International Journal on Studies in Education最新文献

Intersecting Service-Learning, Salvation, and Transformation: Insights from College Students at Hekima House 服务学习、救赎与变革的交叉：黑岛之家大学生的感悟

International Journal on Studies in Education Pub Date : 2024-03-22 DOI: 10.46328/ijonse.198

James P. Takona

引用次数: 0

Impacts of Parent’s Reading Habits at Home on Children’ Listening Skills 父母在家的阅读习惯对儿童聆听能力的影响

International Journal on Studies in Education Pub Date : 2024-03-22 DOI: 10.46328/ijonse.202

Ahmet Simsar, Lütfiye Coşkun, Hizir Dinler

{"title":"Impacts of Parent’s Reading Habits at Home on Children’ Listening Skills","authors":"Ahmet Simsar, Lütfiye Coşkun, Hizir Dinler","doi":"10.46328/ijonse.202","DOIUrl":"https://doi.org/10.46328/ijonse.202","url":null,"abstract":"The early childhood phase is a critical period for the acquisition of various skills. Listening skills are just as vital as speaking, reading, and writing in social life. Nevertheless, an examination of studies in the field of early childhood education reveals that research focused on listening skills necessitates further attention. This study seeks to explore the connection between the listening skills of children aged 60 to 72 months and parents’ habits of reading books to children at home. The research data, collected using the Listening Skills Evaluation Scale for Preschool Children and the Questionnaire on Parents' Reading Habits to Children at Home (abbreviated as EVOK in Turkish), was gathered through a relational survey model, which falls under quantitative research methods. The study's participant group comprises 176 parents, selected through random sampling. The data was analyzed through relationship and difference tests. The research outcomes establish a significant positive correlation between the listening skills of children aged 60 to 72 months and the reading practices of their families at home. Furthermore, the study identifies that parental education levels and economic status are statistically significant factors influencing children's listening skills. Based on these findings, the study offers recommendations to parents and other stakeholders regarding the enhancement of children's listening skills.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140215854","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

Misconceptions in Biology Education: A Bibliometric Analysis 生物教育中的误区：文献计量分析

International Journal on Studies in Education Pub Date : 2024-03-22 DOI: 10.46328/ijonse.211

Meryem Konu Kadirhanogullari, Esra Ozay Kose

{"title":"Misconceptions in Biology Education: A Bibliometric Analysis","authors":"Meryem Konu Kadirhanogullari, Esra Ozay Kose","doi":"10.46328/ijonse.211","DOIUrl":"https://doi.org/10.46328/ijonse.211","url":null,"abstract":"It is of great importance to examine and organize the misconceptions researches in biology education at regular intervals and to determine the trends. The aim of this study is to examine the studies on misconceptions in biology education in terms of different variables. Bibliometric network analysis method was used in the research. Here, firstly, reports on misconceptions in biology education were obtained by using “biology and misconception” in the “Social Sciences” category from SCOPUS. Accordingly, 410 publications was recorded. The documents were exported to CSV form and in turn subjected to the bibliometric analysis using VOSviewer Software. According to the results obtained, it was determined that the most studies were carried out in 2013. It showed that the most frequently used keywords in articles were “evolution” and other related words. Looking at the most frequently used terms, the terms \"respiration\" and “photosynthesis” are respectively according to their high relevance scores. In conclusion, we must state that misconception studies on the subjects that students have the most difficulty with in biology have remained up-to-date for many years.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140213198","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

Enhanced Educational Experiences through Personalized and AI-based Learning 通过个性化和人工智能学习增强教育体验

International Journal on Studies in Education Pub Date : 2024-03-22 DOI: 10.46328/ijonse.206

Vivian Kretzschmar, Alica Sailer, Michael Wertenauer, Juergen Seitz

{"title":"Enhanced Educational Experiences through Personalized and AI-based Learning","authors":"Vivian Kretzschmar, Alica Sailer, Michael Wertenauer, Juergen Seitz","doi":"10.46328/ijonse.206","DOIUrl":"https://doi.org/10.46328/ijonse.206","url":null,"abstract":"Academic motivation is a pivotal factor in shaping students' educational trajectories. Mathematics education holds a unique position as a school subject, due to its influence on students' grade transitions and cognitive development at both basic and advanced levels. From March to May 2023, the AI Education (AIEDN) research project investigated how an AI-based learning assistant can enhance students’ understanding of the subject matter through video-based learning. For this study, 275 students were selected in the age range of 14-20 from two secondary (N=137) and two grammar schools (N=138) in Baden-Württemberg, Germany. The quantitative experiment tested the extent to which learners solve more tasks, build broader (transfer) knowledge, and retain it. Students were given a set of mathematical problems on an unknown topic to solve in 90 minutes. The test group used the AI assistant to ask questions, while the control group used only keyword searches. The results of the t-test indicated that the test group who used the AI Learning assistant in the advanced course achieved a significantly strong (Cohen’s d=.63) increase in performance results (T(19)=-2.82; p.01). Conversely, the advanced course control group as well as both the test and control groups of the basic course(s) showed no significant improvements.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140215654","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

Exploring the Sources of Academic Stress and Adopted Coping Mechanisms among University Students 大学生学业压力来源及应对机制探究

International Journal on Studies in Education Pub Date : 2024-03-22 DOI: 10.46328/ijonse.203

Md. Sefatul Islam, Md. Fajlay Rabbi

{"title":"Exploring the Sources of Academic Stress and Adopted Coping Mechanisms among University Students","authors":"Md. Sefatul Islam, Md. Fajlay Rabbi","doi":"10.46328/ijonse.203","DOIUrl":"https://doi.org/10.46328/ijonse.203","url":null,"abstract":"The primary objective of this research is to find out the origins of academic stress and the coping strategies employed by university going students. This research seeks to the find out the sources and causes of academic stress and explore the coping mechanisms adopted by students. This study utilizes a qualitative methodology. Thirty university students have undergone in-depth interviews (IDI). The data has undergone thematic analysis. Research findings uncover the various sources and underlying causes of academic stress among university students such as test anxiety, overloads of assignment, standards established by peers, lack of library resources, health issues during class tests and term final exams, virtual group discussions and works, unexpected course difficulty, clashes of deadline, difficulty regarding research proposal, lack of clarity in feedback. The study identifies and analyze coping strategies such as planning and prioritizing, study breaks, mindfulness and deep breathing, setting realistic goals healthy lifestyle choices, utilizing university resources use of time management apps and hobbies. The results are anticipated to provide valuable knowledge to both the academic community and student support services, assisting in the creation of focused interventions to tackle academic stressors and improve students' overall well-being. The primary objective is to establish a nurturing educational setting that promotes resilience and provides students with efficient techniques to effectively handle the difficulties encountered in higher education.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140219912","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

Current Landscape of Work Modes and Tools in Higher Education in the Research Development Field 高等教育研究发展领域工作模式和工具的现状

International Journal on Studies in Education Pub Date : 2024-03-22 DOI: 10.46328/ijonse.209

Heidi L. H. Malaby, Kaushik Balakrishnan, Mark Milutinovich, Kim Holloway

{"title":"Current Landscape of Work Modes and Tools in Higher Education in the Research Development Field","authors":"Heidi L. H. Malaby, Kaushik Balakrishnan, Mark Milutinovich, Kim Holloway","doi":"10.46328/ijonse.209","DOIUrl":"https://doi.org/10.46328/ijonse.209","url":null,"abstract":"We conducted an online survey of National Organization of Research Development Professionals (NORDP) members in the higher education research enterprise to identify trends in work modes and expand insights into how the current workforce is shaping the profession. We find: (1) Hybrid work has emerged as a dominant work mode and likely is here to stay; (2) Flexibility, communication, and expectations around RD work is critical for successful teamwork as RD professionals need to connect with leadership and investigators and meet their varying expectations; (3) Remote workers have the highest rated rates of personal productivity and personal well-being; (4) In-person workers perceived their work mode as the most permanent. Remote workers are unlikely to consider fully in-person roles in future; and (5) While institutions have done well in terms of providing basic technology support (laptop, monitors), they have neglected to provide resources for their remote workers (e.g., coverage for internet, phone and office supplies). With this first of its kind study in the RD field, our goals are to share the potential of work modes and empower our colleagues to either leverage these results into their institutions or advance the research by expanding the survey.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140212350","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

Unlocking the Potential of Global Learning: The Impact of Virtual Exchange Programs on Self-Efficacy 释放全球学习的潜力:虚拟交流项目对自我效能的影响

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.162

Mona Pearl, Kelly Tzoumis, Bridget Lockie

{"title":"Unlocking the Potential of Global Learning: The Impact of Virtual Exchange Programs on Self-Efficacy","authors":"Mona Pearl, Kelly Tzoumis, Bridget Lockie","doi":"10.46328/ijonse.162","DOIUrl":"https://doi.org/10.46328/ijonse.162","url":null,"abstract":"Global virtual teams (GVT) have emerged as a valuable model for facilitating virtual exchange (VE) in business and educational settings. A comprehensive four-year longitudinal study spanning from 2018 to 2021 investigated a model of self-efficacy that include discernment, resourcefulness, diverse options, creative thinking, fairness, emotional regulation, and culture. Our sample consisted of participants surveyed before the GVT experience (n=584) and after the GVT experience (n=399), representing learners from six countries. The results of the study unveiled several key findings: (a) self-efficacy was influenced by multiple factors, with fairness emerging as a more significant contributor after the GVT experience; (b) irrespective of the GVT experience, learners from individualist countries demonstrated higher levels of self-efficacy compared to those from collectivist countries, suggesting that cultural dimensions play a role in shaping learners' self-efficacy, regardless of their participation in GVT activities; and (c) when controlling for the pandemic, there was a specific impact to the learner as it related to self-efficacy and the experience of global learning. These insights contribute to our understanding of the intricate dynamics of self-efficacy in the realm of virtual exchange and provide valuable implications for educators, organizations, and policymakers seeking to enhance learner outcomes in global virtual team settings.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123826884","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

Efficacy of Hedges in Formative Feedback on L2 Writing 模糊限制语在二语写作形成性反馈中的作用

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.171

Seong Mae Ryoo

{"title":"Efficacy of Hedges in Formative Feedback on L2 Writing","authors":"Seong Mae Ryoo","doi":"10.46328/ijonse.171","DOIUrl":"https://doi.org/10.46328/ijonse.171","url":null,"abstract":"In the context of cross-cultural classrooms, the exchange of feedback between teachers and students holds significant importance as a channel for dialogic communication. This study examined how international students interpreted and responded to formative feedback during their revision processes. It had two objectives: evaluating the efficacy of hedged comments in facilitating successful revisions by L2 writers and exploring students' interpretation and comprehension of hedges delivered within formative feedback. Data was collected through students’ draft and revision writing, along with retrospective interviews. The findings indicated that implicit feedback lacking clarity posed challenges, resulting in low rates of successful revisions. Students initially reacted critically to the feedback, leading to diminished confidence, motivation, and self-esteem. They also reported differences in feedback delivery compared to their previous experiences. These results emphasize the importance of writing teachers recognizing the fundamental differences in students’ academic cultures and reconstructing feedback practices for more effective communication. By adopting culturally sensitive and contextually appropriate feedback approaches, teachers can better support students in their writing endeavors and create a more conducive learning environment.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134129130","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 COVID-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review 2019冠状病毒病大流行对小学、中学和K-12教育的影响:系统综述

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.161

G. Lampropoulos, W. Admiraal

引用次数: 2

Extra Credit as a Spaced-Study Motivator 额外的学分作为间隔学习的动力

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.166

Michael Rocha, Margaret Reynolds, Si Park

{"title":"Extra Credit as a Spaced-Study Motivator","authors":"Michael Rocha, Margaret Reynolds, Si Park","doi":"10.46328/ijonse.166","DOIUrl":"https://doi.org/10.46328/ijonse.166","url":null,"abstract":"A big challenge in academia is motivating students and helping them store information long-term. One known method to help students retain information is spaced learning, which allows for certain time intervals in which concepts are re-tested versus waiting until the end of a block to test a learning objective. One method to motivate students is implementing bonus opportunities that keep students engaged in the material. We combine these methods via a spaced daily versus bulk review program incentivized with bonus points. To investigate this method, we designed and implemented a classroom research experiment during Fall of 2022 at the United States Military Academy in three courses. We found that students who were incentivized to do either daily or bulk review bonus opportunities were primarily those who already were doing well in the class. We also found that those who did not pursue bonus opportunities, regardless of section, indicated that time was their limiting factor. We present our findings including quantitative and qualitative results via course grades, mid-semester and end-of-semester surveys, and anecdotal experiences with our students. We then discuss the merit and potential improvement of the experiment to better understand the relationship between student motivation and long-term information retention.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"346 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132097114","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