International Journal of Instruction
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Economy Skills among Female Mathematics Students at University According to Their Perceived Future Roles
No full textThis study aimed to determine the degree of availability of knowledge economy skills among female mathematics students at the College of Science and Human Studies in Saudi Arabia (Imam Abdulrahman bin Faisal University) according to their perceived future roles. To achieve this, a descriptive analytical method was employed and a newly developed questionnaire administered to a random sample of 100 female students. Data were analysed using the Statistical Package for Social Sciences (SPSS) (Cronbach's Alpha, Split-Half, Spearman's correlation coefficient, Arithmetic mean, Standard deviation, Standard error, Order). The results indicated a high level of problem-solving and decision-making skills (the first dimension) among students with an arithmetic mean of 2.68 (89.42%), followed by communication skills with an arithmetic mean of 2.63 (87.67%), innovation skills with an arithmetic mean of 2.42 (80.9%), both critical thinking skills and using technology with an arithmetic mean of 2.3 (78.33%), and a medium level of teamworking skills with an arithmetic mean of 2.07 (69.25%). The arithmetic mean for the general level of skills was 2.42 (80.65%), indicating a general increase in the availability of knowledge economy skills among these female mathematics students. Statistically significant differences (0.01) in the availability of knowledge economy skills were also found in academic stage (Bachelor-Master) in favour of undergraduate students. The researchers recommend an increased focus on teamworking skills, and that students, particularly master’s students, should receive more training on knowledge economy skills and be encouraged to keep up to date with recent developments
Switzerland Basel-Stadt Schools where every Student is Valuable
No full textThe capital of Switzerland is Bern and it consists of 26 cantons. As in many areas, there are differences in education systems among cantons. There is no general “Swiss Education System”. Each canton has a different system and schools are subordinate to local governments in the cantons. Giving the cantons the right to determine their own school systems led to the development of different school structures in Switzerland
The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning
No full textDigital literacy is a media-based learning that combines education and technology with the hope that students can make the most of it. This requires learning skills, one of which is the ability to take the initiative to be responsible for learning materials, often called self-directed learning. The purpose of this study was to describe the effect of self-directed learning on students' level of digital literacy in online learning. This study used a quantitative approach with ex-post facto research type. The populations in this study were students of the University of Lampung with a sample of 947 taken using simple random sampling. The data collection instrument used was adapted from the Self Rating Scale of Self-Directed Learning (SRSSDL) and Digital Literacy Measurement (DLM). The data collected were analyzed using linear regression. The results showed the positive and significant effect of self-directed learning on the digital literacy level of students, with the contribution of 54.80%, and the rest was influenced by other factors that were not measured in this study. The effect also had a positive direction, which means that the higher the student's self-directed learning score, the better the digital literacy skills will be
SECTIONS Model Analysis for Pre-service English Teachers' Media Selection in Pandemic Covid 19
No full textThe development of technology-based learning cannot replace the teacher's role as an educator, but the teacher who does not want to learn technology, the teacher will be replaced. During the COVID-19 pandemic and the digital era of technology, it provides opportunities for teachers to develop creative ideas in the use of online learning media. This article aims to analyze the selection of elearning media using the SECTIONS model for pre-service teachers. The Structural Equation Model (SEM) approach was used to analyze the relationship between components of SECTIONS model and media selection variable. The number of participants in this study were 200 pre-service English teachers in the Institut Agama Islam Negeri Syekh Nurjati, Indonesia. The results showed that there was a significant effect between components of SECTIONS model and selection of e-learning media. The SECTIONS model is effective and efficient for selecting English e-learning media. Through the SECTIONS model, it can minimize the negative impacts caused by incorrectly determining e-learning media
Incorporating Humor into Mathematical Word Problems: Is there a Negative Effect on Students’ Performance?
No full textIn this research we aim to reproduce and extend the positive results about the effect of humor in solving mathematical word problems. We examined whether solving humorous word problems has some effect on either word problems demanding realistic consideration or word problems of the well-known routine type. Fifth- and sixth-grade students (N=1,153) solved different types of tasks including humorous, routine and “problematic” word problems, answered further questions concerning their attitude towards mathematics. Our results suggest that while sixth-graders outperformed their fifth-grade peers, the positive effect of humorous word problems proved to be even more relevant than the school grade. However, there has been some possible negative effect of humor when solving routine word problems. Furthermore, students expressed a positive attitude toward humorous word problems by selecting these as their favorite tasks compared to other types of word problems. The results obtained provide further evidence on the desirability and feasibility of introducing (more) humor in mathematics education
The Effect of Item Form on Estimating Person's Ability, Item Parameters, and Information Function According to Item Response Theory (IRT)
No full textThis study aimed at comparing the effect of two test item formats (multiple-choice and complete) on estimating person's ability, item parameters and the test information function (TIF).To achieve the aim of the study, two format of mathematics(1) test have been created: multiple-choice and complete, In its final format consisted of (31) items. The test has been applied on (300) students in Tabuk University. The responses of the examinees were analyzed by BILOG– MG 3 programs for each item form according to the two parameter logistic model. The study findings revealed the following: there were statistically significant differences at the level of significance (α=0.05) among the standard error means for estimating item parameters (difficulty and discrimination) due to the format of test item in favor of the complete test. And the results showed there were statistically significant differences at the level of significance (α=0.05) among the standard error means for estimating person’s ability due to the format of test item in favor of the complete test. On the other hand, the results showed there were statistically significant differences (α=0.05) among the standard error means of test information function (TIF) due to the format of test item in favor of the complete test. The study recommends educating teachers to diversify the forms of items of the tests they use so that they contain the two forms (multiple-choice and complete), and using complete items on a larger scale. than it is now being more discrimination
The Negative Effects of Technology on Education: A Bibliometric and Topic Modeling Mapping Analysis (2008-2019)
No full textThis study aims to analyze the scientific research that has addressed the negative impact of technology in the educational field. The research is implemented from a methodological approach based on the bibliometric mapping of the scientific production registered in the Web of Science in the period 2008-2019. To do this, indicators of growth, production, impact, topics, keywords, journal references, and analysis of co-citations of authors and co-authors are analyzed. This bibliometric approach is complemented by the analysis of the density, frequency and degree of centrality of the main terms associated with the difficulties and problems of technology in education located in the abstracts and discussion of results in the period 2016-2019. For this purpose, graph theory is developed, using the sigma, cytoscape and graphology libraries. The results show that, among the most common disadvantages linked to the use of technology in education, are: privacy problems, discerning reliable and relevant information, the time required for the preparation of educational materials, the negative impact on academic performance of the students, the lack of resources for its implementation in the classrooms and the infoxication. Finally, it should be noted that in the last three years, the negative impact of technology in the psychosocial field and its impact on teaching-learning processes are beginning to be analyzed in greater depth
Development of the Educational Strategies in Foreign Language Communication Based on the Linguocultural Reflection
No full textThe improvement of the quality of foreign language education is necessary to achieve subject-learning outcomes for the development of graduates’ pertinent communication strategies in foreign language communication in various social situations. The research purpose is to develop the communicative strategies (CS) in foreign language (FL) communication in university students with the help of an elaborated communication strategy training technology based on the linguocultural reflection. As main methods of this study a quantitative approach with a survey design were used. The article presents the main provisions of the FL learning process, which determine the effective formation of pertinent communication strategies in students in the FL education at the university. In a 16-week English as a Foreign Language course 197 learners of the experimental groups received CS training within the framework of a training technology designed for the purpose of the present research. Data analysis of pre- and post-test procedures used the following mathematical coefficients: average indicator (AI), efficiency coefficient (CE), absolute growth (G) and growth rate (Y). The findings revealed that participants in experimental groups, where the training technology was used, significantly outperformed the reference group as to the level of development of communication strategies
Effect of Peer Feedback on Paragraph Writing Performance among High School Students
No full textWriting is one of the four important skills in learning a foreign language. However, most high school students find it uneasy to write due to many different both objective and subjective reasons. Finding effective solutions to this problem is always appreciated. This study, therefore, hopes to investigate whether peer feedback has any positive effect on this group’s writing performance. In order to support this investigation, the authors attempted to deploy a writing teaching strategy using peer feedback as the main instrument to foster students’ ability to write their paragraph. Two groups of the participants were recruited: 37 control students and 39 experimental ones in a high school in a rural district in Vietnam. After six weeks of intervention with this strategy, most students in the experimental group were awarded a better score than their counterparts in the control groups in general. The authors applied a 10 - scale rating rubric with three paragraph rating domains to measure their paragraph writing performance. Then, the authors also made an attempt to see the experimental students’ attitudes towards peer feedback after their application in class and they were satisfied with it afterwards. It revealed that overall they showed positive attitudes towards peer feedback
The Correlation of Financial-Stress and Educational-Teaching Factors on Students during Online Learning in the Covid-19 (Cov19) Pandemic
No full textThis paper presents empirical evidence on financial-stress (FSF) and educationalteaching (ETF) factors to students. Therefore, the purpose of this research was to identify whether these factors were related to each-other, as well as if they affected students' performance during online learning during the Cov19 pandemic. Correlation analysis (Pearson test r) and multiple regression analysis (R, R2, Adj. R2, Std. Error, F, Sig. F, Durbin-Watson, Anova) were used during this study. The data were collected from 380 students surveyed at the PhD, Master and Bachelor level at the Kosovos' Universities, where through version 23.0 Windows of the SPSS program, 57 factors were tested which were divided into 11 categories. The results (α=0.84, r=.873, R=.982, Sig.=000) showed that there was a correlation between the financial stress factor (FSF) and the educational-teaching factor (ETF) for students, so to increase performance during online learning the following findings should be considered: 1) students should have had concentration, adaptation and good communication during the lesson, 2) students should have had good financial conditions within the family to adapt to the new learning and teaching environment, 3) stress factors should be removed to increase learning motivation, 4) the university should provide suitable learning opportunities for students who have worked so as not to lose their jobs, 5) there should be reductions in tuition fees or flexible ways to pay them, 6) professors should provide information about exams, lecture, graduations so that students did not have educational-financial stress. Therefore, the six most important findings of this research should be taken into account to increase student performance during online learning. Research implications suggest that focusing during online learning enhances student performance, and that families who have good financial standing have less financial stress to create the conditions for a new learning environment, so these findings may become a reference for subsequent research