IIUM Journal of Educational Studies
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Differences in Technological Pedagogical Content Knowledge Between Experienced and Less Experienced Computer Teachers in Ogun State, Nigeria
Full text linkThis study assessed differences in technological pedagogical content knowledge (TPACK) between experienced and less experienced computer studies teachers in Ogun State, Nigeria. Three research questions were used in the survey research, with a total number of two hundred (200) respondents, using multistage sampling technique. The instrument used was an adapted test scale measuring technological pedagogical knowledge (TPK), technological content knowledge (TCK) and technological pedagogical content knowledge (TPACK). It is divided into two sections with a reliability coefficient value of 0.78, 0.72 and 0.71 respectively, while data was analysed with t-test statistical method. The study revealed no significant difference in the technological pedagogical knowledge (TPK) between experienced and less experienced computer teachers (t = 0.346, P > 0.05), significant difference in the technological content knowledge (TCK) between experienced and less experienced computer teachers (t =2.423, P < 0.05) and significant difference in the technological pedagogical content knowledge (TPACK) between experienced and less experienced computer teachers (t =1.306, P < 0.05). In the recommendation, professional development in terms of continuous workshop, in-service training and seminar should be constantly organised for both experienced and less experienced secondary school computer teachers in Ogun State for improved TPK. Also, in-service training and seminar should be constantly provided for less experienced computer teachers in Ogun State for improved TCK and TPACK
Unveiling Education's Uncharted Realms in a Troubled World: Our Beacons of Hope for the Muslim Ummah
Full text linkAl-Zarnuji's Educational Concept and Its Relevance to the Teaching of Islamic Education in Malaysia
Full text linkThis paper explores the educational concept of the 10th-century Islamic scholar Al-Zarnuji and its relevance to the teaching of Islamic Education in Malaysia. This literature analysis aims to determine the applicability of Al-Zarnuji's educational concept for educational reform in the current Islamic education system in Malaysia by examining previous Islamic educational concepts and how they can enhance the current system. The study employed content analysis from various resources related to the ideas of education from Al-Zarnuji. The study found that Al-Zarnuji highlights the moral, intellectual, spiritual, and social aspects of an individual's development in his book "Ta'lim Al-Muta'allim." His method of teaching encourages critical thinking, moral learning, and active student participation. His emphasis on developing moral character, cultivating virtues, and moral behavior is consistent with the National Educational Philosophy and Islamic education goals, which focus on the development of diverse and balanced individuals
Exploring Digital Technology Usage among English Language Instructors at a Saudi Higher Education Institution and Validating a Hierarchical Structure of Usage Based on the SAMR Model
Full text linkThis study examined the usage of digital technology among English language instructors at a public university in Saudi Arabia as perceived by their students and tested the notion that such usage could be ranked in hierarchical levels. The SAMR model, developed by Puentedura (2014), was employed to categorise and rank technology usage into four incremental levels, i.e., Substitution, Augmentation, Modification and Redefinition, with Substitution being the most rudimentary level and Redefinition being the highest and most sophisticated usage. A 32-item questionnaire rated on a 5-point Likert scale measuring how frequently English language instructors used technology at the four SAMR levels was developed by the authors, content-validated by six instructional technology experts and pilot-tested with 63 students prior to its use in the actual survey. Data were gathered from a survey sample of 535 Saudi learners studying English in their foundation year programme and analysed using three statistical procedures, i.e., descriptive statistics, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The descriptive results pointed to instructors' technology usage revolving around the Substitution level of the SAMR model, indicating a predominant tendency among instructors to merely replace traditional teaching tools with digital alternatives. The EFA procedure (via Principal Axis Factoring with Promax rotation) produced conflicting results. While the extracted factor structure supported only two levels of usage, the scree plot suggested the existence of four usage levels consistent with the SAMR model. This was addressed by the subsequent CFA procedure performed on the data that confirmed the four SAMR levels, with the fit statistics indicating a good-fitting technology usage model; χ2(98) = 268.73; χ2/df = 2.74; CFI = .94; RMSEA = .078, CI: .067, .090. Sixteen out of the 32 technology usage items were successfully extracted and confirmed as the indicators SAMR’s four levels. The results corroborated previous findings that technology utilisation among English instructors is pervasive but rudimentary. They also supported the theoretical notion that technology usage can be categorised, ranked, and understood in hierarchical levels as purported by the SAMR model
School Leaders’ Leadership Practices and Their Influence on Crisis-Related Problem-Solving and Decision-Making: A Multi-Site Case Study
Full text linkThis study explores how the leadership practices of school leaders influence their ability to solve problems and make decisions effectively in times of crisis. It employs a qualitative research design where a series of semi-structured interviews were carried out with six secondary school leaders, ages 55 to 59, from three different education district offices (Pejabat Pendidikan Daerah or PPDs) in a northern Malaysian state. Each participant has at least 30 years of experience in education and has served in the position of school leader for at least three years. From the thematic analysis of the interview data, four leadership practices on problem-solving and decision-making during crises were identified, i.e., providing guidance and direction; inspiring and empowering; collaborative problem-solving and decision-making; and adopting a service-oriented approach, which is an eclectic approach to leadership. The findings highlight the critical importance of strategic problem-solving and decision-making in overcoming challenges faced by schools. It also highlights how effective leadership ensures the resilience and success of a school, its community, and relevant stakeholders by fostering a supportive and collaborative environment, promoting proactive problem-solving, and prioritising service to students and staff during crisis. This research provides valuable insights for school leaders and policymakers seeking to enhance leadership effectiveness in crisis management
The Comparative Effectiveness of Focused and Comprehensive Written Corrective Feedback on Writing Accuracy: A Mixed-Methods Perspective
Full text linkWhile research has extensively looked into the impact of written corrective feedback (WCF) on EFL/SL learners' writing accuracy, research exploring the comparative effectiveness of focused and comprehensive WCF in enhancing learners' writing accuracy is notably scant. Assessing the comparative efficaciousness of feedback focus is highly important for facilitating error correction for teachers and making it more feasible for learners. This mixed-methods study explored the efficacy of those two methods of WCF on Saudi EFL learners' writing accuracy in their essays. Essays were collected from 18 Foundation Year Health Sciences learners at a B1 proficiency level at the English Language Institute of a public university in Saudi Arabia. A pre-test, post-test, and delayed post-test design employing a repeated-measures MANOVA was used to gauge the impact of the two feedback methods of WCF on learners’ writing accuracy. Additionally, the research investigated learners' beliefs about WCF and their priorities regarding the scope of WCF. Results showed that although focused WCF resulted in lower error means across specific categories and total errors, it did not exhibit significantly higher effectiveness compared to comprehensive WCF. Moreover, the learners unequivocally preferred comprehensive WCF over focused WCF. These findings suggest that the two types of feedback need not be seen as mutually exclusive in terms of their effectiveness. Instead, their efficacy may depend on learner proficiency, error type, and the learners' writing draft in question. Considering these contextual factors, educators can adopt an unbiased, ingenious approach to vary their feedback focus and maximize student learning. Moreover, this study contributes uniquely to research methodology within the feedback domain by combining quantitative and qualitative methods to explore the construct
The Impact of Implementing an Enrichment Program on the Awareness of Post-Basic Education Students in the Sultanate of Oman Regarding Islamic Values
Full text linkهدفت الدراسة إلى التعرف على مدى تحقق الوعي المعرفي بالقيم الإسلامية لدى طلبة مرحلة ما بعد التعليم الأساسي بسلطنة عمان من وجهة نظرهم، وقد أُعِدَّ برنامجٌ إثرائيّ يتكون من وحدة دراسية ودليل للمعلم. في مقرر التربية الإسلامية للصف الحادي عشر ومقياس (اختبار) لمعرفة أثر هذا البرنامج في الارتقاء تنمية بالوعي المعرفي لديهم، وتكون هذا المقياس (الاختبار) من (40) موقفا حياتيًّا مستمدًّا من القيم الإسلامية. واتخذ الباحث من المنهج الكمي منهجا لبحثه. وقد اُختير أفرادُ عينة الدراسة بالطريقة العشوائية البسيطة؛ وبلغ عددهم خمسين وثلاثمائة طالب (350 طالبا وطالبة)؛ توزع أفراد العينة على قسمين: مائتا طالب (200 طالب)، وخمسون ومائة طالبة (150 طالبة) من طلاب مدارس التعليم ما بعد الأساسي الحكوميّة في ولايتي مسقط، ومطرح، والبالغ عددهم (4000) طالبٍ وطالبة. وأظهرت نتائج الدراسة أنّ درجات القيم الاحتمالية لجميع مجالات مقياس القيم الإسلامية لدى الطلبة جاءت أقل دلالة من المستوى الافتراضي لها (0.05)، وهو ما يشير إلى وجود فروقات ذات دلالة إحصائية بين متوسط درجات طلاب المجموعة التجريبية وبين متوسطات درجات طلاب المجموعة الضابطة في التطبيق البعدي لجميع مجالات البرنامج، وهذا يعني أنّ البرنامج الإثرائي له أثر كبيرٌ في النماء المعرفي والوعي بالقيم الإسلامية لدى طلاب مرحلة ما بعد التعليم الأساسي بسلطنة عمان. وفي ضوء نتائج البحث يُوصى الباحث ببعض التوصيات، أهمها إعداد برنامج مماثلة تثري كافة المقررات الدراسية، وتعزز الوعي بالقيم الإسلامية في المراحل التعليمية بسلطنة عمان .This research aims to enhance the cognitive awareness of Islamic values to students in post basic education in Sultanate of Oman. That is by implementing an enrichment program suggested to Islamic studies curriculums of grade eleven and measuring the impact of the program in developing the cognitive enrichment on them. The researcher used a “quantitative method” process as combined both qualitative curriculum and quantitative curriculum. The study sample consisted of 350 students. Chosen by a “simple random” method, of which are (200 male students) and (150 female students). From 8 schools in Muscat governate (Muscat state and Mutrah state) conformed as (4 male schools) and (4 female schools). As per the research tools they consisted of an analysis form by the title of “grade 11 Islamic study curriculum both semesters analysis forum” and a “values measurement”. Included 40 questions reflects real life scenarios cohere with the nature of Islamic values aimed to be developed, to evaluate their progress across the program. The statistical analysis was performed by (SPSS program). Which from the results showed that the approximate values in all the measured areas of cognitive awareness of Islamic values of grade 11 students post basic in Sultanate of Oman were lower than default significance of 0.05. Thus, it indicates differences of statistical significance between the average marks of the students in the experimental group and the average marks of the students in the control group in all relevant applications of the program. Thus, indicating that the enrichment program suggested to Islamic studies curriculum has a measurable effect on the enhancing the cognitive awareness of Islamic studies in grade 11 post basic students in Sultanate of Oman. The researcher has passed some recommendations one of which developing similar enrichment programs that enhances the current studied curriculum aiming to develop and elevate the cognitive awareness of such values for students in all grades and levels of studies in Sultanate of Oman
The Experience of the International Islamic University in Digital Media Education
Full text linkمنصة IIUMToday هي المصدر الرئيس لأخبار الجامعة الإسلامية العالمية بماليزيا، ويعمل على إدارتها والنشر فيها طلبة الجامعة منذ إنشائها مطلع مايو 2014، وذلك بإشراف قسم الإعلام في كلية عبد الحميد أبو سليمان لمعارف الوحي الإسلامي والعلوم الإنسانية، ويهدف هذا البحث إلى تحليل تجربة المنصة للكشف عن مدى نجاح الطلبة الإعلاميين في تطوير مهاراتهم لمواكبة متطلبات صناعة الإعلام بعامة، والإعلام الرقمي بخاصة، وقد توسَّل البحث النهج النوعي وأسلوب التحليل الموضوعي لمقابلات مطولة تفصيلية أُجريت مع عينة قصدية من المنتسبين إلى منصة IIUMToday، ومن أبرز النتائج التي توصَّل إليها البحث أن الإعلام الجامعي عنصر مهم ينبغي له أن يتأصل في المناهج التدريسية لأقسام الإعلام، وذلك من أجل ضمان حصول الطلبة على خبرة عملية كافية بخلاف التدريب الإلزامي.The IIUMToday platform is the main source of news for the International Islamic University Malaysia (IIUM). It has been managed and published by university students since its establishment in early May 2014, under the supervision of the Department of Communication at the Abdul Hamid Abu Sulaiman Kulliyyah of Islamic Revealed Knowledge and Human Sciences. The aim of this research was to analyse the platform's experience to assess the success of media students in developing their skills to meet the requirements of the media industry in general, and digital media in particular. The research employed a qualitative approach and utilized thematic analysis of in-depth interviews conducted with a purposive sample of members affiliated with the IIUMToday platform. Among the most prominent findings of the research is that university media is an important element that should be rooted in the teaching curricula of media departments, in order to ensure that students obtain sufficient practical experience other than compulsory training
A Critique of the Turkish Education System During the Early Republic Period (1923-1943) Based on Syed Ahmet Arvasi’s Idea
Full text linkStates established as nation-states in the 19th and 20th centuries have used education to defend their principles of existence and legitimacy. In this context, the Republic of Turkey, founded on the ruins of the Ottoman Empire, has made great efforts to transform its people into a modern nation-state. The most important tool of the state in this effort has undoubtedly been education. Since the basis of the republican ideology is secularism, the basic building block in education has also been secularism. The education system has been the most important part of secular modernization and the construction of a new national identity. New and secular values that form the national identity have been transferred and transmitted to new generations through education. In this context, education policies have been under the influence of the new regime for a long time since the founding of the republic. This study has drawn from Syed Ahmed Arvasi’s ideas in analyzing the historical development of education in Turkey, and identified that problems such as moral corruption, anarchy, lack of national consciousness, and lack of personality in today's society are closely associated with the secular education policies of the Republican period. In moving forward, the study supports Arvasi’s idea of educating the younger generation according to the principles of Turkish-Islamic culture. Future studies may explore further the viability of Arvasi’s ideas and how they can be implemented in the formal system of education in Turke