International Journal of Education最新文献

{"title":"Formative E-Assessment Design in Online Learning Environments","authors":"Li-Ling Chen, Chin-Mu Chen","doi":"10.5296/ije.v15i1.20580","DOIUrl":"https://doi.org/10.5296/ije.v15i1.20580","url":null,"abstract":"With the demand and significant prevalence of online learning, investigating the impacts of formative assessment designs on promoting student learning has never been more imperative than ever. The research compared the learning performance and engagement levels for a group of teachers who participated in two training workshops with the integration of two different formative e-assessment designs for their online professional development. Participants' learning of the introduced contents were assessed during the instructional process and their attitudes toward different formative e-assessment design strategies were also investigated. Research results indicated that different formative e-assessment designs made differences not only in students’ learning, engagement levels, and attitudes, but also in instructors’ behaviors in designing formative e-assessment for online synchronous instruction.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87155992","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":"The Role of Dialogue in the Teaching of Reading in South Africa","authors":"Kellie Steinke","doi":"10.5296/ije.v15i1.20784","DOIUrl":"https://doi.org/10.5296/ije.v15i1.20784","url":null,"abstract":"The importance of classroom dialogue in promoting effective literacy skills is well documented. Despite comments in a recent paper that there is scant research on classroom observations around print in South Africa post-1994, there have in fact been several studies that have observed classroom practice around reading. The sum of these studies seems to indicate that teaching styles have changed very little over the past 30 years, and that meaningful classroom interaction between teacher and learner remains largely absent. This paper will focus on how the pedagogical content knowledge (PCK), of teachers affected their classroom interaction with Grade three and four learners in two semi-urban schools in the Midlands area of KwaZulu-Natal, South Africa. It forms part of a larger, 2019, mixed methods, multiple case study that involved eight teachers and their learners, and examined the effects of PCK on the teaching of reading in these Grades. Findings were that, despite some teachers using additional training, ultimately none were managing to move their learners from decoding to reading effectively, and that lack of meaningful interaction played a central role in this.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87463603","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":"Broad-based Learning Method (BBLM): A Framework for Adopting Holistic Approach to Teaching and Practice-Based Learning in the Higher Education","authors":"Brian-Vincent O Ikejiaku, Tuiya Tembo","doi":"10.5296/ije.v15i1.20463","DOIUrl":"https://doi.org/10.5296/ije.v15i1.20463","url":null,"abstract":"One of the challenges that has engaged in the academic world over the last two decades, and more so in recent times, is how to develop a practical and comprehensive learning system, educational curriculum and teaching practice that will help provide the student(s) with relevant knowledge and all-round skills, to become ‘real employable graduate(s)’ after their studies in the increasingly competitive and globalised work environment. The paper proffers that the broad-based learning method – a framework for adopting holistic approach to teaching along with practice-based learning is the antidote or panacea for these worries and challenges. The paper employed brief illustrations in various disciplines but emphasised on legal and professional legal clinic.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"138 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86696041","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":"Using an Online Bidding Game to Teach Costing in Management Accounting","authors":"P. Seow, S. Wong","doi":"10.5296/ije.v14i4.20406","DOIUrl":"https://doi.org/10.5296/ije.v14i4.20406","url":null,"abstract":"This paper describes an online multi-player game (Bidding Game), which was developed to reinforce the understanding of cost behavior and cost concepts taught in an introductory management accounting undergraduate course. The Bidding Game was motivated by the aim to facilitate active learning as students apply the theories that they have learnt in a fun and interactive manner. A survey was independently administered by the Centre for Teaching Excellence from the authors’ university. A total of 196 students voluntarily participated in the survey. The survey results suggest that the game significantly improves students’ perceived knowledge of the costing topic. Students also agreed that the game enhanced their learning and that they had a positive experience playing the game.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78154369","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":"Students Crafting Their Way through a Pandemic: A Qualitative Study of International Students","authors":"Diane Lawong, G. Munchus","doi":"10.5296/ije.v14i4.20454","DOIUrl":"https://doi.org/10.5296/ije.v14i4.20454","url":null,"abstract":"This study captured the experience of 41 international students pursuing their studies in Berlin, Germany, during the pandemic. The students were interviewed in May 2021 and again in January 2022, and asked to recount their experience starting from the initial lockdown in March of 2020, due to the COVID-19 pandemic, up until the time of their interviews. A four-step thematic content analysis approach was used to analyze the data retrieved from transcribed interviews. The findings revealed that students crafted their way through the pandemic by engaging in several changes to adjust and adapt to the challenges and uncertainties associated with the pandemic. The result showed changes in two main categories (task and relational) which were further delineated into themes (physical and cognitive changes).","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82101056","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":"The Impact of Flipped Classroom Instructional Model in Teaching English as a Second Language (ESL) Among Lower Secondary Pupils","authors":"Yau Sook Ying, Ahmad Fauzi Mohd Ayub","doi":"10.5296/ije.v14i4.20559","DOIUrl":"https://doi.org/10.5296/ije.v14i4.20559","url":null,"abstract":"English is a global language that most people use all around the world. English is the second language vastly used as a communication tool in daily life in Malaysia. It is also a compulsory subject to learn at schools from primary school to secondary school. However, many second language learners may have higher possibilities of facing various challenges in learning English as a Second Language (ESL) in Malaysia. Hence, the purpose of this study was to compare the flipped classroom and traditional classroom teaching approaches in secondary school pupils’ overall English language performance in these particulars: Grammar, Reading, and Writing, as well as to evaluate the perceptions of flipped learning experience among lower secondary pupils in learning ESL. The study was conducted quantitatively with a quasi-experimental method set in pre and post-tests design and consisted of 50 pupils separated equally into control and experimental groups. Seven weeks of lessons were conducted for both control and experimental groups. One-way analysis of covariance (ANCOVA) was used to adjust the pre-test scores of experimental group and study whether there are any significant differences on the effectiveness by implementing flipped classroom approach in experimental group despite the covariate (pre-test score) exists.After the post-test was conducted in the experimental group, the pupils were given a set of questionnaires containing 14 items to respond to and gauge their perceptions of flipped classroom learning experience based on motivation, effectiveness, engagement, and satisfaction. Findings reveal that the pupils in the experimental group achieved higher scores than the control group on their post-test scores in learning Grammar, Reading, and Writing by implementing a flipped classroom teaching approach. Also, the questionnaire's evidence indicated that most of the pupils had favorable perceptions of flipped classroom learning experience in the experimental group. This study indicates that flipped classroom teaching approaches positively enhanced pupils’ academic performance and learning experience.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77839406","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":"Reading Self-Efficacy: Is There a Relationship between Progress and Psychological States","authors":"Jincheng Zeng, Noor Hanim Rahmat","doi":"10.5296/ije.v14i4.20290","DOIUrl":"https://doi.org/10.5296/ije.v14i4.20290","url":null,"abstract":"Reading involves a complex process of simultaneously extracting and constructing meaning through the reader’s interaction and involvement with written language. Readings is often a self-guided behavior, readers need self-efficacy as a key motivator for reading(McLean and Poulshock 2018). Self-efficacy in reading is conceived as readers’ belief in their abilities to accomplish desired outcomes (Ortlied & Schatz, 2020). Studies have shown that self-efficacy is significantly positively related to reading comprehension performance(Li and Wang 2010, Shehzad, Alghorbany et al. 2019). While correlational research on self-efficacy and reading comprehension has been plentiful, less abundant are studies exploring factors influencing readers’ self-efficacy. This study is done to explore factors that influence EFL reader self-efficacy. A total of 660 non-English major undergraduate students at a Chinese university participated the study. A 5 Likert scales questionnaire on reading self-efficacy was used as an instrument to collect data. The scale used are: 1- strongly disagree; 2-disagree; 3-undecided; 4-agree; 5-strongly agree. The questionnaire was adapted from the Reading Self-Efficacy Scale (RSES) by Kassem (2013). Two factors – progress (14 items) and psychological states (12 items) were the same as RSES. Findings revealed that there are correlations for progress and positive psychological states. Findings also showed that there are correlations for progress and negative psychological states. These findings bear implications in the teaching of reading among undergraduates so that readers’ self-efficacy can be improved to gain progress in their reading experience in universities.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"140 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76060953","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":"Quality Assessment of Badminton Skills Training (BST) Module: Aspects of Validity and Reliability among Secondary School Students","authors":"Nguang Ung Siong, Syed Kamaruzaman Bin Syed Ali","doi":"10.5296/ije.v14i3.20207","DOIUrl":"https://doi.org/10.5296/ije.v14i3.20207","url":null,"abstract":"The objective of this research is to study the validity and reliability of Badminton Skills Training (BST) Module for secondary school students. The content of BST Module includes high serve skill, low backhand serve and Badminton lob shots which are the basic skills need to be mastered by secondary school students. To determine the validity of the module through the method of calculating the percentage of consent, the constructed module was submitted to seven panels expert in the field of Physical Education and Sport Science for evaluation. Improvements have been implemented on this module based on reviews and feedbacks from expert panels. The result of the validity assessment of the entire module content was 0.919. A total of 31 secondary school students from a school in Kuching were involved in a pilot study to measure the reliability of the module after the validity assessment of the module. The reliability of the Cronbach’s alpha value of the BST Module was 0.956. The results of the study prove that this module has high content validity and reliability and it can be accepted. Thus, this module is suitable to achieve the objectives of the module that had been set. This module has a high potential to help improve the achievement of learning outcomes in Badminton skills among secondary school students. This module is recommended to test its effectiveness and to be used as references for secondary school teachers during then implementation of Badminton skills learning sessions in schools.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76865917","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":"Values Orientation Towards Intention to Sustain in Environmental Volunteering: Views from University Students","authors":"Norshariani Abd Rahman","doi":"10.5296/ije.v14i3.20106","DOIUrl":"https://doi.org/10.5296/ije.v14i3.20106","url":null,"abstract":"Determining the factors influencing environmental volunteering provide valuable input on how to retain and sustain environmental volunteerism among students. Previous research shows that volunteerism is attributed to many factors, such as motivation for personal development, social norms, well-being, and the environment. However, there is a lack of research on the value orientation of environmental volunteering, specifically environmental values and intentions linked to environmental volunteering behaviour. Comparing values orientation in environmental volunteering between genders can provide comprehensive guidelines for the intervention strategy to foster environmental volunteering participation among students. Therefore, this study examined university students' values orientation and intention to sustain their participation in environmental volunteering. There are four (4) subconstructs for values orientation, i.e., egoistic, biospheric, altruistic, and religious values. Random sampling was used, and a survey was conducted among 356 university students with experience in environmental volunteering. Descriptive analysis was employed to analyse the level of values orientation and intention to sustain their involvement in environmental volunteering. The t-test was conducted to determine the differences in levels of values orientation and intention to sustain environmental volunteering based on gender. The results indicate that values orientation and intention among the respondents are high, and there is a significant difference in biospheric values orientation based on gender. Thus, this research makes a valuable contribution in understanding issues affecting University students’ participation in environmental volunteering. This study highlights the role of tertiary level environmental education in promoting environmental volunteering among students, as a part of the environmental conservation effort and to maximize students’ individual growth.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90434152","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":"Flipped Classroom and Peer Learning: A New Approach to the Educational Process at University","authors":"G. Androulakis, D. A. Georgiou, M. Kaisari","doi":"10.5296/ije.v14i3.20090","DOIUrl":"https://doi.org/10.5296/ije.v14i3.20090","url":null,"abstract":"In this paper, a new flipped classroom model at the university emerged. The innovation of the model lies in the combination of two methods of the students' learning process: students work together in small groups before the class (cooperative learning) and also conduct presentations in groups within the class (group peer tutoring). Indeed, during the semester students alternate in the roles of the tutor and the tutee in the classroom process. The teaching experiment was carried out at the Department of Business Administration of the University of Patras in the context of the Calculus course of the 1st semester. Of the 344 participating students, 179 chose to follow the procedure of the flipped classroom while 165 the traditional lecture. It was revealed that the proposed model of the flipped classroom induces the students’ academic performance of the students. In addition, this level of academic performance is maintained even after the semester in mathematics and in courses in different cognitive subjects. The proposed flipped classroom model that emerged, can offer benefits to the educational process and the students in terms of both traditional and distance learning environments.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83540117","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}