Journal of Education and Learning (EduLearn)
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The influence of psychological capital on academic engagement among Chinese college students
Full text linkThe COVID-19 pandemic disrupted education in China, creating uncertainties in students’ academic pursuits. This underscores the urgent need for psychological support to address the ongoing impact on college students. This study delves the relationship between psychological capital and academic engagement among Chinese college students, focusing on four components: efficacy, hope, resilience, and optimism. Through proportional stratified sampling and random selection methods, a sample of 270 students from Liupanshui Normal University were selected. The study employed the positive psychological capital questionnaire (PPQ) and a modified version of Schaufeli’s Utrecht work engagement scale-student to quantitatively measure psychological capital and academic engagement, analyzed via correlation and regression techniques. Results revealed a significant positive correlation between psychological capital and academic engagement. Among the components, hope was the strongest predictor of academic engagement, followed by efficacy as the second most influential factor. Resilience and optimism did not significantly predict academic engagement. These findings highlight the importance of hope and efficacy in enhancing students’ academic involvement, suggesting targeted psychological support could improve engagement. The study contributes to understanding the specific roles of psychological capital components in academic contexts, offering practical insights for educators
Chem-Okey card game: a supplementary learning material to introduce acid-base concepts to undergraduate students
Full text linkTeachers play an important role in adopting teaching strategies that foster active, constructive learning and make challenging subjects engaging and enjoyable. This study aimed to design, develop, and evaluate Chem-Okey, an educational card game, as a supplementary tool to master the acid-base concepts using game-based learning (GBL) theory. The evaluation process utilized a Likert scale based on the five criteria of GBL results indicated high acceptance and effectiveness in all criteria, demonstrating Chem-Okey’s potential to significantly enhance student engagement and learning outcomes. The learning resources management and development system (LRMDS) of the Philippines’ education standards were applied to validate the educational merit of the game, confirming its suitability for interactive content delivery. Furthermore, the results revealed that students had positive in-game, post-game, and social presence experiences, underscoring the game’s ability to foster a collaborative and immersive learning environment. Chem-Okey’s gameplay, requiring team strategy and peer dialogue, effectively promoted social interaction and cognitive engagement, making learning more enjoyable and effective. Chem-Okey is an effective supplementary learning tool, helping students enhance their understanding of acid-base concepts while enjoying the game. The findings highlight the value of well-designed educational tools in transforming learning experiences and promoting both academic and social competencies among students
The development of augmented reality framework to enhance students’ motivation
Full text linkPrevious studies have shown that augmented reality (AR) is an interactive teaching aids that can improve students’ learning motivation. Many studies have discussed AR technology but there are scarce studies on developing AR framework and guideline for teachers. Therefore, the objective of this research is to study the need to develop an AR framework to enhance motivation among students based on Gagne’s nine events of instruction and self-determination theory (SDT). This research employs the design and development research (DDR) method with a blend of quantitative and qualitative in which data was collected via a closed and open questionnaire. The respondents of this research are 35 teachers who are teaching technology course in Kedah, chosen through purposive sampling. The findings revealed the need to develop an AR framework by taking into consideration five main constructs, namely motivation, technology skills, instructional design, AR development tools and types of AR applications. Hence, AR developed using this framework has the potential to enhance student motivation and create effective AR learning experiences for students
Development of three-dimensional resiliency theory in solving mathematical problem
Full text linkThis study aims to develop a theory to understand how students cultivate and apply resilience in solving mathematical problems. Specifically, it integrates cognitive, emotional, and social dimensions of resilience to create a holistic framework. Using a deductive theory development approach, the study starts with an existing theory, formulates hypotheses, and tests them through data collection and analysis. Seven axioms were formulated leading to three propositions: i) students with higher levels of mathematics resilience will demonstrate greater persistence and effort when faced with challenging mathematical problems; ii) psychological, cognitive and social factors are influential to a student’s resilience in solving mathematical problems; and iii) developing a growth attitude, fostering a supportive learning environment, and providing appropriate teacher scaffolding can help all to build mathematical resilience and problem-solving success. From these propositions, the three-dimensional resilience theory in mathematical problem solving is formulated. This theory recognizes the interplay of psychological, social, and cognitive factors. Future research could focus on testing it in various educational settings, such as different grade levels, cultural contexts, or educational systems, to assess its generalizability and robustness
Perceptions of Dayak culture and education practitioners on project-based learning in primary education
Full text linkThe implementation of the independent curriculum (IC) in Indonesia requires realizing the Pancasila student profile (PSP) at all education levels, including elementary schools (ES). Project-based learning (PjBL) is a suitable model for achieving PSP but needs reinforcement, particularly in fostering attitude and character values. Integrating the noble values of Dayak culture into PjBL is identified as a relevant approach to strengthen PSP. This study explores the perceptions of Dayak culture actors and primary education stakeholders on implementing PjBL in ES to enhance PSP. Data were collected through semi-structured interviews with 12 key informants and analyzed thematically using NVivo software. Findings are categorized into three aspects: planning, implementation, and evaluation of PjBL. Planning focuses on defining learning outcomes, developing tools, and ensuring student readiness. Implementation involves a 5-step PjBL process integrated with Dayak cultural values, emphasizing honesty, religion, collaboration, kinship, creativity, and independence. Challenges include limited cultural and PjBL literacy, insufficient stakeholder collaboration, and inadequate monitoring during PjBL activities. These issues need addressing to optimize PjBL effectiveness in strengthening PSP
Pre-service teachers’ readiness in implementing adapted physical education in a mainstream classroom
Full text linkThis study investigates pre-service teachers’ readiness to implement adapted physical education (APE) in mainstream classrooms, focusing on essential competencies such as knowledge, adaptability, empathy, communication, safety awareness, assessment, and resilience. Utilizing a quantitative research design, specifically a correlational approach, the study engaged 112 respondents selected through simple random sampling from a leading state university in Southern Philippines. Data were collected using a researcher-made survey questionnaire that underwent pilot testing and reliability assessment. The analysis employed mean and Spearman’s rho correlation coefficient to explore the relationships among the different dimensions of readiness. The findings reveal that pre-service teachers are moderately ready to implement APE, with significant interrelationships identified among all competency areas. These results indicate a need for comprehensive teacher training programs that emphasize the interconnected nature of these competencies, suggesting that improvement in one area could enhance readiness across others. The study concludes that a holistic approach in teacher preparation is essential for developing competent educators capable of promoting equitable participation in physical education (PE) for all students, ultimately enhancing the quality of APE in mainstream settings
Music performance self-efficacy scale development study
Full text linkIn this study, it was aimed to develop a measurement tool to measure middle school students’ music performance self-efficacy. There were 2 separate research groups in the study, 447 observation sets in the first research group and 351 observation sets in the second research group. Exploratory factor analysis (EFA) was conducted with the first research group and confirmatory factor analysis (CFA) with the second research group. In the study, a factor structure consisting of 5 factors, explaining 59.9% of the total variance and 27 items with factor loadings ranging from 0.365 to 0.770 was obtained. As a result of CFA, it was determined that the standardized values ranged between 0.59 and 0.84 and the fit indices were within the model fit criteria. The cronbach alpha value obtained for the entire factor structure was 0.922. When the sub-factors were analysed, it was found that the Cronbach alpha value of the first factor was 0.904, the second factor was 0.815, the third factor was 0.763, the fourth factor was 0.815, and the fifth factor was 0.760. As a result of all findings, it was revealed that the developed scale is a valid and reliable measurement tool
Capturing research landscape and foci of mathematical creativity research (1994-2024)
Full text linkMathematical creativity is one of the most fascinating research topics in mathematics education. Following preferred reporting items for systematic reviews and meta-analysis (PRISMA) data retrieval protocol, a total of 235 related publications published from 1994 to 2004 were retrieved from Scopus database. By using Microsoft Excel and VOSviewer, bibliometric analysis was performed to comprehensively capture the research trends in the field of mathematical creativity. The results revealed that the publication and citation trends have been rising over time. The publications were dispersed throughout the five continents. The United States is the most prolific and influential nation, with the greatest number of publications, g-index and h-index. Eight research foci have been identified, namely: i) student mathematical creativity and their achievement; ii) assessment of students’ mathematical creativity in geometry problem solving; iii) eliciting mathematical creativity; iv) mathematical creativity process; v) assessing of convergent and divergent thinking of gifted students; vi) pre-service teacher mathematical creativity in problem posing and with the aid of technology; vii) mathematical creativity tasks; and viii) mathematical creativity in early childhood. Overall, the findings of this bibliometric analysis are expected to guide researchers in understanding the research pattern over time. This study also provides direction for future research on mathematical creativity
Futenvol: an innovative game for physical education students
Full text linkTeaching sports without sufficient equipment and facilities is a perennial challenge for physical educators in the Philippines. This study aimed to develop sports innovation targeting dual purpose of addressing facility scarcity while developing specific skill. This involved students (n=327) students enrolled in bachelor of physical education (BPEd) program and service physical education courses. Through a research and development design, the developmental process followed the analyze, design, develop, implement, and evaluate (ADDIE) model with the prime consideration of developing functional body coordination at the lower extremities such as ball control, kicking power, and kicking accuracy. These are vital for futsal and football with smaller play area requirement. The name Futenvol comes from the skills to be developed from futsal and football, while using the volleyball rotations and the rally of tennis, thus the coined name Futenvol. Repeated trial plays covering three iterative versions on court layout, game mechanics, and actual play resulted to the optimal version and showed that the innovation is highly acceptable. Above all, it is proven to develop flexibility and explosiveness in lower extremities that are basic skill-related components of fitness. The innovated game can be used as practice game while the exact court layout is not yet available thus greatly leveraging skills acquisition despite facility scarcity
Awareness of generative artificial intelligence in chemistry education among trainee teachers
Full text linkRecent developments in generative artificial intelligence (GenAI) are progressing swiftly, significantly impacting education. Therefore, this survey study aims to identify the level of awareness of GenAI in chemistry education among trainee teachers from the aspects of general knowledge and use in chemistry education through survey. The sample selection was carried out through random sampling involving 100 chemistry trainee teachers in Universiti Pendidikan Sultan Idris. The questionnaire contained three parts, the demographics of the sample, the level of awareness of GenAI in among trainee teachers in the aspect of general knowledge and the level of awareness of GenAI among trainee teachers in the aspect of chemistry education. This research instrument obtained expert validity of 91.9% through percent of agreement and a reliability value of 0.92. The study reveals that trainee teachers exhibit a moderate level of awareness regarding GenAI in chemistry education, encompassing both general knowledge and its application in this domain. The implications underscore the importance of understanding how trainee teachers perceive and utilize GenAI, enabling academic institutions to devise more effective teaching methodologies incorporating GenAI tools