Journal Of Education Teaching and Learning最新文献_第9页

The Effects of Integrated Brain-Based Learning and Skills Training in Linear and Quadratic Functions Among Grade 11 Students 11年级学生线性函数和二次函数综合脑基学习与技能训练的效果

Journal Of Education Teaching and Learning Pub Date : 2023-04-27 DOI: 10.5539/jel.v12n3p78

Apantee Poonputta, Jatuporn Mekwan

{"title":"The Effects of Integrated Brain-Based Learning and Skills Training in Linear and Quadratic Functions Among Grade 11 Students","authors":"Apantee Poonputta, Jatuporn Mekwan","doi":"10.5539/jel.v12n3p78","DOIUrl":"https://doi.org/10.5539/jel.v12n3p78","url":null,"abstract":"The purposes of the study were 1) to investigate the effectiveness of integrated brain-based learning and skills training on grade 11 students’ learning achievement in linear and quadratic functions 2) to compare the achievement of grade 11 students before and after using integrated brain-based learning and skills training, and 3) to study students’ satisfaction with the integrated brain-based learning and skills training. The participants were 40 grade 11 students in a Thai public school selected by the cluster sampling method. Research instruments were 1) a learning management plan 2) skills training 3) a learning Achievement Test, and 4) a Satisfaction Questionnaire. Statistics used in data analysis were percentage, average, standard deviation, and paired samples t-test. The results of the study indicate that 1) the effectiveness of the integrated brain-based learning and skills training on grade 11 students’ learning achievement in linear and quadratic functions, 2) the achievement on grade 11 students after learning with the learning management was significantly higher than before using the treatmen, and 3) students was satisfied with the learning processes during the implementation of the learning management plan. The result of the study contributes to the area of mathematics education as it presents an alternative instructional method that combines the benefits of teaching principles to teach a complicated concept in mathematics. Moreover, it illustrates how the two principles are integrated to form a learning management plan that could drive learners’ learning process.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"89 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72440317","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}

引用次数: 0

Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA 肯尼亚实施能力本位课程:来自韩国和美国的挑战与教训

Journal Of Education Teaching and Learning Pub Date : 2023-04-27 DOI: 10.5539/jel.v12n3p62

John M Muchira, Richard J. Morris, B. Wawire, Chorong Oh

{"title":"Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA","authors":"John M Muchira, Richard J. Morris, B. Wawire, Chorong Oh","doi":"10.5539/jel.v12n3p62","DOIUrl":"https://doi.org/10.5539/jel.v12n3p62","url":null,"abstract":"This research examines the nature, enactment, and assessment of Competency-Based Curriculum (CBC) models in the United States and South Korea to highlight lessons and strategies that Kenya can utilize to improve CBC implementation. A scoping review of various databases was conducted to search for peer-reviewed articles documenting empirical evidence on implementing and assessing CBC education models in the USA, South Korea, and Kenya. Two researchers from each country screened, extracted the data, and evaluated the records using a custom quality rating scale following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension checklist for scoping reviews. Evidence from the USA and South Korea indicated that the implementation of CBC resulted in improved problem-solving skills, lifelong learning skills, self-efficacy, and autonomy in learners. There is limited evidence from Kenya on the effect of CBC models on learners’ key competencies. Challenges in the three countries include lack of teacher training opportunities, low funding for implementation, inconsistent pedagogical approaches and assessment techniques. The Kenyan government and education stakeholders can address the CBC implementation challenges by using evidence from other studies and countries on teacher training and aligning goals at the school, local authority, regional authority, and national levels.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86745516","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}

引用次数: 2

Developing a Green School Training Manual for High School Students Pracharat Wittaya Serm School 为高中学生制定绿色学校培训手册

Journal Of Education Teaching and Learning Pub Date : 2023-04-27 DOI: 10.5539/jel.v12n3p106

Yupadon Punatung, J. Kurukodt

{"title":"Developing a Green School Training Manual for High School Students Pracharat Wittaya Serm School","authors":"Yupadon Punatung, J. Kurukodt","doi":"10.5539/jel.v12n3p106","DOIUrl":"https://doi.org/10.5539/jel.v12n3p106","url":null,"abstract":"This research aimed to develop a green school training manual for high school students in Pracharat Wittaya Serm School with an efficiency index at a rate of 80/80. The scores of knowledge, attitudes, and participation of the research participants gauged before and after the training were compared. The simple random sampling method was used to recruit a group of 54 student samples from Pracharat Wittayaserm School in the first semester of the academic year 2021. The research instruments consisted of The Green School Training Manual, The Knowledge Testing Form, The Attitude Testing Form, and The Participation Testing Form. The statistics used in the data analysis were frequency, Percentage, mean, standard deviation, and paired t-test. It was found that the efficiency of the training manual was 80.45/82.60, and the efficiency Index (E.I.) was 0.5840. These statistics indicate that the students had a 58.40 percent of knowledge progression. It was also observed that the average post-test scores of knowledge, skills, and environmental management participation were higher than the pre-tests scores with the significance at the level of 0.05.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"219 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79784642","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}

引用次数: 0

The Development of Emotional Quotient Evaluation for Thai University Students 泰国大学生情商测评的发展

Journal Of Education Teaching and Learning Pub Date : 2023-04-27 DOI: 10.5539/jel.v12n3p93

Nattapon Yotha, Arthitaya Khaopraay, Nateethorn Narkprom, Wasinee Rungruang

引用次数: 0

Development of Science Learning Activities Using Inquiry-Based Learning Management to Improve the Academic Achievement of Secondary School Students 运用研究性学习管理开展科学学习活动，提高中学生学业成绩

Journal Of Education Teaching and Learning Pub Date : 2023-04-27 DOI: 10.5539/jel.v12n3p86

Pawanrat Sonsun, Chulida Hemtasin, Tawan Thongsuk

{"title":"Development of Science Learning Activities Using Inquiry-Based Learning Management to Improve the Academic Achievement of Secondary School Students","authors":"Pawanrat Sonsun, Chulida Hemtasin, Tawan Thongsuk","doi":"10.5539/jel.v12n3p86","DOIUrl":"https://doi.org/10.5539/jel.v12n3p86","url":null,"abstract":"The objectives of this research were as follows: (1) to develop learning activities in science and technology subjects using inquiry-based learning for seventh-grade students (12-13 years old); (2) to develop academic achievement for the topic of elements and compounds using inquiry-based learning management activities to meet the 70% requirement; and (3) to assess the satisfaction of seventh-grade students who are taught with inquiry-based learning management. The target group of this study was 24 seventh-grade students on the science and technology course. The research tools included seven inquiry-based learning management plans, an achievement test, and a satisfaction assessment. The results show that synthesizing the approach to learning management using inquiry-based learning led to the formulation of learning activities. Students had better academic achievement, with a mean score of 81.45%, which was above the 70% requirement. Students were satisfied with inquiry-based learning activities, with an average of 4.75 and a standard deviation of 0.48, which is the highest level.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"71 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80816681","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}

引用次数: 0

The Effects of Rhythm and Dance Games on Aggression in Students with Mild Mental Disabilities 节奏与舞蹈游戏对轻度精神障碍学生攻击行为的影响

Journal Of Education Teaching and Learning Pub Date : 2023-04-27 DOI: 10.5539/jel.v12n3p101

A. K. Taşkin

{"title":"The Effects of Rhythm and Dance Games on Aggression in Students with Mild Mental Disabilities","authors":"A. K. Taşkin","doi":"10.5539/jel.v12n3p101","DOIUrl":"https://doi.org/10.5539/jel.v12n3p101","url":null,"abstract":"The aim of this study is to examine the effects of rhythm and dance on the aggression levels of students with mild mental disabilities. The sample group of the study consists of 40 students with mild mental disability, 20 of whom are in the experimental group and 20 in the control group, who continue their education in schools affiliated with the Kilis Provincial Directorate of National Education. Buss-Perry’s (1992) aggression scale was applied as pre-test and post-test to both groups, and rhythm and dance training was given to the experimental group for 2 hours, 2 days a week for 8 weeks. In the analysis of the data obtained, frequency and percentage analysis were performed by using the SPSS 22.0 program, and dependent and independent t-test was used in the analysis of the pre-test and post-test data. No significant results were obtained in the pre-test scores of the experimental and control groups (p > 0.05). In the evaluation made between the experimental group and the control group, a significant result was reached in the post-test scores in favor of the experimental group (p < 0.05). In conclusion, based on the data obtained, we can say that rhythm and dance games positively reduce the aggression levels of children with mild mental disabilities.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83863081","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}

引用次数: 0

Post-Secondary Student Evaluations of Teachers: The Debate of Usefulness Continues 大专学生对教师的评价:有用性的争论仍在继续

Journal Of Education Teaching and Learning Pub Date : 2023-04-24 DOI: 10.5539/jel.v12n3p54

Heather Dana, Scott Morrissette, Sheree Nelson

{"title":"Post-Secondary Student Evaluations of Teachers: The Debate of Usefulness Continues","authors":"Heather Dana, Scott Morrissette, Sheree Nelson","doi":"10.5539/jel.v12n3p54","DOIUrl":"https://doi.org/10.5539/jel.v12n3p54","url":null,"abstract":"Student evaluations of teachers (SETs) are collected by colleges and universities across the country. Having only been introduced in the early part of the twentieth century, these evaluations are a fairly new tool for higher education administrators to receive feedback and assess the effectiveness of curriculum and instructors. Although implemented as a tool to provide students a medium to share their perspectives, with the goal to improve academic processes, there are concerns regarding their effectiveness, reliability, purpose, and necessity. Further, the literature reflects that students are not well versed by college administrations or faculty members regarding the desired impacts and purpose of SETs, so they are often not completed in a manner that includes cognitive engagement, accurate recall, or the genuine desire to provide constructive feedback and assessment. Even with these limitations, college and university administrators have grown to rely upon SETs to provide constructive insights for instructors to help them improve their teaching effectiveness and summative feedback for committees to use when making promotion, tenure, and compensation decisions. The disconnect between SET objectives and the actual outcomes, however, is problematic. Students often don’t view SETs as impactful, so their level of cognitive engagement is lacking, which can result in skewed, or even false assessments. In fact, since most SETs are completed with the promise of anonymity, they have been used as a weapon by disgruntled students against instructors, regardless of whether the negative feedback is deserved. Finally, SETs have been directly correlated to grade inflation, which has numerous negative implications. The following literature review illustrates the myriad shortcomings of SETs, with the hope that further research will help to discover how they can be re-structured to foster academic excellence in a productive and reliable manner.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"129 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89103980","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}

引用次数: 0

The Complexity of Teacher Identity: Perceptions of Pre-Service Teachers 教师认同的复杂性:职前教师的认知

Journal Of Education Teaching and Learning Pub Date : 2023-04-24 DOI: 10.5539/jel.v12n3p40

Yune Tran, A. Dee

引用次数: 0

Blended Learning Effectiveness: Improving Japanese Medical Laboratory Science Students’ Identification of Parasite Eggs 混合式学习效果:提高日本医学检验学生对寄生虫卵的识别能力

Journal Of Education Teaching and Learning Pub Date : 2023-04-21 DOI: 10.5539/jel.v12n3p26

Koji Kobayashi, Y. Kosuge, K. Akazawa

{"title":"Blended Learning Effectiveness: Improving Japanese Medical Laboratory Science Students’ Identification of Parasite Eggs","authors":"Koji Kobayashi, Y. Kosuge, K. Akazawa","doi":"10.5539/jel.v12n3p26","DOIUrl":"https://doi.org/10.5539/jel.v12n3p26","url":null,"abstract":"Parasitic infections are declining in Japan, resulting in fewer hours of parasitology instruction in medical laboratory science and medical schools. However, there are growing concerns that the parasite identification skills of medical laboratory technologists and the diagnostic skills of physicians may be compromised as a result. Effective teaching methods are required to improve the identification of parasites in pre-graduate education. We therefore adopted a new teaching method: the blended learning method, in 2018. This method combined the e-learning and jigsaw methods, which had already been implemented separately in 2017. This study aimed to evaluate the pedagogical effectiveness of this blended learning approach compared to that of 2017 in teaching parasitology practice to students enrolled in the Department of Medical Laboratory Science. The results show that the median score for the practical test was 83.3 points for the blended learning lessons, which was not significantly different from the scores for jigsaw or e-learning lessons. However, blended learning had the lowest percentage of failures on the practical test, at 10.7%. Additionally, the microscopic image test results indicate a significant memory retention effect. From the questionnaire results, 94.7% of the students were satisfied with their practice. In conclusion, the blended learning did not significantly improve parasite identification skills, but it may reduce the number of failures, suggesting a knowledge retention effect and a high level of satisfaction with this practice.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80983920","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}

引用次数: 0

Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 2 《教育与学习杂志》第12卷第2期审稿人致谢

Journal Of Education Teaching and Learning Pub Date : 2023-03-30 DOI: 10.5539/jel.v12n2p170

G. Lin

引用次数: 0