Asia Pacific Journal of Educators and Education最新文献

{"title":"Investigating The Academic Experience of Science Education Students with Virtual Laboratory Classes: A Convergent Parallel Approach","authors":"Ymarey Kyle V Amanio, Camila O. Legaspino, Jhuvan Rhey C. Mondido, I. Somosot, Jevannel G. Borlio","doi":"10.21315/apjee2022.37.2.14","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.14","url":null,"abstract":"Virtual laboratories are operative platforms utilised by science education students during the pandemic. The study was designed to determine the virtual laboratory experiences of science education students in terms of usability, quality of service, and sense of reality with an exploration of the contributing factors that affect their experiences. The outcomes were supported by John Dewey’s Social Constructivist Learning Theory, Dave Kolb’s Experiential Learning, and Edgar Dale’s Cone of Experience. This study used a convergent parallel design to understand the subject thoroughly. In the quantitative approach, 100 respondents met the inclusion through a purposive sampling technique. In the qualitative approach, six participants are purposely selected by the snowball sampling technique. Quantitative data in the study were analysed through statistical analysis of Frequency, Mean, Independent T-test, and ANOVA. Moreover, qualitative data were analysed using Thematic Analysis performed through Colaizzi’s Method. Quantitative and qualitative data were integrated using Joint Display Analysis. In quantitative key findings, virtual laboratories for science education students are helpful. The results also revealed that there is no significant difference in the level of assessment of science education students on their academic experience with virtual laboratories when grouped according to gender and year level. On the other hand, qualitative results revealed that science education students have eight contributing factors affecting their assessment of their academic experience with virtual laboratories. The results of this mixed method research design can be a basis for future researchers to undertake either pure qualitative or quantitative research design.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47923665","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":"Development and Implementation of a Contextualized Comic Book to Improve Students’ Conceptions of Cell Division","authors":"Chiejheaca Jehanna G. Yu, Ernil D. Sumayao","doi":"10.21315/apjee2022.37.2.15","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.15","url":null,"abstract":"Cell division was identified as one of the least learned competencies in teaching biological science to junior high school students. Comics’ combination of pictures and words makes the process more engaging to students by changing their perspective on learning. Reading literacy and motivation are improved by contextualized comic books. The use of comic books as instructional material significantly influences academic attainment, particularly for low achieving youngsters. As a result, instructors’ teaching strategies and approaches reflect the growth and inclusion of comics in teaching-learning. The study aimed to develop and assess a contextualized comic book teach-ing cell division concepts to improve students’ conceptions. The research used a modified exam from the General Biology book based on Curriculum Guide Competency and Most Important Learning Competency (MELC). The accomplishment exam consisted of 20 items covering the following topics: Cell Division/ Cell Cycle. The contextualized comic book was rated accept-able and with moderate agreement by the evaluators. The findings showed that the developed contextualized comic book positively influenced the knowledge level of the student’s cell division concepts. Moreover, there was a significant difference between the student’s pre-test and post-test mean scores. Additionally, they positively perceived that the developed contextualized comic book had increased their interest and creativity and enhanced their knowledge and understanding of Cell Division. Because of their significance to the teaching process, instructional comics are suggested for inclusion in many courses, notably in science.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47395266","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":"Effectiveness of Academic Intervention on Learning of Environmental Science among Slow Learners","authors":"A. Kumari, Alka Kataria","doi":"10.21315/apjee2022.37.2.7","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.7","url":null,"abstract":"The present study was conducted to find out the impact of teaching with intervention module on learning of the subject Environmental Science among slow learners, studying in the third class of Government Upper Primary Schools of Jaipur, Rajasthan. Out of total 53 slow learners identified from three schools of Jaipur, Rajasthan, slow learners of two schools were taught with intervention module in two different classroom settings: Remedial classes and Inclusive classrooms. The slow learners of the third school were taught with conventional methods by their subject teacher. The result showed significant improvement in the post-test score of slow learners in Environmental Science after being taught with an intervention module in both remedial classes and inclusive classroom settings. However, slow learners taught in inclusive classrooms scored higher in posttest as compared to those taught in remedial classes. No significant difference was found in the post-test score of normal students taught in remedial and inclusive classroom settings. Dealing with slow learners in the classroom is a universal matter of concern for all educators across the world so, the encouraging findings of this study can be an example for them. A simple change in the curriculum, pedagogy and classroom sitting arrangement that is pairing normal students with slow learners (peer tutoring) in regular classroom can bring a remarkable change in the achievement of not only slow learners but also of normal students. Besides this, there is a need for specific strategies and policies for making these students perform on par with normal students, such as allocation of more budget for training the workforce and establishing science and technology resource centers. The findings and limitations of the study suggest several possibilities for future empirical research in other subject at primary, secondary and higher level of education.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45400261","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":"Design of a Teaching-Learning Sequence and Its Effect on Self-Efficacy and Perceptions of Prospective Chemistry Teacher Students: An Educational Reconstruction Study of Fire-Retardant Bamboo","authors":"A. Mudzakir, Hernani -, Auliya Afifah, Sakhiyyah Afifah","doi":"10.21315/apjee2022.37.2.5","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.5","url":null,"abstract":"This research was conducted to reconstruct the sustainability-oriented learning stages’ design on fire-retardant bamboo and its effect on self-efficacy and perceptions of prospective chemistry teacher students. This study uses mix method with Exploratory Sequential Design, which is guided by the Model of Educational Reconstruction (MER) with the following stages: (1) content structure analysis, (2) research on students’ pre-conceptions, and (3) learning design development. The instruments used were text analysis sheets, interview guidelines, validation sheets for the design of the learning stages, and questionnaires on student self-efficacy and perceptions. The topic used to develop the learning stages is the concept of ionic liquids as fire-retardant agents. The research data are scientific conceptions related to learning issues and chemical ideas. In addition, students’ pre-conceptions regarding learning topics were obtained, followed by results validating the design of learning stages as well as the ability of students’ perceptions and selfefficacy. The scientist’s conception was analysed using the content qualitative analysis method, resulting in a concept map. The result of students’ pre-conception on fire-retardant bamboo interview showed that the topic was new to the students. The percentage of students’ self-efficacy abilities increased to 88.9%, which is in the excellent category. The students’ perceptual abilities rate increased to 92.8%, which is in the agreed category. Thus, the design of sustainabilityoriented learning stages on fire-retardant bamboo can increase the self-efficacy and perceptions of prospective chemistry teacher students. The design of the learning stages can help prospective teacher students integrate chemical concepts with technological engineering in learning. Using sustainable materials in the learning stages can foster sustainability literacy in students and support the creation of sustainability-oriented education in the higher education environment","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48044694","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":"Leadership in Science Instruction: A Systematic Review of Research","authors":"Donnie Adams, Hamdhiyya -","doi":"10.21315/apjee2022.37.2.12","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.12","url":null,"abstract":"There is growing interest in the role that principals play as school leaders. This systematic review was conducted to identify principal leadership practices that advance science instruction including teaching and learning in schools. In accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was conducted on Web of Science (WOS) and Scopus. This yielded a total of 20 articles. The review of these articles resulted in seven primary themes: facilitating high-quality learning experiences; monitoring the curricular program; creating a safe school environment; distributing leadership to advance science instruction; resources support; recruiting qualified science teachers; and quality teacher professional development programmes. The review has implications in the field of educational leadership and management in revealing how school leaders may contribute to science instruction, including teaching and learning in schools.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45907343","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":"Contemporary Hybrid Laboratory Pedagogy: Construction of a Simple Spectrophotometer with STEM Project-Based Learning to Introduce Systems Thinking Skills","authors":"A. Shidiq, A. Permanasari, Hernani -, S. Hendayana","doi":"10.21315/apjee2022.37.2.6","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.6","url":null,"abstract":"Hands-on laboratory activities are a vital aspect of chemistry education that can help students strengthen their understanding of chemistry’s core concepts and applications. Nevertheless, during the COVID-19 pandemic, students and teachers could not access laboratories. Thus, innovative pedagogical approaches are required to meet these challenges. The current study, therefore, examines the use of contemporary hybrid laboratory pedagogy to construct a simple spectrophotometer by implementing Science, Technology, Engineering, and Mathematics (STEM) project-based learning to introduce systems thinking skills and measure the effectiveness of improving attitude. A quantitative approach, with one group pre-post design, was employed in this study. The subjects were 33 chemistry students from a state university in Bandung, Indonesia. A simple Atomic Absorption Spectrophotometer (AAS) was chosen as the topic of an engineering project given to students. The project was implemented over fourteen meetings designed in a hybrid laboratory activity. The students’ worksheets, questionnaires on students’ attitudes toward systems thinking skills, and a questionnaire on student attitudes toward STEM-project-based learning were used as research instruments. Additionally, interviews with selected students further supported the quantitative data. Following the intervention, a RASCH: racking and stacking analysis revealed that two of the eight systems thinking skills indicators showed noticeable results. Other results uncovered that the student-made simple AAS had an accuracy of 95.3% compared to commercial AAS. This study also demonstrated that students had a negative attitude toward implementing STEM project-based learning. In contrast, students’ attitudes towards systems thinking skills indicated positive results. Challenges and opportunities for further research are also discussed in this paper.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67729308","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 Interaction Effects of School Location and Teaching Experience on Self-Efficacy Perceived by the Primary Science Teachers Towards Integrated Stream Teaching","authors":"Vasugi Subramaniam, Mageswary Karpudewan, Mohd Norawi Ali","doi":"10.21315/apjee2022.37.1.6","DOIUrl":"https://doi.org/10.21315/apjee2022.37.1.6","url":null,"abstract":"Integrated science, technology, engineering and mathematics (STEM) is expanded to integrated STrEAM, where the “r” denotes the amalgamation of reading and writing elements to bridge the gap between STEM disciplines. Since integrated STrEAM is a new approach, it is pivotal to gauge the teachers’ self-efficacy in executing integrated STrEAM teaching. Therefore, this cross-sectional survey design reports on the effect of school location and years of teaching experience on the self-efficacy of primary science teachers towards integrated STrEAM teaching. For this purpose, the STrEAM Teaching Self-Efficacy Scale (STSES) was administered to 200 primary science teachers throughout the nation. The STSES consists of five subscales: STrEAM instructional strategies self-efficacy, STrEAM classroom management self-efficacy, STrEAM community involvement self-efficacy, STrEAM student engagement self-efficacy, and STrEAM outcome expectancy. Data obtained from the STSES survey was analysed using two-way Multiple analysis of variance (MANOVA) to identify the effects of school location and years of teaching experience towards self-efficacy perceived by the primary science teachers towards integrated STrEAM teaching. The findings show that school location and years of teaching experience significantly affect the self-efficacy perceived by the primary science teachers towards integrated STrEAM teaching. School location and years of teaching experience also have a significant interaction effect (Wilks’ lambda = 0.860, F (15, 519) = 1.950, p < 0.005) on primary science teachers towards integrated STrEAM teaching. The finding of this study is resourceful for the STEM stakeholders and policy makers to design the STrEAM teaching materials for training the teachers.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46679770","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":"A Challenge of Online Teaching and Learning Pedagogy: Fundamental English Writing Class in a Thai Context","authors":"Manachai Inkaew","doi":"10.21315/apjee2022.37.1.7","DOIUrl":"https://doi.org/10.21315/apjee2022.37.1.7","url":null,"abstract":"Due to the COVID-19 pandemic during 2019-2021, most teaching and learning classes in Thailand were conducted through online platforms, including the fundamental English writing course for the non-English-majoring undergraduate students. This paper aims to shed light on how the undergraduates perceive themselves while experiencing the online fundamental English writing class. In addition, this study explores students’ learning performance through results drawn from writing assignments and tests, including the learners’ reflections on their improvement in English writing. The research also examines specific factors that fostered students’ satisfactory learning outcomes throughout the online learning period. A mixed-method approach, comprising quantitative and qualitative strategies, was applied in seeking answers to the research questions. The analysis and interpretation of research data involved transforming qualitative themes or codes into numbers to triangulate the quantitative outcomes and interpreting them to explain phenomena emerging from the study. The findings suggest that students were content with the teaching and learning strategies employed throughout the course. They perceived they could improve their English writing skills and earn additional benefits from the designed online course compared with traditional in-class learning. The results of this research on the first-hand experience could be utilised as a guideline in preparing an online class, developing learning materials, and adopting or adapting helpful teaching strategies to deliver the fundamental English writing class through the online platform efficiently.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46295956","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":"Comparing Students’ Perceptions on Quality of School Life: Voices from Malay and Chinese Ethnic Students","authors":"Lei Mee Thien, Hui Min Low, Hazri Jamil, Mohammad Zohir Ahmad","doi":"10.21315/apjee2022.37.1.1","DOIUrl":"https://doi.org/10.21315/apjee2022.37.1.1","url":null,"abstract":"While the quality of school life is expected to be cultural and context-specific, fewer studies have been conducted to investigate the conceptualisation of quality of school life in a multi-ethnic and multicultural context. This study aims to compare Malay and Chinese primary school students’ perceptions on the quality of school life in Malaysia. This study employed a quantitative cross-sectional survey research design. Survey data were collected from 594 Grade 5 students. Findings revealed that both Malay and Chinese students ranked the highest score on the opportunity dimension and the lowest scores on the negative affect dimension. The Malay students scored higher means in all dimensions of quality of schools than the Chinese students, except the findings revealed cultural differences in the perceptions of quality of school life.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41883682","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":"Linking Study of Memorising Quran with Academic Performance","authors":"Nor Habibah Tarmuji, Noraini Mohamed, S. Hazudin, Wan Arif Wan Ahmad","doi":"10.21315/apjee2022.37.1.9","DOIUrl":"https://doi.org/10.21315/apjee2022.37.1.9","url":null,"abstract":"The Quran is a source of knowledge for mankind given to Prophet Muhammad as a guidance by Allah the Almighty. Memorising the Quran began by Prophet Muhammad, his companions and continued by scholars who are experts in their field. This is conducted to preserve the accuracy of the contents of the sacred source of Islamic teaching. This study aims to identify the effect of the memorisation of the Quran (hereafter referred as hifz al-Quran) achievement on the academic performance of secondary school students. The sample of the study consist of 83 students of a maahad tahfiz school in Pahang. Their performance in memorising the Quran and academic was recorded and analysed using descriptive statistics, coefficient of variation, correlation, and regression analysis. The finding shows the distribution in academic performance is equally consistent as compared to memorising the Quran based on the result of value coefficient of variation. The results also show that there is a significant positive relationship between students’ hifz performance and academic performance which can be initially presumed that the students who excel in memorising Quran are more likely to excel in their academic field. Analysis of regression indicated that memorising the Quran has significant effect on academic performance where for every one marks of increase in memorising the Quran, the marks for academic performance also increase by 0.58. There are 22% of total variation in academic performance of student influenced by memorising the Quran. Therefore, the study serves a beautiful insight hidden on the effect of the Quran to academic performance. The Quran memorising culture should be therefore instilled for the development of the Muslim identity, values and the development of Islam in general.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45262514","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}