Journal of Education and Learning (EduLearn)
Not a member yet
1187 research outputs found
Sort by
Gamification and technology acceptance model: a systematic review and future research directions
Get PDFTechnological advancements have popularized "gamification" in recent years, yet few studies have explored its connection to the technology acceptance model (TAM). This paper aims to enhance understanding of the relationship between gamification and TAM by systematically reviewing current research trends. Employing a systematic literature review (SLR) method, we analyzed 72 papers identified via Scopus, focusing on 13 journal papers published between 2016 and 2020 that met our criteria for in-depth analysis. Our findings indicate a significant rise in research on gamification and TAM, with nearly half of the studies (49%) incorporating new external variables into the original TAM framework. The study identifies three key themes for future research. By providing a comprehensive review, this study contributes new knowledge and offers a critical summary for further investigation into the integration of gamification with TAM, highlighting potential avenues for future research and practical application
Aggression among adolescents: psychometric evaluation of a tool
Get PDFAdolescence, a crucial period preceded by childhood and followed by adulthood, involves significant growth and developmental changes leading to various psychological challenges and aggressive tendencies. Several scales have been developed to measure aggression, but 12-item short form aggression questionnaire has been widely used for assessing aggression and it is manifestations for varied age groups. However, there has been a dearth of studies related to the tool on assessing aggression in adolescents, further the cultural variations among various research populations compelled researcher to re-evaluate the tool on school-going adolescents. The current study aimed to examine the psychometric properties of 12-item short form aggression questionnaire on 400 school adolescents (14-18 years). The hypothetical model was evaluated by structural equation modelling. The identified 4-factor model structure, viz. physical aggression (PA), verbal aggression (VA), hostility (H), and anger (A); depicted excellent goodness of-fit; and established the questionnaire with 12-items as a reliable and valid measure for assessing aggression among adolescents. The scale can serve as a valuable resource for researchers, teachers, and psychologists to evaluate overall aggression and its specific forms in adolescents. While predictive validity of questionnaire with 12-items should be explored, and norms development as per given cultural context is recommended
Pierre Kieren's theory: the folding back process in mathematical problem solving
Get PDFThe learning of mathematics generally undergoes a less effective and less appealing learning process, resulting in students’ perceived lack of mastery of the material. Consequently, students’ insufficient understanding of the concepts leads to a lack of folding back. In the process of understanding, it influences individual characteristics, where two characteristics are cognitive styles: field-dependent and field-independent. The researcher aims to understand how the folding back process occurs in students with field-dependent and field-independent cognitive styles when solving story problems. This research is a descriptive qualitative study, with 2 students selected from a total of 28 students in class VII-A as subjects. The selected subjects have high mathematical abilities and are classified into the categories of field-dependent and field-independent cognitive styles. Data collection involves comprehension tests, group embedded figure test (GEFT), and interviews. Data analysis consists of stages such as data reduction, data presentation, and verification. Each subject is interviewed to verify their process of solving the given problems. The results of the research conclude that students with the field-independent cognitive style category have a better understanding of the material, concepts, and problem-solving compared to students in the field-dependent category
The impact of teacher empowerment on schools’ innovation climate
Get PDFTeacher empowerment has been recognized as an imperative management practice to develop and implement innovations in schools. However, studies investigating the relationship between teacher empowerment and the innovation climate are scant, inhibiting the development of effective strategies to foster educational innovation. This study examines the impact of teacher empowerment on schools’ innovation climate in Malaysia. The sample consisted of 376 teachers who were randomly selected from 12 primary and secondary schools in Kuala Terengganu. Structural equation modeling analysis revealed a strong positive effect of teacher empowerment on innovation climate, wherein teacher empowerment predicted 50% of the variability in the innovation climate. Findings of this study suggest that school leaders should invest in empowering teachers through programs that value their perspectives and actively encourage contributions to foster an innovation climate
Enhancing creative teaching behaviour of vocational school teachers: structural equation modelling analysis
Get PDFCreative teaching behavior (CTB) is an innovative and creative teaching approach that is relevant in facing the dynamics of vocational education, which continues to develop, especially to produce creative students. Many studies examine the important role of CTB. However, limited information still discusses how to improve CTB by involving important factors such as creative climate, school support, and creative teaching self-efficacy. This study involved 400 teachers from 25 vocational high schools in civil engineering in Central Java Province, and data analysis using the structural equation modelling (SEM) (Smart-PLS) method. The study results revealed that CTB was proven to be influenced positively and significantly by school support and creative teaching self-efficacy. Also, creative teaching self-efficacy partially mediates the effect of creative climate and school support on CTB. The results of this study provide important implications for vocational school teachers to develop creative teaching skills in schools. Building a creative culture in schools, proactive school support and increasing teacher self-confidence are essential steps in creating a dynamic and innovative learning environment in vocational schools
Problem-solving disposition as a predictor of preservice elementary teachers’ problem-solving performance
Get PDFProficiency in solving mathematical problems is essential for preservice elementary teachers, as they will teach foundational math concepts and foster problem-solving abilities among young learners. However, many studies found low problem-solving performance among preservice teachers. In line with this, the present study examined how problem-solving disposition relates to the performance of preservice elementary teachers, conducted at a selected higher education institution in Nueva Ecija, Philippines, with 134 participants. The study utilized a mathematical problem-solving disposition and beliefs scale questionnaire and a problem-solving test scored using the identify, define, explore, act, and look (IDEAL) model. Results indicated an average problem-solving disposition and high problem-solving performance among preservice teachers. Linear regression analysis showed that overall problem-solving disposition is a predictor of performance. Further, stepwise regression analysis revealed that two disposition parameters, mathematical mindset (β = 2.413, p 0.01) and community of practice (β = 1.866, p 0.01), significantly predicted problem-solving performance. These findings show the significance of developing a problem-solving disposition, mindset, and learning communities to improve future teachers’ problem-solving ability by providing more learning opportunities, interdisciplinary problems, and social engagements
The role of discovery learning in efforts to develop students' critical thinking abilities
Get PDFThis research aims to determine the role of developing and implementing discovery learning models to develop students' critical thinking skills in mathematical story problems. The search was carried out in the even semester of 2022/2023 with research subjects totaling 30 fourth semester elementary school education students. The research was conducted using qualitative analysis methods with data collection through observation, interviews, and documentation. The discovery learning model is implemented through learning stages, namely training students to use various concepts, principles, and skills they have learned to solve the mathematical story problems they face. The research results show that the discovery learning model has an impact on the development of critical thinking skills because the research's observations of critical thinking abilities result in the capacity to recognize, evaluate, and resolve narrative difficulties as well as to reason rationally and ethically to conclude. The discovery learning model provides students with the opportunity to apply learning based on solving mathematical story problems, allowing students to develop critical thinking skills
An exploration of students’ creativity through a mixed-methods study in the classroom
Get PDFStudents’ creativity is a fundamental goal in education. The school has a strategic role in developing students’ creativity. This study elaborates on classroom activities to develop students’ creativity. The study used a mixed-method sequential explanatory design. Quantitative data were obtained from six hundred and one students from junior and senior high schools in East Java, Indonesia. Qualitative data were obtained from nine teachers. Descriptive and regression analysis techniques are used to analyse quantitative data, while thematic analysis is used to analyse qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ creativity. The findings also showed three classroom activities for developing students’ creativity: rule, positive teaching and teacher support. Teachers’ ability to manage learning in the classroom affects the high level of students’ creativity
Formation of media competence based on organization of project activities of future teachers within blended learning
Get PDFThe article is devoted to the problem of formation of media competence which is based on organization of project activities of future teachers within blended learning. Rapid development of digital technologies, expansion of wide public access to the content of various types (professional, educational, and entertainment) leads to the attraction of young people to social networks and Internet media resources. Application of modern media in education makes it possible to prepare highly qualified teachers who can solve professional problems effectively. Thus, the role of developing media competence of future teachers in the information society is increasing. The presented paper reveals the process formation of media competence based on organization of project activities of future teachers within blended learning which include creating educational media products. The results of experimental work of formation of media competence based on organization of project activities of future teachers within blended learning in control and experimental groups reveal that in the experimental group the level of media competence of future teachers is higher than in the control group, that proves the effectiveness of experimental work
Earthquake scientific literacy profile of Indonesian first year pre-service physics teacher
Get PDFIn higher education, fostering scientific literacy stands essential, especially in understanding and responding to natural disasters. This research investigates the scientific literacy levels among Physics Education students at State University in Surabaya, Indonesia, focusing on earthquake disaster mitigation. This study uses a qualitative descriptive approach that engaged 102 first-year pre-service teachers through a meticulously designed literacy test based on a new programme for international student assessment (PISA) framework 2025. The findings reveal a commendable proficiency in explaining scientific phenomena utilizing scientific knowledge. However, it uncovers a gap in students' abilities to make informed decisions in the context of earthquake disaster mitigation. This drawback is attributed to a lack of comprehensive literacy concerning disaster news, impacts, and mitigative strategies. Despite this, students demonstrated a capacity to argue and articulate their understanding logically based on existing knowledge. The study accentuates the need to enhance students' literacy and decision-making skills regarding natural disasters, advocating for heightened self-awareness and educational interventions to empower students to make informed decisions in disaster-prone scenarios