Shanlax International Journal of Education最新文献

{"title":"Integrating the Sustainable Development Goals (SDGs) in the Curriculum and Strengthening Teacher Training Programs to Align with NEP 2020","authors":"L. Radha, J. Arumugam","doi":"10.34293/education.v11i4.6302","DOIUrl":"https://doi.org/10.34293/education.v11i4.6302","url":null,"abstract":"This article discusses the benefits of aligning the National Education Policy (NEP) 2020 with the Sustainable Development Goals (SDGs) to promote quality education and sustainable development in India’s higher education institutions. The NEP 2020 and the SDGs share common objectives related to promoting access to quality education, improving learning outcomes, and fostering innovation and research. By integrating the SDGs into their curricula and operations, higher education institutions in India can help their students develop the knowledge, skills, and attitudes required to contribute to sustainable development in India and globally. The article also provides examples of higher education institutions in India that have adopted the SDGs and incorporated them into their curricula and operations. The alignment of NEP 2020 with the SDGs is expected to further encourage the integration of the SDGs into higher education in India.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School","authors":"Züleyha Ertan Kantos","doi":"10.34293/education.v11i4.6640","DOIUrl":"https://doi.org/10.34293/education.v11i4.6640","url":null,"abstract":"This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students’ schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating English Teachers’ Perceptions of English language Education through the Q Method","authors":"Fırat Ünsal, Süleyman Kasap","doi":"10.34293/education.v11i4.6297","DOIUrl":"https://doi.org/10.34293/education.v11i4.6297","url":null,"abstract":"Educators, politicians, and scholars have been interested in English language education for many years. Despite the rising significance of English as a global language, there still needs to be agreement on the most effective techniques for teaching English language skills. Understanding the opinions and attitudes of English instructors towards language instruction might assist in shaping educational practises and initiatives. This research sought to evaluate English instructors' perspectives on English language education using the Q approach. Q methodology is a research strategy that enables people to rank and prioritise their ideas on an issue, allowing for a more nuanced understanding of people’s viewpoints. The research included 40 English language instructors from various areas of Turkey who were asked to rate 20 English language education statements based on their degree of agreement. A survey of the literature and conversations with instructors and students were used to construct the assertions. The study’s findings indicated three unique points of view among English language instructors, which the researchers named \"Traditionalists,\" \"Idealists,\" and \"Realists.\" Traditionalists felt that language learning should be based on knowledge of linguistic norms and emphasised the significance of grammar and translation abilities. The Idealists felt that language study should strengthen students’ abilities to communicate and comprehend diverse cultures and that communication and critical thinking skills should be prioritised. Realists emphasised practical abilities and tactics that can be used in everyday life, and they felt that language instruction should be relevant to students personal and professional aspirations. The research finds that varied opinions and attitudes towards English language education among English instructors might impact their teaching practises and tactics. The research also emphasises the necessity of knowing teachers’ opinions on language instruction and the possible advantages of investigating instructors’ perceptions using the Q technique. This research has practical consequences for language education policy and teacher education programmes.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Analysis on the Cognitive Structure and Opinions of Pre-Service Science Teachers on the Concept of Micro Teaching","authors":"Tuba Demirci, Elif Akgün","doi":"10.34293/education.v11i4.6116","DOIUrl":"https://doi.org/10.34293/education.v11i4.6116","url":null,"abstract":"In this study, it is aimed to examine the cognitive structures of pre-service science teachers regarding the concept of “micro teaching”. The study was carried out with 25 teacher candidates studying in the 4th grade of science teaching at Alanya Alaaddin Keykubat University Faculty of Education in a 4-week period within the scope of the teacher practice course in the fall semester of the 2021-2022 academic year. In the study, since it was aimed to reveal the cognitive structures of pre-service science teachers regarding the concept of “micro teaching”, screening method was used. In the collection of the study data, “independent word association test, drawing-writing and concept map” were used. Content analysis was performed in the analysis of the data obtained from the study. When the findings obtained as a result of the study were examined, the categories obtained from three different measurement tools had features that support and explain each other. “Part of micro teaching, teaching practice, self-assessment and tools used in micro teaching” obtained from all three measurement tools emerged as common and dominant categories. The most commonly used answer words by pre-service teachers for the category of “part of micro teaching” were determined as “pre-service teacher, planning, presentation, group work, lesson, student, teaching, information, education, registration, teaching, self-evaluation, class, re-teach and re-plan”. The most commonly used answer words for the category of “teaching practice” by pre-service teachers were determined as “skill, development, experience, technique, experimentation, performance, ability, observation, reducing anxiety and practice”. The most commonly used answer words by pre-service teachers for the category of “self-evaluation” were determined as “evaluation, review, feedback, monitoring and feedback”. The most common answer words used by teacher candidates for the category of “tools used in micro teaching” were determined as “video, camera and tape”. When the drawings made by the pre-service teachers for approximately micro teaching are examined according to the levels, the drawings of 50% of them are partial drawings and conceptual representative drawings. They explained the concept of micro teaching in ways related to scientific facts. This situation can be evaluated as the cognitive structures of pre-service science teachers related to the concept of micro teaching are sufficient.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Educational CRM Chatbot for Learning Management System","authors":"S. Snekha, N. Ayyanathan","doi":"10.34293/education.v11i4.6360","DOIUrl":"https://doi.org/10.34293/education.v11i4.6360","url":null,"abstract":"An educational customer relationship management (CRM) Chatbot is a learner support service automation tool that enhances the human computer interaction and user experience in higher education institutions through effective online conversation and information exchange. The machine with embedded knowledge is trained to identify the sentences and taking a right decision itself in response to answer a question. An E-learning platform is a web-based platform designed to streamline the administration, delivery of online educational courses and training programs. It serves as a centralized hub where educators, learners, and administrators can interact, collaborate, and access learning resources anytime, anywhere. The research objective is to design and build a E-Learning Management System with CRM chatbot for effective user interaction. A website is developed for managing course materials in the form of videos, flip-books and quiz using HTML, CSS, JavaScript, PHP, and MySQL. Students can access the course materials from anywhere and anytime. The queries may arise from user at any moment. In this case, the chat bot will primarily assist students and will respond to queries by guiding them through the functionalities and features of this application at any time. Chatbot will enhance customer service. This proposed CRM-chatbot uses natural language processing (NLP) and Feed forward Neural Network model to understand students questions and automate responses to them.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Getting to the (Power) Point: Unleashing the Impact of Assertion-Evidence Design in PowerPoint for Enhancing Students’ English Grammatical Competence and Retention","authors":"Raweewat Sripradith","doi":"10.34293/education.v11i4.6375","DOIUrl":"https://doi.org/10.34293/education.v11i4.6375","url":null,"abstract":"Regardless of the brain’s limited storage capacity, teachers must exercise caution and vigilance in the classroom to prevent overwhelming students with excessive information, as this can impede their learning ability. This study aims to compare the effectiveness of traditional PowerPoint slides and Assertion-Evidence designs in improving grammatical learning among Thai EFL students. Additionally, it seeks to determine the degree to which Assertion-Evidence design based on the cognitive load principle, helps students retain their knowledge of English grammar and explore the perception of students who were given English grammar lessons using Assertion-Evidence design presentations. In this study, 59 students were randomly divided into a control group and an experimental group exposed to PowerPoint presentations using the Assertion-Evidence design concept. English tenses pretest, immediate and delayed posttests, a focus group discussion were used as instruments. The results demonstrated that students who received instruction using PowerPoint presentations that followed the Assertion-Evidence design performed significantly better on the posttest for English grammar than those in the control group. Regarding retention, the results revealed that the mean score on the delayed posttest for the participants in English grammar was statistically higher than their immediate posttest score, with a p-value of 0.043 from the dependent sample t- test (p < 0.05). In terms of students’ perceptions, it was discovered that the initial design of Assertion-Evidence format influenced their positive and negative attitude in learning grammar concepts using the Assertion-Evidence format presentation.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sense of Humour and its Style Among Prospective Teachers","authors":"G. Ponselvakumar, C. Kaleeswaran","doi":"10.34293/education.v11i4.6607","DOIUrl":"https://doi.org/10.34293/education.v11i4.6607","url":null,"abstract":"Sense of humour can be a valuable asset for teachers in various ways. For starters, it can aid in creating a positive and enjoyable environment for learning, which can promote student engagement and motivation. Teachers who use humour in the classroom can help to break down barriers and foster a sense of community among students and teachers. This, in turn, can lead to improved relationships and a more positive classroom climate. Therefore sense of humour is an essential trait for a teacher to manage the classroom successfully. Further the humour style followed by the teacher will also impact the environment of classroom, positive style of humour will lead to positive effects while negative humour style will lead to negative effects. This study has attempted to assess the level of sense of humour and the style of humour among the prospective teachers with special reference to selected independent variables. The present study uses simple random sampling technique to select 70 prospective teachers belonging to two year B.Ed programme and Four-year integrated programme as samples. The study shows that prospective teachers have above average level of Sense of Humour and majority of them were following affiliative style of humour.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners","authors":"Andrew G D Holmes","doi":"10.34293/education.v11i4.6185","DOIUrl":"https://doi.org/10.34293/education.v11i4.6185","url":null,"abstract":"This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulated learning, critical thinking, and goal-setting among students, empowering them to take greater responsibility for their learning, and that higher education institutions should make greater use of coaching and mentoring practises, particularly for non-traditional learners[what in the UK are identified as ‘widening participation’ students]. The aim is to stimulate reflection and discussion among higher education practitioners.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Thai Language Literacy: Proposed of Using Speech Recognition Technology Techniques to Detect Read Aloud in Thai Tonal Conjugation for Primary Education Students","authors":"Wudhijaya Philuek, Duangjai Puttasem","doi":"10.34293/education.v11i4.5935","DOIUrl":"https://doi.org/10.34293/education.v11i4.5935","url":null,"abstract":"This academic article has objectives were 1) to study the techniques in data analyzing of speech recognition systems techniques to detect reading aloud skills in Thai tonal conjugation for Primary Education Students, and 2) to study the effect of speech recognition systems techniques to detect reading aloud skills in Thai tonal conjugation for Primary Education Students. Sample group in this research were 30 Primary Education Students in Grades 4 – 6 of Wat Na Klang School in Nakhon Sawan Province, Thailand. Research tools was speech recognition systems techniques to detect reading aloud skills in Thai tonal conjugation.Results showed that,1) the three techniques involved in sound analysis consisted of Spectrogram Sound Wave Change Techniques, Wavelet Transform Audio Format Conversion Techniques, and two sets of data similarity comparison techniques named Dynamic Time Warping (DTW). The researchers used three techniques in analysis and comparison for making the more similar to the sound signal than using a single technique to analyze. 2) the effect of using speech recognition system to detect reading aloud skills in Thai tonal conjugation showed results of pronunciation practice and compared the similarity of audio signals that after using the technique in 5 analytical times, the largest average result was 93.52 Percent, the least average result was 87.75 Percent, and the total average result was 90.66 Percent.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Grammar Learning through Data-Driven Learning (DDL) with Undergraduate Students","authors":"Thayakorn Klomkaew, Punyapa Boontam","doi":"10.34293/education.v11i4.6385","DOIUrl":"https://doi.org/10.34293/education.v11i4.6385","url":null,"abstract":"This study investigates the extent to which paper-based data-driven learning (DDL) activities can improve Thai EFL students’ grammar learning of conditional sentences (the second condition), as well as the participants’ attitudes toward learning through the DDL approach. This was a two-week research using a one-group pre-test and post-test design. The convenience-sampled participants were 15 Thai EFL undergraduate students majoring in English at the Faculty of Humanities and Social Sciences. This study included three research instruments: a pre/post-test, an attitudes questionnaire, and interviews. The instructional approach, which consisted of the paper-based DDL material, was devised using The Corpus of Contemporary American English (COCA) consisting of 40 concordances. Using non-parametric statistics Wilcoxon Signed Rank Test, there is a statistically significant difference in mean scores in the findings (p<.001), indicating that their grammatical knowledge was developed after participating in DDL activities. Furthermore, the participants had positive attitudes towards DDL learning since they considered DDL as a fruitful and beneficial tool in helping them acquire grammatical knowledge and language patterns by themselves. Therefore, the outcomes of the research have a noteworthy impact on the field of teaching English, showcasing the potential of utilizing corpus data to analyze genuine language patterns and enhance learners’ understanding of language structure.","PeriodicalId":214450,"journal":{"name":"Shanlax International Journal of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}