Journal of Education and Learning (EduLearn)
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The deficient factual basis of the main explanatory models of dropout in higher education
Get PDFIn the last 40 years in much of the western world dropout rates in higher education have remained almost unchanged. Although student retention seems to be the most studied and discussed aspect, nearly every empirical study on the causes of dropout in higher education and even more the impact of retention actions carried out by universities, in most cases have achieved modest results. This paper argues that this fact finds its explanation, to a certain extent, in the nature of the methodological approaches and factual supports of the empirical studies that most of those actions were based on. In this regard, there are strong arguments and empirical evidence that reveal the deficient nature of the factual basis of the most accepted models, theorizations and measurements on dropout in higher education. Among them are those that underlie the models proposed in 2012 by Vincent Tinto and Adam Seidman, the two main current references on the subject. The most significant questions point to the low reliability of the inferences produced from the application of surveys, especially the national survey of student engagement, very recurrently applied throughout the western world in empirical studies on dropout in higher education
Social studies learning modules to improve concept understanding and attitude of the environmental care
Get PDFThis study aimed to produce a suitable module to improve the understanding of environmental care concepts and attitudes of fourth-grade elementary school students and determine the module’s effectiveness. The data collection instruments consisted of a teacher interview guide, a student preliminary study questionnaire, a media expert validation questionnaire, material and instrument experts, a teacher response questionnaire, a student response questionnaire, and environmental care attitude assessment questionnaire, and a concept understanding ability test. The feasibility assessment uses assessments from media experts, learning material experts, and learning instruments. The practicality assessment of the module consists of a teacher response questionnaire and a student response questionnaire. The data analysis of the module’s effectiveness on the ability to understand the concept and attitude of caring for the environment was analyzed using the t-test and MANOVA test with a significance level of 0.05. The results of the study showed that: i) The module met the eligibility criteria based on the results of assessments from media experts, learning materials experts, and learning instruments that get an assessment in the “very feasible” category to use; ii) The module met the practicality criteria based on the results of the teacher response questionnaire assessment and the student response assessment questionnaire who received an assessment in the “very feasible” category; iii) The module was effective in increasing students’ understanding of concepts and environmental care attitudes. The effectiveness is shown from the t-test and MANOVA test results with a significance level of 0.001
Problem-based learning for improving problem-solving and critical thinking skills: A case on probability theory course
Get PDFProblem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course
Citizen engagement and collaboration: The key to promoting learning city
Get PDFThe urban development of learning is a key goal of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). However, the drive to achieve urban learning requires several key points. Citizenship and cooperation are associated with developing the city of learning. This research studies the relationship between citizenship and cooperation in driving the learning city. The study uses the methodology of the structure-equation model (SEM) to study citizenship relationships. Cooperation and learning cities are based on civic data analysis of 500 samples. The result showed that the two observed variables were public participation and The four observed variables are: policy collaboration's positive effect on cooperation; citizen-subjectivity, citizen-intersubjectivity, citizen-sub politics, and citizen-globality's positive effect on citizenship; Furthermore, the six observed variables are: inclusive learning in the education system; revitalized learning in families and communities; effective learning for and in the workplace; expanded use of modern learning technologies; improved learning quality; and a vibrant culture of lifelong learning. In part of the regression between latent variables, we found that cooperation has a positive effect on learning cities (b=0.882), and citizenship has a positive effect on learning cities (b=0.056) and cooperation (b=0.217)
The DeLone and McLean model for measuring success in online learning systems: Indonesian evidence
Get PDFThe development of information and communication technology (ICT) during the era of the fourth industrial revolution, the impact of the COVID-19 pandemic in 2020, and the government’s call for large-scale social restrictions have led to the emergence of online learning systems (OLS) in higher education. This study develops a measurement model for the success of OLS based on the DeLone McLean model. Surveys were conducted on a sample of 175 students from domestic and international universities. Data processing used the partial least squares structural equation modeling or PLS-SEM method, and root cause analysis. The results show that platform quality has a positive influence on OLS success, whether mediated by user satisfaction or OLS usage. Social influence has a positive effect on OLS success, mediated by OLS usage. User computer anxiety has a negative effect on OLS success, mediated by user satisfaction. Recommendations to improve OLS success include adjusting internet package rates to make them more affordable, improving signal strength to various locations for better coverage, limiting the number of users in one learning session for more effective OLS, and the need for organizational support in using the right applications
Using a tablet-mediated intervention for teaching pre-addition skills to children with autism
Get PDFNowadays, tablets and their applications are part of the children’s daily lives. These digital educational activities can become a potent educational tool for efficient and effective in neurotypical as well as children with autism spectrum disorder (ASD). Tablets and their applications allow children to take advantage of new learning platforms and effectively learning through activities in learning domains, such as mathematics. In the present study representational-abstract sequencing instruction in the form of explicit instruction used with the help of mobile technologies. The aim of this study is to match the semi-concrete visual drawings with the correct abstract mathematical pre-addition expressions. Findings suggest using a tablet mediated intervention is effective teaching to match the semi-concrete visual drawing with the correct abstract mathematical expression. Implications for practice and future research are discussed
Examination of metaphorical attitudes towards physical education teacher and lesson
Get PDFThe attitudes of secondary school students towards physical education and sports lessons and their teachers were tried to be determined through metaphors in this study. In the study, in which the mixed research method was used, the convergent parallel design was adopted. In the research, “physical education teacher evaluation scale based on student opinions”, “physical education attitude scale for secondary education students” and the metaphor sentence created by the researchers were used as data collection tools. The study group consisted of 185 secondary school students. The obtained quantitative data were analyzed in the Jamovi 2.0.0 statistical software program. Independent sample t-test and Pearson correlation test were used in pairwise comparisons. When the data obtained were examined, significant differences were determined according to the physical education teacher (PEL) attitude, gender, sports background, PEL, and teacher love. In the mean scores of physical education teacher evaluation, there were differences according to gender, PEL, and teacher love. The findings of the qualitative data were analyzed with the content analysis method, and categories and themes were created. The metaphors for physical education and sports lessons were grouped under two categories, while the metaphors for the physical education and sports teacher were grouped under three categories
Engaging Indonesian students in “read, reread, list, compose” strategy to enhance paraphrasing skill
Get PDFOne crucial skill to master by university students related to academic writing activity is paraphrasing skill. However, in Indonesian context, the university students still find paraphrasing challenging. Therefore, this study is intended to explore the use of read, reread, list, compose (RRLC) strategy to enhace the students’ paraphrasing skill in a college context. This study utilizes a qualitative case study design where the data were obtained through observation. The study revealed that RRLC stages can be implemented in learning activity. It engaged the students in activating their prior knowledge, doing an independent reading, discussing, and sharing their understanding about the text before paraphrasing. It assisted them to have better comprehension of the text to be paraphrased. In addition, during the implementation of composing stage in guided practice, the students’ paraphrased works indicated that the students were able to create sentences in different structures—active or passive constructions, use the synonyms, and retain the original meaning. These three skills helped them reduce the similiarity of their paraphrased works from the original version. This study recommends that RRLC strategy be implemented in teaching paraphrasing at college or lower level with some adjustments to meet the students’ basic English skill
Misapprehension of mathematics among teachers, parents, and elementary school students
Get PDFEarly mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills
Culture in early childhood education: Insights into Saudi preschool teaching
Get PDFCulture is constructed by society and in turn constructs the identity of a people. The patterns of behaviors, practices, and values shared by a group of people represent and reflect their ethnic, religious, and gender orientations. Knowledge about people’s cultural backgrounds contributes to our understanding of the role of education in shaping past, present, and future generations. Therefore, this study explores preschool teachers’ cultural views regarding the teaching of young children in a Saudi early childhood education setting. A phenomenological qualitative research approach is used in this study. Data are collected through semistructured focus group interviews with 10 preschool teachers who teach young children in public preschools located in the western region of Saudi Arabia. The thematic analysis of the qualitative data reveals two main themes in the teachers’ narratives: i) Religion-based instruction; and ii) Gender-related issues. The participants in this study reported engaging in a set of practices that showed how their cultural identities, including their nationality, gender, religious beliefs, and history, influenced their roles as educators. Within the rich cultural context of Saudi culture, the teachers reported being strongly committed to their social and spiritual values when teaching young children