International Journal of Instruction
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Exploring Trainee Science Teachers’ Assessment as Learning (AaL) and Assessment for Learning (AfL) Practices in a Teacher Training Program
No full textThis exploratory study provided insight into trainee science teachers’ (TST) assessment as learning and assessment for learning practices and their differences and similarities. The participants included secondary school trainee science teachers on an initial teacher training program in a university in England and school mentors supporting them. Data was collected through interviews, lesson observations and focus group. The data were analyzed using thematic analysis with recurrent themes identified and coded to create relationships and links on the differences and similarities in TSTs' classroom assessment practices. The findings included dichotomization of AaL and AfL, assessment as a mastery teaching process, and coordinated collaborative professional development support for the TSTs by the university and the school experience mentors. The result highlighted the issue of assessment competence and literacy and the need to further support TSTs in developing their assessment practices
The Impact of M-learning and Problem-Based Learning Teaching Method on Students Motivation and Academic Performance
No full textThe rapid advancement of information technology has significantly improved various facets of modern human existence. Despite the rapid progress in digital technology, there has been limited headway in utilizing technology to bolster mathematics education, particularly concerning problem-solving. This study aimed to evaluate the efficacy of M-learning and Problem-Based Learning (M-PBL) method in enhancing the motivation and academic performance of primary school students in mathematics. Employing an unequal-group quasi-experimental design, M-PBL method were developed based on M-learning Model, Problem-Based Learning Model, and Social Constructivism theories, resulting in 17 relevant activities for mathematics teachers. The effectiveness of these method was assessed through pre- and post-testing of an uneven control group, involving 64 Year 6 students from Johor Bharu district, Johor. Quantitative data, collected via questionnaires on student motivation and a mathematics academic performance test, were analyzed using SPSS. The results revealed significant differences in students' motivation and problem-solving skills after the implementation of MPBL method compared to conventional approaches. This research highlights the positive impact of M-PBL methods on schools, curriculum developers, parents, and the overall mathematics teaching and learning process
Enhancing Emotional and Social Engagement of Women with Disabilities in the Labor Market through Collaborative Learning in MOOCs
No full textIn recent years, the rise of Massive Open Online Courses (MOOCs) has revolutionized the field of education, providing accessible and flexible learning opportunities to individuals worldwide. MOOCs have the potential to empower traditionally marginalized groups, including women with disabilities, by offering them a platform to enhance their skills and knowledge. However, the successful integration of women with disabilities into the labor market requires more than just technical expertise; it necessitates the development of emotional and social engagement skills. This study aims to investigate the implementation of collaborative learning projects in MOOCs, including the creation and allocation of group learning environments, the identification and provision of recommendations for successful group learning, the evaluation of learning outcomes, and the generation of adaptive feedback. Implementing learning groups in MOOCs necessitates comprehensive and integrated solutions. The study's key finding highlights that MOOCs can effectively cultivate collaborative learning by establishing clear learning objectives, forming diverse and inclusive groups, providing explicit guidelines, closely monitoring progress, delivering timely feedback, acknowledging, and rewarding individual contributions, and ensuring adequate technological support. By implementing these strategies, MOOCs have the potential to foster collaborative learning, enhance women with disabilities engagement, motivation, and learning outcomes, and ultimately empower them to thrive in the labor market
The Impact of Innovative Reading Comprehension Strategies on Reading Literacy of Slovak EFL Learners
No full textThe importance of reading skills is undeniable since this skill is regarded as one of the vital ones in both academic sphere and personal lives of learners. However, relevant research and practice reveals that learners’ reading comprehension is often at a low level, exhibiting a declining tendency as regards reading literary. This article, therefore, attempts to contribute towards what is already known in this area by exploring the effects of the selected innovative reading strategies and techniques on the development of reading literacy of Slovak EFL learners. A quasi-experiment was conducted, testing being the primary research method. The research sample was formed by altogether 24 ninth grade learners who were divided into the control and experimental groups. Although the calculated p-value (0.14), which compared the pre-test and post-test reading scores of learners in the experimental group that was taught by means of the selected reading strategies and techniques does not demonstrate a statistically significant difference, the achieved scores after the intervention can be regarded as promising and encouraging. This may be because only after one month intervention, participants’ literacy level increased by 9%, indicating that regularity of improving reading comprehension can possibly result in achieving higher level of reading literacy. Finally, it is also suggested that Teachers can better plan lessons which involve active reading, discussions, and critical thinking, thus developing overall reading skills of EFL learners
Investigating the Determinants of Preservice Teachers' Intentions to Accept Commercial Video Games for Teaching-Learning
No full textParticularly, in sub-Saharan Africa, where game-based learning is still in its nascent stages, it is important to understand the factors that shape preservice teachers’ intentions to adopt commercial video games in their teaching-learning practice. A proposed model was tested against online survey data collected from 298 preservice teachers from four colleges of education in the northern region of Ghana, using structural equation modeling (SEM). The results showed that while Preference had a positive but insignificant effect on Intention, Experience and Learning Opportunity demonstrated strong, positive, and significant effects, consistent with existing findings in the acceptance of game-based learning. Subjective Norm, aligned with the Theory of Reasoned Action and Planned Behaviour also showed a strong, positive, and significant effect on Intention, whereas Gender had no significant effect on Experience conflicting findings from the study of parents’ acceptance of video games. The final model with Experience, Learning Opportunity, and Subjective Norms explained 44.5% of the variance in intention to use COTS games. The study implies that to foster successful adoption: (1) there is the need for hands-on workshops and practical sessions, allowing for experimenting with COTS games, (2) the educational benefits of COTS games should be emphasized among preservice teachers, and (3) there should be environments that support peer-mentoring and collaborative learning about COTS games
First Year University Life: Expectations Versus Reality
No full textFirst-year university students face challenges during their transition to higher education, which can impact their academic success and well-being. This paper reports the views of 88 first-year undergraduate students from Slovak Universities regarding their expectations upon entering university and their experiences during the initial months of study. Purposive sampling technique was utilized. Students´ perspectives have been gathered through asynchronous e-interviews to explore the gap between student expectations and the reality of university life. An exploratory qualitative research design, which included inductive reasoning and an einterview, was applied. The data were analysed using content analysis with recurrent themes identified and coded. The answers shed light on how students perceive their academic aspirations, social integration, and the support provided by their institutions. The results highlight the influence of factors such as academic demands, institutional support, and personal development on students' experiences. The analysis reveals students' priorities in knowledge acquisition, career preparation, and supportive teaching environments, as well as their surprise at the pace and volume of academic work. The conclusions refer to the importance of considering student perspectives in developing orientation programs and support services, due to the crucial role of the first year in promoting student success and retention. Future research should explore changes in student perceptions and the effectiveness of related interventions. The findings show that while students enter university with high aspirations for academic growth, career development and social integration, they often face challenges that test their resilience and adaptability
Effects of Interactive Story Techniques in Developing Some Language Skills among Early Childhood Children
No full textStories have an effective and important place in children's self-expression, language development, adaptation to the social environment, and the development of problem-solving skills and creativity. This study investigated the effect of interactive story techniques on listening, writing, speaking and reading among early childhood children. Pre-test post-test quasi-experimental design with control group was used in this study. Fifty children were chosen from public kindergartens in Rafha, Saudi Arabia. Data were analyzed with t- test. A significant difference was observed in post-test language skills total score and subtest scores in experimental group, compared to the control group. As a result of this paper, it was seen that interactive story techniques was effective in developing children’s language skills. Children's stories lead to a good and clear impact on children's language in their acquisition of language and in their composition of phrases and sentences, so the child becomes more accurate and proficient in language skills
Students’ Learning Experiences in a Hyflex Learning Environment
No full textHybrid flexible (HyFlex) learning, which integrates in-person and online formats, offers flexibility and adaptability to diverse learning styles, positively influencing academic performance, student retention, and attitudes toward teaching. Despite its benefits, limited research exists on students' experiences within this framework. This study investigated postgraduate students’ learning experiences in HyFlex environments, focusing on course content, technology effectiveness, learning modes, and instructor roles. It aimed to identify effective teaching practices and gather student suggestions for improving interaction and collaboration. Using a survey-based quantitative approach, data from 76 postgraduate students were analysed through descriptive and thematic methods. Findings revealed positive learning experiences, with effective teaching practices including clear communication, interactive engagement, knowledgeable instructors, flexible learning modes, and varied methods. Suggestions for improvement emphasized enhancing both technical and pedagogical aspects. This study underscores HyFlex's potential to deliver engaging educational experiences and provides actionable insights for optimizing its implementation, contributing to the expanding field of HyFlex education research
Implementation of Universal Design for Learning (UDL) in Inclusive Education: A Study of Primary and Secondary Education Units
No full textThis study examines the implementation of Universal Design for Learning (UDL) in the South Papua region by analyzing the level of implementation and various factors that influence its success at the primary and secondary education levels. The study adopted a quantitative methodology through a cross-sectional survey involving a representative sample of the teacher population in various educational institutions. Data were analyzed using non-parametric statistics based the characteristics of non-normal data distribution and sample heterogeneity, such as Kruskal-Wallis Test, Spearman Rank Correlation, Friedman and Mann-Whitney U Test. The findings revealed that there was no significant variation in the implementation of UDL among the different levels of education. However, the study identified two key factors that substantially affect the effectiveness of UDL implementation, including the availability of school facilities and the level of administrative support. The findings underscore the urgency of developing educational infrastructure and formulating policies that support inclusive education. The practical implications of the study include recommendations for the development of a comprehensive UDL training program and school resource capacity building strategies. This is necessary to ensure the sustainability and effectiveness of inclusive education practices in the region
A Blended Intensive Programme Behind the Scenes: Organisational and Methodological Effectiveness
No full textThis study examines the effectiveness of a Blended Intensive Programme (BIP) to assess the degree of satisfaction among participating students with the methodological and organisational framework, as well as identify the strengths and weaknesses observed by all participants in the programme. The methodology is based on an interpretative approach using qualitative techniques (interviews, discussion groups) and a satisfaction questionnaire, triangulating the instruments and participants. The sample consisted of 31 students, 3 coordinators, 3 managers, 3 observers from the three participating universities, and 2 professors. The findings revealed a high level of student satisfaction, which was justified mainly by the blended structure of the programme, its intensive nature, the active methodologies used, multicultural teamwork, and the emotional component derived from the friendly, supportive atmosphere and team cohesion. Among the difficulties, the simultaneous activities at the home university, the demanding BIP tasks, and some aspects of the virtual component constituted a challenge for participants. Likewise, students had different motivation levels depending on the mobility opportunities. The described BIP proved to constitute a suitable framework to complement students' training, giving them the financial and intensive opportunity for an international, intercultural experience with all its associated benefits