International Journal of Studies in Education and Science最新文献_第4页

Using Digital Literacy Components to Develop ESL Learners’ Digital Mastery 利用数字素养要素培养 ESL 学习者的数字掌握能力

International Journal of Studies in Education and Science Pub Date : 2024-02-29 DOI: 10.46328/ijses.88

Nazeera Ahmed Bazari, Sheika Majid, Rafidah Abd Karim

{"title":"Using Digital Literacy Components to Develop ESL Learners’ Digital Mastery","authors":"Nazeera Ahmed Bazari, Sheika Majid, Rafidah Abd Karim","doi":"10.46328/ijses.88","DOIUrl":"https://doi.org/10.46328/ijses.88","url":null,"abstract":"The capacity to locate, assess, and communicate information via keyboards or digital media platforms is known as digital literacy. Utilizing information and communication technology to produce, assess, and distribute information requires a combination of technical and cognitive skills. Some ESL learners are still struggling when they are using the media online to search for articles and journals. In addition, there are still a lot of students that are unsure about how to use digital technology for their education. ESL learners must be proactive and digitally knowledgeable in this age of technology to successfully choose and organize their search results. Without these digital abilities, ESL Malaysian students would not be able to utilize a variety of ICT platforms for information access and processing for academic needs, as well as subsequently for career needs, specifically to fulfil the demands of the Industrial Revolution 4.0 (IR 4.0). This study explores the development of digital mastery using the digital literacy components. The study employed a survey research design. An online questionnaire was distributed to ESL learners in a selected university. A cluster sampling was used in selecting the samples. A sample of 186 university students were involved in this study. Descriptive and inferential statistics were used to analyze the quantitative data collected. Data was analyzed using SPSS version 27 for the questionnaire. In brief, the study contributes to a new model related to digital mastery for ESL students in higher education.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410668","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

Bibliometric Analysis of Research Trends in Problem Based Learning and Problem Solving Ability (2002-2022) 基于问题的学习和问题解决能力研究趋势的文献计量分析（2002-2022 年）

International Journal of Studies in Education and Science Pub Date : 2024-02-29 DOI: 10.46328/ijses.73

Wahyu Wulandari, S. Suparman

{"title":"Bibliometric Analysis of Research Trends in Problem Based Learning and Problem Solving Ability (2002-2022)","authors":"Wahyu Wulandari, S. Suparman","doi":"10.46328/ijses.73","DOIUrl":"https://doi.org/10.46328/ijses.73","url":null,"abstract":"This study aims to analyze research trends in problem-based learning and problem-solving ability through bibliometric analysis in the Dimensions.ai databases from 2002 to 2022. The method used is bibliometric analysis with stages following the flow chart of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). The results of the research show that the number of problem-based learning publications and problem-solving ability has continued to increase since 2018. The number of publications on problem-based learning and problem-solving ability ranks first in the field of education. While the most published journal is the Journal of Physics Conference Series. The first rank in the number of publications reviewed by the researcher, I Made Arnawa. Based on the keywords problem based learning and problem solving ability the two are not connected. Thus, the topic of problem-based learning and problem-solving ability can be used as novelty for research and will become a trend in the future. Articles that can be used as references in research that reviews problem-based learning and problem-solving ability are from the Journal of Physics Conferences Series. Meanwhile, the author who can be used as a reference is I Made Arnawa.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"2019 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140416008","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

Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry 数学教师范海勒水平与学生几何成绩的关系

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.61

A. P. Lumbre, M. Joaquin, Sheryl Lyn C. Monterola

{"title":"Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry","authors":"A. P. Lumbre, M. Joaquin, Sheryl Lyn C. Monterola","doi":"10.46328/ijses.61","DOIUrl":"https://doi.org/10.46328/ijses.61","url":null,"abstract":"Using non-experimental quantitative correlational design, the van Hiele levels of thirty grade 9 mathematics teachers, as well as the achievement of 1489 students in geometry were investigated in this study. Results showed a significant difference with a substantial effect size of .64 between the achievement of students whose teachers are operating at level 5 in the van Hiele Levels of Geometric Thinking and those of students whose teachers are operating at level 2. This study underscored the importance to leverage on teachers’ van Hiele level of geometric thinking as it is highly correlated to student achievement. Developing teachers’ geometric thinking ability at the expected levels in order to improve students’ achievement may require trainings, further studies, or curriculum improvement for pre-service teachers. Moreover, a deeper study focusing on other content areas and skills in mathematics may be done to further assess their interrelationships with teachers’ van Hiele levels and student achievement. In addition, it would be of interest to investigate the grade level where student mathematics achievement starts to decline.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121566660","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

School Students’ Experience of Using the Internet 大学生使用互联网的经验

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.68

Khadga Bahadur Niraula

引用次数: 0

Level of Challenges in the Implementation of Online Learning Classes among the Teachers 教师在线学习课程实施的挑战程度

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.46

Trixie E. Cubillas, Ariel U. Cubillas, Clair Joy M. Amor, Janin B. Comon, Maria Cindy Grace A. Jamorol

{"title":"Level of Challenges in the Implementation of Online Learning Classes among the Teachers","authors":"Trixie E. Cubillas, Ariel U. Cubillas, Clair Joy M. Amor, Janin B. Comon, Maria Cindy Grace A. Jamorol","doi":"10.46328/ijses.46","DOIUrl":"https://doi.org/10.46328/ijses.46","url":null,"abstract":"The paper's main intent is to identify the challenges in implementing online learning classes among the teachers in the elite private schools of Butuan City, Philippines, related to technology access, assessing students' progress, and preparing content for online learning. The study also ascertained whether or not there is a significant difference in the participants' level of challenges when grouped according to participants' profiles. The study's result served as the foundation for developing a localized training design. This study utilized a quantitative research design and collected data through online survey questionnaires for the data analysis. The results revealed that the participants' level of challenges related to technology access, assessing students' progress, and preparing content for online learning is moderately high. In addition, the participants, as grouped according to school taught and sex, showed no significant difference in their level of challenges. It is recommended that addressing and taking action to address the teachers' concerns about the challenges they have experienced in implementing online learning classes is vital to improving the quality of education.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"PAMI-5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132969733","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

Are there any Dominant Theoretical Frameworks for Contextualization in School Science Textbooks? 在学校科学教科书中，语境化有什么主流的理论框架吗?

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.65

Mayara Palmieri, Daniel Trugillo Martins Fontes, A. Rodrigues

{"title":"Are there any Dominant Theoretical Frameworks for Contextualization in School Science Textbooks?","authors":"Mayara Palmieri, Daniel Trugillo Martins Fontes, A. Rodrigues","doi":"10.46328/ijses.65","DOIUrl":"https://doi.org/10.46328/ijses.65","url":null,"abstract":"In this work we tackled the question of whether research articles that analyze school science textbooks are theoretically grounded when considering contextualization. To answer this question we conducted a systematic literature review of the formulations of the notion of contextualization developed in scientific research that analyze science textbooks. For the selection of journals, we used the information available in Brazilian Qualis Journals, rated A1 or A2 in the Teaching area, which has Science Teaching as their scope. The research resulted in a sample of 48 articles between 2004 and 2021. The methodological framework was based on content analysis. Among the results, we highlight five different contextualization approaches in research articles that analyze textbooks. Furthermore, we notice that the contextualization perspective is not conceptualized in any predominant theoretical framework, either in official documents or academic literature. This work offers a basis for understanding how Brazilian Common National Basis (BNCC) will influence contextualization perspectives and its reflection in academic literature.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115579446","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

Pre-service Primary Teachers’ Views about Scientific Inquiry 职前小学教师的科学探究观

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.66

Georgios Stylos, Antonios Christonasis, K. Kotsis

引用次数: 1

Factors Affecting Technology Integration in Colleges of Education 影响教育院校技术整合的因素

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.69

Adjei Amaniampong, Habil. Martin D. Hartmann

{"title":"Factors Affecting Technology Integration in Colleges of Education","authors":"Adjei Amaniampong, Habil. Martin D. Hartmann","doi":"10.46328/ijses.69","DOIUrl":"https://doi.org/10.46328/ijses.69","url":null,"abstract":"Learning technologies are gradually taking center stage in the education system of the various economies and are becoming a dominant tool for teaching and learning in the various higher institutions of learning. Various forms of learning technologies have evolved in this 21st century with the notion of improving content management, lesson presentation, teachers’ portfolio building, curriculum design and management, assessment, teachers’ competencies development, and reaching the learner beyond the traditional face-to-face model of teaching have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. However, before the widespread deployment of these technologies, information regarding the effective implementation of these all-important learning technologies are very sparse. This study is geared towards gaining a better understanding of the factors that would influence the effective integration of these learning technologies into the teaching and learning in the various colleges of education in Ghana as well as the challenges they are likely to face. This research employed a mixed method. Among the factors likely to influence technology integration in the various colleges as discovered by this research are: tutors’ attitudes toward new media, pedagogical knowledge, perceived ease of technological use, perceived usefulness of technological solutions, availability of technological resources, and motivation. Some of the challenges colleges are likely to face are lack of technological infrastructure, high cost of the internet coupled with low bandwidth, unstable power supply, lack of administrative support, curriculum overload, and lack of in-service training.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114744832","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

Influence of Field Experience Practices on Student Readiness to Become Teachers and their Self-Efficacy Levels 实地体验实践对学生成为教师的准备及自我效能感的影响

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.71

S. Mulyati, Sopi Sopiah

{"title":"Influence of Field Experience Practices on Student Readiness to Become Teachers and their Self-Efficacy Levels","authors":"S. Mulyati, Sopi Sopiah","doi":"10.46328/ijses.71","DOIUrl":"https://doi.org/10.46328/ijses.71","url":null,"abstract":"Students need to have readiness to become teachers since they choose the education research program. This readiness is formed through strengthening self-confidence and the experiences they gain. The purpose of this research is to measure the impact of field experience practices on students' readiness level in performing the role of a teacher, with a focus on enhancing self-efficacy. This research involves 169 randomly selected students who implemented the simple random sampling method. The approach utilized in this research is a quantitative approach, implementing the Partial Least Squares (PLS-SEM) method in analyzing the structural equation model. According to path coefficient analysis, it was found that Field Experience Practices significantly and positively contributes to students' readiness in performing the role of a teacher. Additionally, field experience practices also has a positive and significant impact on students' self-efficacy levels. Furthermore, it is evident that self-efficacy also has a positive and significant impact on students' readiness levels in performing the role of a teacher. Meanwhile, outcomes of the indirect effect analysis indicate that self-efficacy serves as a significant mediating variable that mediates the positive relationship between field experience practices and students' readiness in performing the role of a teacher. According to the R Square test results, it can be concluded that approximately 43.5% of the variation in self-efficacy and approximately 68.5% of the variation in students' readiness in performing the role of a teacher can be explained by the field experience practices factor.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114990386","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

Using Differentiated Instruction to Foster Algebraic Thinking in Classrooms 运用差别化教学培养课堂代数思维

International Journal of Studies in Education and Science Pub Date : 2023-07-03 DOI: 10.46328/ijses.64

N. A. Owusu-Ansah, Gloria Armah, Sylvester Ali Frimpong, J. Apawu

引用次数: 0