaction are outlined. Interactional speaking and its implementation in live class teaching is the focus of the research conducted at the lower secondary school level in Slovakia. The current study applies qualitative approach for collecting non-numerical data and combines content analyses of two textbooks as well as observations carried out at two lower-secondary schools in Slovakia. Our findings indicate that the analysed textbooks provided number of interaction activities and techniques such as drills, dialogues, role-plays, small talk and chatting activities. Observations confirmed that the teachers tried to promote talk as interaction mainly by reading aloud, dialogues and small talk activities. Several potential situations that could lead to the development of the function talk as interaction were detected. All of them were related to small talk activities on different topics. Based on the research results, we advise including all learners into pair work and small talk activities as well as giving them opportunities for sharing their experiences with their peers