Journal of Education and Learning (EduLearn)
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Effectiveness of outdoor mathematics in developing grade 7 students’ ability on measurement
Full text linkThis study investigated the effectiveness of outdoor mathematics instruction as an alternative to the conventional classroom-based approach, specifically focusing on grade 7 measurement concepts. Students’ perception on outdoor activities in mathematics was also measured. A two-group quasi-experimental design was utilized, involving two selected classes from a public high school in Tawi-Tawi, Philippines. One class engaged in outdoor mathematics activities, while the other used the conventional lecture approach. The study utilized a 40-item researcher-made test, a perception checklist, and outdoor mathematics activities, which were presented to a panel of experts for validation and underwent reliability testing. Statistical tools such as mean, standard deviation, and t-test were used to analyze the performance of the two groups. Results indicated that students exposed to outdoor mathematics activities showed significant improvement in understanding and applying basic measurement concepts compared to their peers in conventional settings. Similarly, the students reported positive perceptions of outdoor activities. This study highlighted the potential benefits of incorporating outdoor mathematics instruction into school curricula as an innovative teaching strategy to enhance students’ learning and engagement
Integrating computational thinking into English writing: development of a computational thinking-integrated module
Full text linkThis study addresses challenges in teaching English writing skills in English as a second language (ESL) classrooms, proposing a novel approach through computational thinking (CT). A CT-integrated writing module was developed for primary school ESL teachers using the analysis, design, development, implementation, and evaluation (ADDIE) model and qualitative research. Incorporating constructivist and experiential learning theories, the module uses visualization tools like circle maps and flow maps across 8 units, combined with an inquiry-based approach, scaffolding, and localized materials. The 5 CT elements-decomposition, pattern recognition, abstraction, algorithmic thinking and logical reasoning-are embedded to enhance learning. Focus group interviews with 4 ESL experts indicate strong acceptance, highlighting the module’s usability, content, and teaching activities. The study provides a framework for CT-based instructional modules to improve problem-solving and cooperative learning in English writing education
Creating educational vodcast incorporating PhET simulations to enhance vector teaching
Full text linkAccelerating science education in the Philippines remains a challenge for many educators. Consistent low performance scores of the Filipino learners based on the Programme for International Student Assessment (PISA) 2022 results call for a need to innovate learning materials and approaches in the field of science education. Hence, this research focuses on the creation of vodcasts enriched with PhET simulations to teach vector concepts in physics and evaluate its effects on the students’ understanding and perception. This is to provide supplementary learning resources to grade 12 science, technology, engineering, and mathematics (STEM) students who face challenges in understanding physics caused by insufficient instructional materials that concretize concepts through visuals. The study is grounded on analysis, design, development, implementation, and evaluation (ADDIE) model for developing vodcasts on vectors as supplementary educational materials. The evaluators rated the vodcasts “satisfactory” yielding a mean rating of 4.15. The implementation resulted in a normalized gain of g=0.68, signifying an average improvement in the understanding of the learners. The main conclusion drawn from this study emphasizes on the effective use of vodcasts to supplement the learning of vectors. In other words, the implementation of well–designed vodcasts can significantly enhance vector instruction and lay the foundation for further improvements in physics and science education
A study of the relationships among university students’ attitudinal variables and academic achievement in statistics
Full text linkThis study investigated the relationship among university students’ attitudinal variables and their achievement in statistics. The study also examined the relative contribution that each variable makes to their academic achievement. The study sample comprised 96 university students. Data were collected using a self-designed questionnaire. The reliability coefficients of the various subscales of the piloted questionnaire exceeded 0.70 and were found good to use. The analysis of the data showed a significant positive correlation among three of the students’ attitudinal subscales, namely interest towards statistics and academic achievement (r=0.315, p=0.001), motivation to study the subject and academic achievement (r=0.375, p=0.000) and usefulness of statistics and academic achievement (r=0.268, p=0.004). However, there was a positive low, but insignificant, correlation between anxiety and academic achievement (r=0.218, p=0.084). Further analysis, using multiple regression, showed that all the students’ attitudinal variables, except anxiety, made a significant relative contribution to their academic achievement in statistics. It was recommended that lecturers should help to develop students’ interest and motivation, educate them on the usefulness of statistics, and also, consciously try and reduce university students’ anxiety towards statistics
Academic management and meta-skills in Chinese higher education: a systematic review of graduate readiness
Full text linkThis study investigates the pivotal role of academic management in promoting meta-skills development within private higher education institutions (HEIs) in Sichuan, China. Meta-skills, encompassing adaptive expertise, relational dynamics, creative agility, and strategic synthesis, are essential for equipping graduates to navigate an evolving global workforce. Utilizing a systematic review methodology, the research evaluates the influence of curriculum design, teaching strategies, and evaluation practices on meta-skills cultivation. The findings underscore the critical function of academic management in harmonizing educational strategies with workforce demands. Innovations in curriculum and pedagogy, particularly those fostering creativity, adaptability, and collaboration, emerge as key drivers for developing these competencies. This study offers actionable insights for higher education institution (HEI) administrators and policymakers aiming to enhance students’ readiness for future challenges. By integrating global educational trends with the region’s cultural and economic context, the proposed framework ensures the development of adaptable, future-ready graduates
Examining the need for a metaverse-based blended learning module in college English: insights from Southwest China
Full text linkAlthough English is an important language for globalization and innovation, Chinese students lack the proficiency in the language, which might be attributed to the lack of engagement. Further, as immersive technologies can enhance learning, this study investigates the perceptions and readiness of integrating metaverse-based blended learning (MBBL) modules in college English curricula. A survey among 380 undergraduate students in southwestern China using a questionnaire was conducted to determine their learning preferences and technological readiness. Findings indicate that students needed more engaging and interactive activities, preferring collaborative and simulative learning environments. Despite limited familiarity with metaverse technologies, students demonstrated technological readiness. Hence, the results suggest that a MBBL to enhance English as a foreign language (EFL) education could be implemented. This study provides empirical evidence to inform the design of a metaverse-based technologies in EFL instruction for innovation in tertiary language pedagogy. Future studies could design such a module for implementation and evaluation
Google Classroom utilization and mathematics performance of teacher education students
Full text linkGoogle Classroom can enhance the teaching process and support students’ learning. Hence, this study determines the effectiveness of Google Classroom on the respondents’ mathematics performance. The study utilized 159 first-year teacher education students at Eastern Samar State University-Salcedo, selected by stratified random sampling, descriptive-comparative and correlational research design, and a questionnaire. For descriptive analysis, frequency, percentage, mean, and standard deviation were used, as t-test, ANOVA, and Pearson’s correlation coefficient for comparison and relationship between variables. The study revealed that respondents owned a smartphone, which they used to connect to the internet at home and spent 1-2 hours doing internet-related activities. Respondents perceived Google Classroom as a highly effective tool for mathematics, and they had a good to excellent level of mathematics performance. Furthermore, respondents do not significantly differ in their mathematics performance based on their technological profile except for ownership of technology devices. Lastly, the study found that Google Classroom can improve students’ mathematics performance. Based on the findings, it is recommended that Google Classroom be integrated into mathematics as a teaching and learning tool
Effectiveness of vocational-to-bachelor continuation of studies: an inclusion mechanism for academic success in higher education
Full text linkIn the context of promoting student inclusion in higher education, this study examines the effectiveness of transition programs from vocational to undergraduate education as access mechanisms that enable effective and successful inclusion. A cohort of 637 Chilean students from three academic disciplines, namely, agronomy, early childhood education, and physical education was analyzed, comparing academic performance, failure rates, and persistence between continuation program participants and students admitted through traditional or inclusive pathways. Statistical analyses, including persistence metrics and analysis of variance (ANOVA), indicate that students in the continuation program achieve equal or superior academic outcomes to their peers admitted through regular or other inclusionary pathways. These results provide evidence to support the relevance and feasibility of this type of higher education pathway access as an effective inclusive education strategy in terms of academic success and persistence. So, this paper contributes with specific evidence on the effectiveness of this inclusion mechanism, which could be relevant for designing efficient inclusion policy mechanisms. However, future studies that address career paths and professional development longitudinally must complement these initial results
Contextualizing mathematics through agriculture: examining the effects on students’ proficiency levels in probability
Full text linkThis study examined the effects of contextualized lessons using agricultural concepts on the level of proficiency of Grade 8 students in probability. The study employed a triangulation method by gathering data through the pretest and posttest results, students’ perceptions, and the teacher’s reflections. A total of 36 students whose families engaged in agricultural activities were purposefully chosen and were categorized into four proficiency levels: advanced proficient, proficient, approaching proficient, and developing proficient, based on their average grades in mathematics from the first and second quarters. The intervention employed contextualized lessons that integrated agricultural concepts to facilitate the teaching of probability to a group with varied proficiency levels. The findings revealed a significant improvement in students’ performance between the pretest and posttest across all proficiency levels. However, the developing proficient group encountered challenges, particularly with simplifying fractions, affecting their overall performance. This study concludes that while contextualizing mathematics using agriculture improves students’ engagement, performance, and understanding of probability, students with lower proficiency levels require additional support with mastering fractions skills. Therefore, this study suggested that teachers integrate practical, real-world contexts, like agricultural concepts, and acknowledge its varying effects on students depending on their proficiency levels
The role of simulation training for engineering troops to work in the field
Full text linkThe aim of the article is to empirically measure the possibilities of using virtual simulations to train engineering troops to work in the field. A set of test methods was used for diagnostics, as well as observation and formative experiment. Similar dynamics of the levels of activity and cognitive components of readiness for work in the field were revealed in the experimental group (EG) and control group (CG). In both groups, the significance indicators of the Wilcoxon test are at p=0.01 (T=211; T=198; T=201; T=209). Simulation training proved to be quite effective in stabilizing risk-taking and anxiety among engineering troops, which is confirmed by Wilcoxon tests at p=0.01 (T=178; T=169). No significant differences were found in the dynamics of the teamwork skills (T=196; T=181). Indicators of the ability to adhere to the norms of professional ethics did not change in both groups (T=299; T=309). Therefore, the positive psychological role of virtual simulators for the readiness to work in the field can be stated. The obtained results determine the foundation for optimizing the strategies and tactics of military training for work in the field, taking into account the capabilities of the modern information environment