IJERI-International Journal of Educational Research and Innovation最新文献

{"title":"Identificación de los niveles de autoestima en estudiantes de secundaria según: sexo, curso y zona de procedencia","authors":"Pedro Rojas Pedregosa","doi":"10.46661/ijeri.6090","DOIUrl":"https://doi.org/10.46661/ijeri.6090","url":null,"abstract":"El objetivo del presente estudio trata de mostrar el grado de autoestima existente en el alumnado de secundaria, tanto en zonas urbanas, como rurales, de la provincia de Córdoba (España), atendiendo al género y curso. La muestra consta de 307 estudiantes de cuatro institutos. Se utilizó el cuestionario de evaluación de la autoestima para alumnos de enseñanza secundaria de García (1995). Para los resultados, existen discrepancias estadísticamente significativas en género: para autoestima física, general, intelectual, emocional, de relaciones con los otros y en la escala independiente de autocrítica. Según el curso, existen diferencias para autoestima física, general y la escala de independencia autocrítica. Por otro lado, se observan correlaciones significativas (leves, entre la edad de los estudiantes y la autoestima física, general y la escala de independencia autocrítica). Estos resultados, son de utilidad para identificar aspectos específicos de la autoestima que podrían ser fomentados en el ámbito escolar. ","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74839114","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":"Qualitative research in education","authors":"O. Ponce, José Gómez-Galán, Nellie Pagán-Maldonado","doi":"10.46661/ijeri.5917","DOIUrl":"https://doi.org/10.46661/ijeri.5917","url":null,"abstract":"Since it entered education in the mid-20th century, qualitative research has been a well-established methodology among educational researchers. Its strength lies in its nature, scope, and methodological flexibility to understand education's cultural, social, political and moral phenomena. Between the 1970s and 1980s, the relevance and superiority of quantitative vs. qualitative research in education were debated in academic forums. The paradigm debate was so intense that it reached political discussions. In 2002, the National Research Council (NRC) of the United States of America recommended the Federal Department of Education the exclusion of qualitative research from federal funds because it was not considered scientific research. A similar situation was observed in England and Australia. Since then, qualitative research has continued to develop as a model of educational research with the support of private funds. This paper revisits qualitative education research and examines its developments to reposition itself as a legitimate model of scholarly research in a political-scientific era.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77298594","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":"Detección de necesidades de formación de docentes en educación inclusiva.","authors":"Nerea Felgueras Custodio, Miriam Díaz Vega, Ricardo Moreno-Rodríguez","doi":"10.46661/ijeri.6193","DOIUrl":"https://doi.org/10.46661/ijeri.6193","url":null,"abstract":"Es imperante detectar las necesidades de formación de profesionales de la educación sobre las necesidades educativas de estudiantes con un diagnóstico de Trastorno del Espectro Alcohólico Fetal favoreciendo así, una detección temprana que permita el correcto desarrollo de la persona y una educación basada en derechos. Para ello, el objetivo es diseñar una herramienta que permita valorar los conocimientos y las actitudes de maestros, profesores y orientadores para determinar, si corresponde, las necesidades de formación. Se aplica el método Delphi a una muestra conformada por siete expertos en la materia. En el análisis de datos, se aplicó el rango intercuartílico relativo (RIR) para determinar el consenso y la variación del RIR para determinar la estabilidad entre rondas consecutivas. En la tercera ronda se obtuvo el consenso en la mayoría de los ítems, conservando aquellos en los que RIR<.05. Entre la segunda y tercera ronda consecutiva se alcanzó la estabilidad del panel, siendo la variación del RIR menor a .05 en más del 80% de los ítems. Como conclusión, el cuestionario muestra una elevada validez de contenido e incorpora los elementos más relevantes sobre el TEAF que se deben conocer para detectar un posible caso de TEAF a una edad temprana.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76135002","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":"Hope and Resilience Mediate Relationship between Stress and Satisfaction with Life of Teachers amid COVID-19 Crisis in the Philippines","authors":"M. Cahapay, Nathaniel F. Bangoc II","doi":"10.46661/ijeri.6262","DOIUrl":"https://doi.org/10.46661/ijeri.6262","url":null,"abstract":"Psychological outcomes play a vital role in the stress and satisfaction with life (SWL) of people amid novel situations. Set in the context of emergency remote education amid the global COVID-19 crisis, this study was carried out with the overall purpose to assess whether hope and resilience mediate the relationship between stress and SWL of teachers. A survey was conducted in a sample of 2272 teachers from Mindanao, Philippines. Adapted scales were used to gather the needed data through a structured online survey questionnaire. The result of the analysis demonstrated that stress has a significant and negative predictive effect on hope, resilience, and SWL. On the other hand, hope and resilience generated significant and positive predictive effects on SWL. The result of mediation analysis proved that hope and resilience significantly mediated the relationship between stress and SWL. These pieces of evidence suggest that hope and resilience are important psychological resources that can decrease the negative impacts of COVID-19 experiences such as stress on the SWL of the teachers.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74124209","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":"Daily practice test","authors":"Jun Carl Alenton","doi":"10.46661/ijeri.4519","DOIUrl":"https://doi.org/10.46661/ijeri.4519","url":null,"abstract":"This experimental study evaluated the effects of implementing the Daily Practice test in solving fundamental operations on fractions as one of the deficiencies of students in Mathematics. Moreover, achievement test results reveal that one of the weaknesses of the students is mastery and computational fluency in solving problems involving fractions. The study aimed to compare daily testing and conventional review as a tool to master concepts involving fractions. This was made through the pre-posttest in the students’ performance before and after being exposed to daily testing. The respondents were grouped according to conventional review and a group exposed to the daily testing for eight weeks. Two distinct classes; experimental (n=75) and control (n=75) groups were randomly chosen. The results revealed that the students in both groups showed Below Average performance in the pretest but manifested a significant difference in the actual mean in the post-test. Both groups displayed significant improvement in solving fundamental operations on fractions. Further, the achievement of students under the Daily Practice Test showed Above Average performance and significantly helped in the improvement of students’ mastery in solving the fundamental operations on fractions. The paper concludes that daily testing has a positive impact on students’ mastery and have shown improvement in their study habits as tested often.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76692293","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":"Online Education amid COVID-19 Crisis","authors":"Sumra Kalsoom B., Muhammad Mumtaz, Nasra Dahir Mohamed, Abdul Haseeb, Sarfaraz Hussain Ansari","doi":"10.46661/ijeri.6429","DOIUrl":"https://doi.org/10.46661/ijeri.6429","url":null,"abstract":"The objective of this study is to examine the main constraints experienced in the online mode of education during this pandemic at higher education level in Pakistan. The COVID-19 pandemic credibly transformed the method of learning and teaching from face to face to online.  In unexpected sudden septicity, universities in Pakistan have started online education without proper instructional provision and relevant experience. For this purpose, the data is collected from 750 students and teachers across all over the regions in Pakistan. The study has used partial least square structural equation modeling (PLS-SEM). The findings show that technological bottlenecks, institutional preparedness, and digital divide are significant challenges. The differences in perceptions of rural and urban areas are also very important referring to several policies implications, implementing information communication technology (ICT), friendly curriculums, enhancing online accessibility and infrastructure development. This study contributes to help universities for developing effective e-learning policies for students in the situation of COVID-19.  \u0000 ","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84587320","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":"efecto del uso del modelo de educación deportiva en el desarrollo multidireccional de los estudiantes: un estudio de metaanálisis","authors":"Hulusi Böke","doi":"10.46661/ijeri.6338","DOIUrl":"https://doi.org/10.46661/ijeri.6338","url":null,"abstract":"En este estudio, se examinó el efecto del modelo de educación deportiva en las lecciones. Se recopiló un total de 54 datos de 39 estudios que cumplieron con los criterios de inclusión de 159 estudios. El número de muestra en el que se aplicó el modelo de educación deportiva y se aportaron los datos es de 3.655 personas. En los estudios examinados dentro del alcance del metaanálisis (uso del modelo de educación deportiva), la información y los hallazgos relacionados con las áreas de desarrollo multidimensional de los estudiantes son los subtítulos del estudio. Según los resultados de la investigación, el tamaño del efecto de utilizar el modelo de educación deportiva en el campo del desarrollo multidimensional es medio (d = 0,533). Se determinaron diferencias significativas por nivel educativo y año de publicación como resultado del análisis del moderador.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90869144","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":"Causales del abandono estudiantil, dónde, cómo y cuántos","authors":"Carmen Burgos Videla, Verónica Aliaga Prieto, Viviana Tesmer Orellana, Katherine Pavez Bravo","doi":"10.46661/ijeri.4484","DOIUrl":"https://doi.org/10.46661/ijeri.4484","url":null,"abstract":"El estudio que se presenta tiene por objetivo establecer causales de deserción estudiantil que evidencien diferencias estadísticamente significativas en cuanto a sus niveles de presentación, para de esta forma lograr caracterizar las causales que ponen en riesgo la permanencia de los estudiantes matriculados desde el año 2013, con seguimiento hasta 2016, en la Universidad de Atacama. Con un total de 819 estudiantes que no renovaron su matrícula, el estudio consideró una muestra de 326 estudiantes de quienes se cuenta con información específica, y, utilizando un método mixto, se realizó un análisis estadístico que dio cuenta de las siguientes causales que influyen en la deserción de los alumnos: el Rendimiento Académico, estadísticamente significativo y sobresaliente entre todas las demás variables consideradas; aparecen también problemas económicos, personales y de salud. Se destaca la no renovación de matrícula como cuestión incidente sobre la problemática tratada.\u0000El análisis de esta primera investigación nos determina los factores que intervienen en la problemática de la deserción universitaria y con ello nos permite establecer causales, además de su jerarquización para luego determinar que efectivamente existe un problema o causal dentro del abandono de los estudiantes de sus carreras universitarias y con ello establecer el diseño de una propuesta que ayude en la mejora progresiva de los tópicos que causan la deserción en los estudiantes universitarios. ","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76377032","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":"Percepción universitaria de las clases virtuales durante la COVID-19","authors":"Isabel R. Rodríguez-Ortiz, Francisco Javier Moreno-Pérez","doi":"10.46661/ijeri.7299","DOIUrl":"https://doi.org/10.46661/ijeri.7299","url":null,"abstract":"A raíz de la declaración de la pandemia mundial debida a la COVID-19, las universidades de todo el mundo tuvieron que adaptar sus clases a la modalidad en línea durante largos períodos o alternar esta modalidad con la presencialidad. La escasa planificación con la que se pudo afrontar este cambio pudo tener consecuencias sobre la enseñanza. Este estudio se ha dirigido a conocer la percepción del alumnado universitario sobre las clases en línea durante este período de pandemia y a analizar algunas variables asociadas al grado de aceptación de estas clases. Para ello se ha encuestado a 266 estudiantes pertenecientes a 20 titulaciones distintas y a 14 universidades españolas. Se elaboró un cuestionario a partir de estudios previos para recoger información sobre la experiencia que los estudiantes tenían con la modalidad en línea, ventajas e inconvenientes respecto a la presencial y el grado de satisfacción. Los resultados señalan que más de la mitad de los estudiantes encuestados prefiere la formación presencial, aunque perciban algunas ventajas de la modalidad en línea. Los estudiantes también percibieron como más eficaz la formación presencial para conseguir los objetivos de aprendizaje. La satisfacción con la enseñanza en línea se relacionó con la mayor interacción con los compañeros, la mayor implicación del estudiante en la formación y la mejor percepción del rol desempeñado por el docente.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86271544","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":"Requirements To Execute Community Participation In Technical And Vocational Schools In Palestine","authors":"Hijazi Attia Rifai Al-Jabari, Zainab Hassan Hassan, Mounir Hassan Shakoura El Din, Iman Ibrahim","doi":"10.21608/erji.2022.257339","DOIUrl":"https://doi.org/10.21608/erji.2022.257339","url":null,"abstract":": The study aimed at both identifying the conceptual frameworks for community participation and identifying the requirements to execute community participation in technical and vocational education schools in Palestine. This study came up with procedural proposals for the availability of the requirements necessary to execute community participation in technical and vocational education schools in Palestine. To fulfil the objectives of this study, the researcher applied the descriptive approach. His sample included 77 participants, both males and females. They all were teachers at technical and vocational education schools in Ramallah and Al-Bireh province. Tool of the study was questionnaire. The study identified the requirements for executing the community participation with relatively 82%. The requirements met were mainly providing educational programs for parents to change the perception towards technical and vocational education. Also, amending some regulations and instructions in line with the requirements of the community participation. Among the requirements that had the lowest relative weight in the requirements of executing community participation were providing a data and information system that helps in solving problems and making decisions, and to name some school facilities with the names of institutions or individuals who contribute and support the schools financially and morally. The study demonstrated that there were no statistically significant differences in the degree of the sample participants estimates of community participation requirements in technical and vocational schools due to the gender variable. The study suggested a set of procedural proposals that help execute community participation requirements in technical and vocational schools. Namely, to create the culture of partnership among workers in technical and vocational education schools through seminars, workshops and bulletins, which include the concept of community participation, its objectives along with its benefits for schools.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79375774","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}