International Journal of Education and Practice最新文献

{"title":"Delivering Effective Medical Education in the Midst of a Pandemic-A Reflective Narrative","authors":"Ganesh Ramachandran, Aung Ko Ko Min, Munandy Alagar","doi":"10.47941/jep.1491","DOIUrl":"https://doi.org/10.47941/jep.1491","url":null,"abstract":"The COVID 19 pandemic was a disruptor in all spheres of activity including education.
 This article reflects lessons learnt during the pandemic to ensure uninterrupted delivery of teaching, learning and assessment online. Difficulties with online platforms, faculty development to adopt new methods of teaching as well as ensuring student wellbeing are discussed. The need to ensure reliable and valid assessment is discussed. Finally, the need for good record keeping and ensuring regulatory standards are not breached is emphasized. This is a personal reflection of 3 academics who participated in the implementation of the process in a private medical school and is supported by good practice evidence as reference.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"15 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934263","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":"Effects of task-based instructions on second-language learners' comprehension of collocations to improve writing skills: A pedagogical perspective","authors":"Sazuliana Sanif, Rabia Khatoon","doi":"10.18488/61.v11i4.3506","DOIUrl":"https://doi.org/10.18488/61.v11i4.3506","url":null,"abstract":"The current study was envisioned to examine the influence of task-based writing instruction (TBWI) on learners’ knowledge of collocations and its impact on the writing performance of a sample of 20 students registered in undergraduate programs at a college in Pakistan. English language teaching (ELT) practitioners and researchers have been promoting Task based language teaching (TBLT) as an important component of language pedagogy curricula in many nations across the world. In the current study, tasks were used as the principal part of teaching, and a mixture of consciousness-raising and communicative task-based materials were used to develop learners' understanding of collocations in writing narrative essays. To enable the research process, the writing samples were collected at the start and end of the study to evaluate any language development in second language performance. Quantitative content analysis was used in terms of language complexity, fluency, and accuracy to analyze the written work to comprehend the development in the learners’ understanding of collocations and their use to improve writing skills after they have been instructed using Task Based Language teaching methodology. The results of the data implied vital signs of improvement in the level of learners’ knowledge of collocations and writing performance in terms of language performance with regards to language complexity, accuracy and fluency.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"8 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167426","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":"School operational assistance in basic education: Organizational responses to policy complexities","authors":"Novrian Satria Perdana, Agustinus Subarsono, Agus Joko Pitoyo, Puguh Prasetya Utomo","doi":"10.18488/61.v11i4.3507","DOIUrl":"https://doi.org/10.18488/61.v11i4.3507","url":null,"abstract":"This study aims to analyze variations in school responses in dealing with the complexities of School Operational Assistance (SOA) policy implementation. Several policies that gave rise to complexity in this study were included such as the policy of transferring SOA funds directly to schools, the policy of implementing the remaining SOA funds as a deduction for the following year's SOA funds, the policy of spending based on the Procurement Information System in Schools, and the policy of financial planning and reporting based on the School Activity Plan and Budget Application. The sample for this study consisted of 24 schools consisting of elementary and junior high schools that had remaining SOA funds for 2019-2021 in Yogyakarta City, Sleman Regency, and Gunung Kidul Regency. This research is qualitative research using interview techniques with school principals, SOA treasurers, and senior teachers. The data obtained were processed using the NVivo qualitative software. Based on the results of processing data sourced from interviews, there are three variations of school responses in dealing with policy complexities, namely acquiesce, compromise, and adjustment. The novelty of this study is the emergence of an adjustment response. The results of this study have an impact on policy makers so that in formulating policies it is necessary to look at old policies that are still valid so that policy actors do not experience a dilemma.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168991","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":"Undergraduate students’ predilection for seating pattern and their engagement in a collaborated blended learning in the science education classroom","authors":"Nja, Cecilia Obi, Erim, Costly Manyo, Eyo, Eneyo Okon, Meremikwu, Anne Ndidi, Ekon, Esther Etop","doi":"10.18488/61.v11i4.3508","DOIUrl":"https://doi.org/10.18488/61.v11i4.3508","url":null,"abstract":"The purpose of this study was to examine the influence of undergraduate students’ predilection of seating pattern on their engagement and achievement in a collaborated blended learning in a science education classroom. The sample of this study constituted 120 third year science education students. This research employed a mixed method design by using qualitative and quantitative studies. Two instruments named: Student’s performance and predilection for seating pattern (SPAPFSP) and Students’ class experience with the U-shape seating pattern (SCEUSP), choice of seating pattern and why the choice were used. The Cronbach alpha reliability for the instrument ranged from 0.89 to 0.91. Results of the analysis using a 2 by three analysis of variance indicated that the students in the U-shaped classroom achieved more than those in the row-column arrangement. A paired sample t-test analysis test results reported that students preferred the U-shape seating pattern in their classrooms. The implication of this study is that the seating pattern adopted by a teacher influences the educational outcome of students. It was therefore recommended among others that the U-shape seating arrangement be used in a blended science instruction.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"14 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168990","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":"Decolonizing Kenyan Curriculum and Self-Reliance","authors":"James Mwenda Murungi, N.Wane Njoki, George M. Muthaa","doi":"10.47941/jep.1480","DOIUrl":"https://doi.org/10.47941/jep.1480","url":null,"abstract":"Purpose: Education is meant to develop capacity and enable members of society to become productive. African indigenous education systems inculcated self-reliance among members of society and every individual had a specific defined role within the society. The colonial education system introduced the aspects of unemployment, underemployment and job seekers. In an effort to address growing mismatch between expectations by graduates and societal employment provisions, the government has regularly formed commissions and made reforms in the education system. Despite these efforts there has been growing concerns on the effectiveness of the current education system to inculcate self-reliance among graduates. This study sought to establish the influence of decolonizing the Kenyan education system on self-reliance among students. The study was carried out in universities in Kenya.
 Methodology: This study utilized the descriptive survey design and the correlational research design. A sample size of 384 respondents made up of 60 members of teaching faculty and 324 fourth year bachelor of education students was selected to participate in the study. Data collection was done using questionnaires and interview schedules. Descriptive statistics was used for measures of central tendencies including mean, standard deviation and coefficient of variation. Inferential statistics through correlation analysis using the Pearson‘s coefficient of correlation was applied to measure the degree of influence of decolonizing curriculum on self-reliance. To test hypothesis, simple linear and multiple regression models were used to test significance between independent and dependent variable. Qualitative data from interviews was organized into themes, categories and patterns pertinent to the study.
 Findings: The study found that the contemporary Kenyan curriculum influenced self-reliance to a moderate extent and that integration of selected elements of African indigenous curriculum was capable of improving the Kenyan curriculum to a large extent. It was concluded that decolonizing curriculum had a statistically significant relationship with self-reliance among students in the Kenyan education system.
 Unique Contribution to Theory, Policy and Practice: The findings of this study will hopefully shed light on factors attributable to colonization that continue to impact on students’ attainment of self- reliance and help planners to make early interventions with regard to self-reliance in education.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273552","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":"Implementing e-learning environment at universities in Bosnia and Herzegovina","authors":"Ekrem Nurovic, Mersid Poturak","doi":"10.18488/61.v11i4.3503","DOIUrl":"https://doi.org/10.18488/61.v11i4.3503","url":null,"abstract":"The ubiquity of e-learning has necessitated research into its application and effectiveness. This study scrutinizes the factors influencing e-learning adoption in Bosnia and Herzegovina, specifically within the higher education sector. To determine these influential factors, the study surveyed professors from both private and public universities via emails, achieving 220 responses from over 1,500 sent. The collected data was analyzed using SmartPLS, and regression modeling was used to determine the significant relationships among the factors. The findings highlighted seven key elements, including e-learning policies, institutional readiness, quality e-learning systems, course design quality, awareness of benefits, interactive discussions, and motivation. Furthermore, the research unveiled six substantial gaps in the current e-learning structure: resource insufficiency, lack of e-learning skills, ineffective course design, inadequate knowledge of benefits, low motivation, and a lack of student-centered learning. It has been concluded that these seven factors, and their intricate relationships, significantly impact the successful adoption and effectiveness of e-learning tools within universities. The research offers practical guidance for universities aiming to implement or enhance e-learning practices, emphasizing areas requiring increased attention and resources. It underscores the importance of not only the technical infrastructure but also the quality of course design, the role of awareness and motivation, and the necessity of a student-centered approach.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"22 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135943099","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":"Investigation of factors affecting preschool teachers’ attitudes towards teaching profession in Vietnam","authors":"Hien Thi Thanh Vu, Tuan Van Nguyen, Hang Thi Thuy Vu, Trang Ho Thuc Lam, Thao Thi Thu Tran","doi":"10.18488/61.v11i4.3501","DOIUrl":"https://doi.org/10.18488/61.v11i4.3501","url":null,"abstract":"The attitudes of preschool teachers toward the teaching profession are crucial because they have a direct influence on their job satisfaction, motivation, classroom dynamics, and overall efficacy in providing quality education and fostering the development of young children. The main aim of this study was to examine the elements that preschool teachers in Vietnam view as having the most significant impact on their perspective of the teaching profession. Preschool teachers were given a survey questionnaire containing questions about subjective and objective factors that influenced their perceptions of the profession, and then given instructions on how to complete it. A sample of 347 early childhood educators from the Central Highlands of Vietnam participated in the study. The most significant finding was that a majority of preschool teachers' perceptions for their work were significantly influenced by a variety of subjective and objective factors. Possessing a positive attitude toward the teaching profession was one of the most important factors influencing the level of professional success and the quality of teaching activities. A significant number of preschool employees began their careers without enthusiasm or passion for the field, as well as without a comprehensive comprehension of the humanistic and moral principles that guide the field.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182632","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":"Nursing students' attitude and perception toward machine translation for learning English medical terminologies","authors":"Norah Banafi","doi":"10.18488/61.v11i4.3499","DOIUrl":"https://doi.org/10.18488/61.v11i4.3499","url":null,"abstract":"Nursing students must learn English medical terminologies since they must read and follow them to deliver patient care. Arab students highly use machine translation (MT) to understand those terminologies. Therefore, this study aimed to reveal the attitude and perception towards MT for learning English medical terminologies among undergraduate nursing students in Saudi Arabia. This study used an exploratory study design and comprised all final-year nursing students of the undergraduate nursing program in Abha (n=80) and Muhayil (n=80) female campuses of King Khalid University (KKU), Saudi Arabia. Those students (N=160) were administered a self-structured online questionnaire, and 132 responded to the questionnaire. More than 95% agreed that MT tools were easy to use, fast, and saved time. Though, 81.1% required more training in using MT tools. Furthermore, 97.7% perceived that MT helped them learn English medical terminologies. More than 90% reported that MT helped them understand and memorize English medical terminologies. Most nursing students stated that MT boosted their confidence (94.7%) and improved the quality of learning (96.2%) concerning English medical terminologies. Nursing students of KKU presented a positive attitude and perception toward MT for learning English medical terminologies. Saudi nursing schools should provide adequate training in using MT tools to enhance their students' learning of English medical terminologies, which would help them in clinical practice.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136015846","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 E-Learning on Students’ Learning Process at Catholic University of Eastern Africa","authors":"Olivia Susan Ochoo, Shem Mwalw’a, Elizabeth Nduku","doi":"10.47941/jep.1466","DOIUrl":"https://doi.org/10.47941/jep.1466","url":null,"abstract":"Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges.
 Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents.
 Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. 
 Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352112","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 process of mathematics students’ reflective abstraction in solving continuous random variable problems in the probability course","authors":"Arfatin Nurrahmah, None Kartono, None Zaenuri, None Isnarto","doi":"10.18488/61.v11i4.3497","DOIUrl":"https://doi.org/10.18488/61.v11i4.3497","url":null,"abstract":"Reflective abstraction is a mental mechanism in mental constructs in which all the structures of mathematical logic are developed in the mind of the individual. The mental mechanisms in question are interiorization, coordination, reversal, encapsulation, and generalization. This research is classified as exploratory research with a qualitative descriptive approach. This research data was taken from three fifth-semester mathematics students. The instruments used in this study were researchers as key instruments, essay tests, and interview guidelines. Data analysis included: 1) preparing the data for analysis, 2) reading the entire data, 3) encoding the data, 4) describing the data and presenting it in the narrative, and 5) interpreting the data and testing the validity of the data using data triangulation. The research found that (1) The first participant went through four components of reflective abstraction: interiorization – coordination – encapsulation – generalization. (2) The second participant went through five components of reflective abstraction thinking namely interiorization – coordination – reversal – encapsulation – generalization. (3) The third participant failed to solve the problem because the thought process in his mental mechanism had not yet manifested coordination, encapsulation, and generalization. Researchers found that the mental construction that the first participant had gone through could illustrate that the minimum mental construction that must be passed in solving the problem of continuous random variables required components- interiorization, coordination, encapsulation, and generalization.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135484392","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}