Journal of Education and Learning (EduLearn)
Not a member yet
1187 research outputs found
Sort by
Navigating teaching performance in the new normal: insights from student ratings
Get PDFThe COVID-19 pandemic caused unprecedented disruption worldwide, forcing higher education institutions to adopt blended learning. This sudden shift posed numerous challenges for both students and faculty members, making it essential to accurately evaluate teaching performance and effectiveness. Caraga State University, for instance, assesses teaching performance based on several criteria: communication, instruction, consultation, and assessment, each with varying weights. Concerns have arisen regarding the non-uniform distribution of these weights, and it remains unclear which criterion most significantly impacts overall teaching performance as perceived by students. This study analyzed 22,825 samples from Caraga State University's personnel evaluation system for the first semester of the 2021-2022 academic year using artificial neural networks (ANN). The study sought to uncover patterns in the data and provide insights into faculty performance. The results revealed that in the context of blended learning, assessment and academic integrity (AAI) influence most students' ratings of faculty performance. Engagement and consultation (EC) follow, with communication and instruction having the lowest relative importance. This study contributes to improving teaching strategies and enhancing the student’s learning experience in higher education institutions
Professional development in classroom assessment: a systematic literature review
Get PDFProfessional development in classroom assessment techniques plays a crucial role in enhancing student learning outcomes. The preferred reporting items for systematic review and meta-analysis (PRISMA)-guided systematic review of the research literature assesses these programs to identify effective methodologies, research limitations, and trends in development, providing evidence-based recommendations for education leaders and policymakers. A structured search of Scopus and Web of Science databases, using keywords “classroom,” “professional development,” and “assessment,” yielded a final set of 43 studies. The analysis revealed four major themes: i) student-centered education; ii) classroom practices and teacher development; iii) specialized education and teacher training; and iv) assessment in education. The review demonstrates the impact of professional development programs (PDP) on teachers and addresses challenges in improving student achievement. By adhering to recognized standards for systematic reviews, this study provides a comprehensive analysis of professional development in classroom assessment, highlighting various strategies, obstacles, and successes. The findings emphasize the significance of efficient assessment for student learning outcomes and offer insights into enhancing PDP in this critical area of education
Exploring academic resilience among vocational students; development of measurement tools
Get PDFVocational students have a greater capacity to overcome academic adversity, and the role of academic resilience is essential to positive academic outcomes and future careers. Exploring the academic resilience of vocational school students requires valid and reliable measurement tools. This study aims to develop a measurement tool for academic resilience in Indonesian vocational school contexts and its evidence validation. This study involved 206 students from various vocational fields in several public vocational schools in Kupang City, Indonesia, with a multistage sampling technique. Twenty-item academic resilience measurement tools were utilized. Validate of the construct was assessed with exploratory factor analysis (EFA) and Alpha Cronbach for reliability. The results demonstrated by both the Kaiser-Meyer-Olkin test and Bartlett’s test confirm adequate data. EFA highlights the single-factor model. A total of twelve items were removed, and eight items were qualified, with the highest loading factor score of 0.816 and the lowest score of 0.547. The reliability confirms the high category (0.96). The whole procedure resulted in a measurement tool of eight items to assess academic resilience and contributed to evaluating the efficacy and treatment in Indonesian vocational schools
Assessing digital competence and its impact on academic performance: insights from Universiti Malaysia Sarawak undergraduates
Get PDFInformation and communication technology (ICT) has become an essential part of the daily lives of tertiary students. However, research into assessing digital competency and its effects on academic performance is still limited. This paper explores students’ needs for digital competence, the impact of digital access on academic performance, and the relationship between digital competence and educational success, focusing on undergraduates at Universiti Malaysia Sarawak (UNIMAS). Using a model with 64 measurement items and nine variables, the study identifies significant correlations between information and data literacy (IDL), safety and security (SS), and problem-solving (PS) proficiency with digital competence. Conversely, communication and collaboration (CC) and digital content creation (DCC) show statistically insignificant correlations. Additionally, while digital resource availability has a minor inverse correlation, digital usage is significantly and positively related to digital competence. The findings suggest that digital competence strongly predicts academic performance and that most undergraduates exhibit advanced proficiency in essential digital skills. This research highlights the crucial role of digital competence in enhancing educational outcomes and offers insights into key competencies linked to digital effectiveness
Educational leadership innovation: a recent comprehensive structured review
Get PDFThis study provides a systematic review of innovation in educational leadership, a pivotal domain in the dynamic field of educational practices. Despite increasing interest, a comprehensive understanding of how innovation shapes educational leadership and its outcomes remains limited. To address this gap, this review examines studies published up to 2024, retrieved from reputable databases such as Scopus and Web of Science. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, 33 primary studies were selected for in-depth analysis. The findings are categorized into three key themes: i) digital and technological transformation in education, ii) leadership styles and professional development, and iii) innovative strategies and change management. The review highlights significant advancements in these areas, yet underscores the need for further exploration of their long-term impacts, particularly in diverse educational settings. This work contributes by synthesizing current trends and practices in educational leadership innovation, identifying existing challenges, and proposing pathways for future research. These insights aim to support the development of effective and scalable leadership innovations, ensuring adaptability and impact across various educational environments. This review ultimately serves as a foundation for advancing educational leadership to meet the evolving demands of the 21st-century education landscape
Teachers’ assessment literacy: the impact of gender, education, training, and work experience
Get PDFAssessment literacy is an essential part of the teaching and learning process. Good assessment practices will have an impact on the quality of learning outcomes. The purpose of this study is to investigate assessment literacy among educators and identify the effects of gender, education, training, and work experience. A random sample of 134 teachers participated in this exploratory study. Tests and questionnaires have been employed in data collection methods. The data were analyzed using dummy variable regression analysis. This study found that teachers' assessment literacy was poor. Gender and training had an impact on assessment literacy, while education and work experience had no bearing on it. A more in-depth study with a wider scope needs to be conducted to gain a more comprehensive insight into teachers' assessment literacy. It is also worth studying in more depth what factors are thought to influence teachers’ assessment literacy
Enhancing motivation, soft skills and perceived learning in accounting using game-based approach
Get PDFEmployers often perceive accounting graduates as lacking motivation and soft skills. The research proposes that game-based learning (GBL) will enhance students' motivation, teamwork, critical thinking, communication skills, and promote learning. Research instruments include academic motivation scale (AMS) utilized to measure motivation, skills assessment scale (SAS) for soft skills, and a test instrument for perceived learning. GBL kit and instruments were validated by experts in accounting. All the research instruments are fit for use with Cronbach Alpha values above 0.9. Using a quasi-experimental design, before the experimental phase, both experimental and control groups did a pre-test for perceived learning. Upon completion of the experimental phase, they did a post-test and answered the AMS and SAS instruments. Regression analyses show that GBL contributed positively and significantly toward the experimental group’s intrinsic and extrinsic motivations and teamwork, critical thinking, and communication skills development. An independent t-test on post-tests shows that the experimental group outperforms the control group. Hence, this study concludes that GBL strategy can create a value-added experience that reinforces learning and enhances competencies. Thus, GBL should be an option in accounting teaching as the benefits achieved are from multiple learning dimensions
Identifying crucial indicators for successful homework completion: importance-performance analysis
Get PDFSuccessful homework completion necessitates engagement in self-regulated learning activities. The key challenge lies in fostering self-confidence among students to enable them to complete homework independently. Applying the importance-performance theory, the study uses a unique statistical tool to assess homework completion for practical recommendations. The objective is to offer practical recommendations benefiting students, parents, teachers, schools, and the Ministry of Education, aimed at enhancing homework completion due to its established benefits. Surveys encompassed 970 high school students in Penang’s northern state. Data underwent analysis via SmartPLS software, utilizing its importance performance functionality. Outcomes highlight the significance and performance of expectancy, value, homework management, homework effort constructs, and their indicator variables. These aspects were assessed within the importance-performance map analysis (IPMA). The homework effort construct notably exhibited the most pronounced influence on homework completion. Encouragingly, students are advised against copying mathematics homework and instead encouraged to complete it autonomously. Both homework effort and value constructs received a “keep up” endorsement, while homework management and expectancy constructs garnered an “education” recommendation. This approach yields a user-friendly visual tool to evaluate homework aspects. It effectively steers stakeholders in pinpointing pivotal areas for augmenting homework completion
An exploratory study of the difficulties related to the probabilistic modeling process
Get PDFThis study is a contribution to efforts to promote practices for dealing with the difficulties encountered by learners in probabilistic modeling situations. We attempt to elucidate as precisely as possible the types of difficulties that secondary school students face in the process of modeling with probability tools. By referring to a large and extensive literature on the specific difficulties of modeling, we have been able to establish a typology of possible difficulties that may emerge during the implementation of the modeling process by secondary school students. We determined sub-categories for the probabilistic modeling stages. Based on this typology, we constructed a test and we administered it to a random sample of secondary school students. The analysis of the responses via a grid developed for this purpose, we were able to deduce that the sub-categories of difficulties we identified are both positively correlated. With regard to student performance, some particular difficulties were encountered in the implementation of the modeling stages. We also observed that the choice of the appropriate probabilistic model is hampered by a lack of conceptual understanding of the probabilistic situation, while the stage of probabilistic calculations is mainly affected by the failure to choose the correct mathematical methods and techniques
Examining the proposed instrument model in learning management system use: a pilot study
Get PDFOnline and distance learning technology with the learning management system (LMS) is an example of the application of online learning models at universities, which is the impact of technological developments. However, advances in LMS technology still need to be implemented in universities, the problem of university readiness being the main factor. Another area for improvement is the level of computer self-efficacy (CSE) among LMS users. Therefore, before the actual research was carried out, instrument testing was carried out regarding the factors influencing LMS users at the university. After testing the limited instrument on 63 university students, the results showed that of the six constructs with 21 indicator items, it was proven that only one indicator item was invalid. However, the reliability test has met the criteria. The conclusion of the initial test results of the instrument was declared valid and reliable, so it was suitable for actual testing