International Journal of Education最新文献_第7页

An Investigation of Needs Analysis and the English Textbook Used for Accounting Major Students 会计专业学生需求分析与英语教材的调查研究

International Journal of Education Pub Date : 2022-02-04 DOI: 10.17509/ije.v14i2.43880

Indah Fatihaturrahmah Alhaq, Yanty Wirza

{"title":"An Investigation of Needs Analysis and the English Textbook Used for Accounting Major Students","authors":"Indah Fatihaturrahmah Alhaq, Yanty Wirza","doi":"10.17509/ije.v14i2.43880","DOIUrl":"https://doi.org/10.17509/ije.v14i2.43880","url":null,"abstract":"Indonesian government categorized vocational school study program into nine: technology and engineering, information and communication technology, health, agribusiness and agro technology, fisheries and marine, business and management, tourism, fine arts and crafts, and performing arts, each of which requires different teaching materials relevant to the learning outcomes and market demands. Logically, the students from various vocational study programs could not possibly have the same textbook since their needs in the work industry also differ from one another. This study aims to investigate whether the English textbook that 11th-grade students of accounting majors use is compatible with their needs. This study adopted a qualitative study approach, particularly a case study method utilizing needs analysis and document analysis as research instruments. This study found that accounting students need the speaking skill and also vocabulary skills the most for their future careers. It was found that the English textbook used by 11th-grade students of accounting majors could not meet the students’ needs because the materials in the textbook are considered too general. In other words, the textbook is not major-specific to cater for their work contexts. This result suggests that vocational schools are required to conduct a needs analysis before creating teaching materials, especially textbooks for vocational school students.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80965212","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

Writing Ability with Metaphorming Approach: A Systematic Review 运用隐喻方法的写作能力:系统回顾

International Journal of Education Pub Date : 2022-02-04 DOI: 10.17509/ije.v14i2.43885

Yati Suwartini, N. Lustyantie, Muchlas Suseno, Y. Supriyati

{"title":"Writing Ability with Metaphorming Approach: A Systematic Review","authors":"Yati Suwartini, N. Lustyantie, Muchlas Suseno, Y. Supriyati","doi":"10.17509/ije.v14i2.43885","DOIUrl":"https://doi.org/10.17509/ije.v14i2.43885","url":null,"abstract":"Metaphorming is a new way of brainstorming that covers all aspects and complexity of students’ creative thinking skills. This approach enhances fast-thinking ability and creativity, allowing them to connect something that is known with a new one for better problem-solving. The purpose of this study was to conduct a systematic review on how to improve students’ writing skills through a metaphorming approach. The methodology used was the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). Furthermore, the writing skills were examined using a metaphorming approach from 5 databases with several articles, including 143, 58, 4, 198, and 23 from Microsoft Academic, Scopus, JSTOR, crossref, and EBSCO, respectively. This study’s results analyzed 11 focus studies related to metaphorming effects. The study strategy was developed by formulating the problem, combining descriptors and keywords, and the year of publication. To choose the correct studies for review, three independent reviewers carried out abstract and full-text selection and research analysis. In this regard, 426 articles were obtained, though only 43 were selected for review. The results showed that mapping the metaphorming approach could improve writing skills. Therefore, this study provides valuable information about the metaphorming approach for better writing skills and can also be used to examine learning and teaching materials development. ","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89168953","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

Factors Influencing Teachers' Engagement 影响教师敬业度的因素

International Journal of Education Pub Date : 2022-01-14 DOI: 10.5296/ije.v14i1.18366

Salama Abdul Aziz Al Ruqaishi

{"title":"Factors Influencing Teachers' Engagement","authors":"Salama Abdul Aziz Al Ruqaishi","doi":"10.5296/ije.v14i1.18366","DOIUrl":"https://doi.org/10.5296/ije.v14i1.18366","url":null,"abstract":"This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teachers' engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement. ","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85478425","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: 1

Defining Pedagogical Differentiation in Higher Education 高等教育教学差异化的界定

International Journal of Education Pub Date : 2021-12-20 DOI: 10.5296/ije.v13i4.19209

E. Kanellopoulou, Maria Darra

{"title":"Defining Pedagogical Differentiation in Higher Education","authors":"E. Kanellopoulou, Maria Darra","doi":"10.5296/ije.v13i4.19209","DOIUrl":"https://doi.org/10.5296/ije.v13i4.19209","url":null,"abstract":"The purpose of this paper is, through content analysis of 19 publications in the Greek and international literature in scientific texts, books, journal articles, and conferences, to investigate the conceptual content of pedagogical differentiation in higher education, as it emerges from the descriptions and discussion of authors, researchers, and experts. From the analysis, twelve dimensions or characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence in four broad categories. These are a. modification of the supportive learning context, meeting the needs of learners, and continuous improvement of the learning for all the learners who joined the category entitled \"processes\", b. student-centered teaching and learning, flexible learning context / flexible grouping and the possibility of learning option / multiple options as dimensions of a more general category called \"context\", c. the success and active participation of the learner in his learning, the development of life skills as well as the development of procedural knowledge skills that were included in the category called \"learning outcomes\" and d. the modification of \"learning\" products, the alternative / modern forms of assessment and the continuous assessment that were dimensions of the category \"assessment\". The results of the research show that the dimension with the highest frequency is a modification of the supportive learning context and follows in order of frequency of occurrence, the modification of learning \"products\" and meeting the needs of learners. Finally, the dimensions with the lowest frequency of occurrence include the continuous assessment and the development of procedural knowledge skills.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76087597","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

Infrastructure and Teaching: University Students' Impressions on Completion of Their Internship in Greek Public Schools 基础设施与教学:大学生在希腊公立学校完成实习的印象

International Journal of Education Pub Date : 2021-12-20 DOI: 10.5296/ije.v13i4.19200

Konstantinos Gkaravelas, Athina A. Sevi, Varvara Lagou

引用次数: 0

Adopting a New Marking and Reporting System (MaRS) at Faculty Level: A Survey of Lecturers’ Level of Readiness and Acceptance 在教师层面采用新的评分和报告系统(MaRS):对讲师准备和接受程度的调查

International Journal of Education Pub Date : 2021-11-12 DOI: 10.5296/ije.v13i4.19047

Syafiqah Johan Amir Johan, Zulaikha Khairuddin, Salina Sabri, Fairuz Husna binti Mohd Yusof, Fatin Fatinah Shamshul Bahrn, Othman Ismail

{"title":"Adopting a New Marking and Reporting System (MaRS) at Faculty Level: A Survey of Lecturers’ Level of Readiness and Acceptance","authors":"Syafiqah Johan Amir Johan, Zulaikha Khairuddin, Salina Sabri, Fairuz Husna binti Mohd Yusof, Fatin Fatinah Shamshul Bahrn, Othman Ismail","doi":"10.5296/ije.v13i4.19047","DOIUrl":"https://doi.org/10.5296/ije.v13i4.19047","url":null,"abstract":"At the end of each semester, academic and administrative staff of a faculty have to analyse students’ results for a myriad of factors such as calculating performance of students and lecturers, and for the university’s senate confirmation. Unfortunately, many relevant personnel at the faculty level lack the clearance to access students’ results directly. To circumvent this issue, individual lecturers were required to print out and submit hardcopies of students’ results and channel the data to relevant personnel. When the Covid-19 pandemic hit and lecturers were unable to submit the hardcopies, the faculty had to find an alternative. The introduction of the Marking and Reporting System (MaRS) marks a change from manual hardcopy submission of results following travel restrictions necessitated by the Malaysian government during the Covid-19 pandemic. As with any technological shift and innovation, the level of readiness and acceptance of academic and administrative staff at a faculty must be examined. This paper uses the Technology Acceptance Model (TAM) (Davis, 1986; Davis, Bagozzi & Warshaw, 1989) to determine the level of readiness and investigate the level of acceptance among academic and administrative staff in using MaRS via a questionnaire. The findings suggest that with adequate guidance and assistance, the respondents were positive towards using MaRS as the system offers advantages to them such as being cost effective, environmentally friendly, and more convenient in recording students' results. In short, the respondents are ready and willing to use MaRS to manage students’ results despite facing some difficulties in handling the system, because positively overcoming challenges will yield positive outcomes.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77821122","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 Impact of Gamified Instruction on Students’ Learning Outcomes: Systematic Review of Experimental Studies 游戏化教学对学生学习成果的影响:实验研究的系统回顾

International Journal of Education Pub Date : 2021-11-12 DOI: 10.5296/ije.v13i4.19193

Nevena Jaftha, Marouska Zahra-Micallef, Tatjana Chircop

{"title":"The Impact of Gamified Instruction on Students’ Learning Outcomes: Systematic Review of Experimental Studies","authors":"Nevena Jaftha, Marouska Zahra-Micallef, Tatjana Chircop","doi":"10.5296/ije.v13i4.19193","DOIUrl":"https://doi.org/10.5296/ije.v13i4.19193","url":null,"abstract":"This systematic review critically explores the intervention design and findings of the experimental studies that were published between January 2012-December 2020 in a number of digital libraries and databases and had the effect of a gamified instruction on students’ learning outcomes in their focus, with the aim of identifying what constitutes success or the lack thereof in the given context. The found effect(s) of gamified instruction on students’ learning engagement and achievement are discussed in relation to the a) intervention design, its flaws and their potential impact on reported outcomes and b) prevalent practice in gamification research. The discussion is structured around data collection sources, sample size, and intervention duration, but also the characteristics of learning technology, learning approach, course content, type of games and game elements. This study proposes a list of categories to be included in the description of a study context so that it is possible to a) systematically organise research findings, b) filter the variety of findings via means of replication studies. c) recognise the variant effect on different sub-populations, and d) suggest the way forward when designing and implementing gamified instruction within specific conditions. Furthermore, the study highlights the necessity of approaching the topic through a mixed-method approach involving a more intensive tracking schedule with new assessment instruments and a larger number of participants that are longitudinal or at least of a longer duration in order to obtain more comprehensive findings.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90898844","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

Developing a Taxonomy of Informal Learning Space 非正式学习空间的分类研究

International Journal of Education Pub Date : 2021-11-12 DOI: 10.5296/ije.v13i4.19016

David C. W. Chin, Cathy H. C. Hsu, Oscar K.T. Yau

{"title":"Developing a Taxonomy of Informal Learning Space","authors":"David C. W. Chin, Cathy H. C. Hsu, Oscar K.T. Yau","doi":"10.5296/ije.v13i4.19016","DOIUrl":"https://doi.org/10.5296/ije.v13i4.19016","url":null,"abstract":"The move from traditional teaching-centred approach to student-centred approach has resulted in more student collaboration outside classroom, contributing to the growing importance of information learning space (ILS). Review of recent literature suggests the ILS research agenda is at an initial stage of development, without convergence in research methods and lacks theoretical underpinning. Research studies were conducted on a piece meal basis, lacking comparability and generalization. Using a mixed-method approach, this study contributes to ILS knowledge by introducing a qualitative methodology based on concept mapping and sorting for idea generation; to develop a taxonomy of four user-generated ILS types from a portfolio of 38 ILS sites on campus. This is followed by quantitative validation using seven ILS sites to evaluate satisfaction and usage behaviour. Drawing from middle range theory and the ILS taxonomy, practical design principles are proposed based on functionalities and features for the four ILS types. The learnings can be shared with designers, policy makers and different institutions to facilitate knowledge transfer, which contributes to generalization of learnings and theory building.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84292981","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: 1

Use of E-consumer Services by Adult and Community Education Learners in Nairobi County, Kenya 肯尼亚内罗毕县成人和社区教育学习者使用电子消费者服务的情况

International Journal of Education Pub Date : 2021-11-05 DOI: 10.5296/ije.v13i4.18940

Anastasia Nyawira Gakuru, J. Mwinzi, J. Nungu, S. Gunga

引用次数: 0

EFL Teaching and Learning in the Rural Areas of Bangladesh: Addressing Obstacles to Teaching L2 孟加拉国农村地区的英语教学:解决第二语言教学的障碍

International Journal of Education Pub Date : 2021-10-26 DOI: 10.5296/ije.v13i4.18965

Khondaker Omer Faisal, Yeakub Ali

{"title":"EFL Teaching and Learning in the Rural Areas of Bangladesh: Addressing Obstacles to Teaching L2","authors":"Khondaker Omer Faisal, Yeakub Ali","doi":"10.5296/ije.v13i4.18965","DOIUrl":"https://doi.org/10.5296/ije.v13i4.18965","url":null,"abstract":"English as a language is an essential tool in the negotiation of power and relationship at the interpersonal, social and the global level as well. The importance of learning English has increased significantly as a useful communication tool in the age of globalization. In the existing scenario, English language learning and teaching in the rural areas of Bangladesh has become a prime concern. This study aims to present the current English language education policy, language learning and teaching obstacles pertaining to the poorly equipped classroom, lack of trained language teachers, and inadequate use of technology and non-availability of learning materials in Bangladesh. To analyze and to find the solution to the language teaching and learning obstacles, the researcher employed both qualitative and quantitative methods. The research was carried out in ten rural colleges far from the capital city Dhaka. The population of this study was higher secondary level students in the academic year 2019-2020. The number of populations was 25 students from intermediate class and 10 teachers from same school and colleges, and data were collected through a questionnaire. The findings show that though CLT based English language curriculum has been operating at the higher secondary level in Bangladesh, most of the teachers are not familiar with CLT guidelines and CLT related activities. Besides this, there are some crucial factors which demand great attention to change the current scenario. As a result, there are inconsistencies between the stated objectives of Teaching English and the actual teaching techniques.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74748643","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