Education Research International最新文献_第2页

An Estimation of Digital Learning Culture Index of Secondary Education in Nigeria 尼日利亚中等教育数字化学习文化指数估算

Education Research International Pub Date : 2024-01-31 DOI: 10.1155/2024/6671155

Frank Enoruomwanse Guobadia, Godspower Osaretin Ekuobase

{"title":"An Estimation of Digital Learning Culture Index of Secondary Education in Nigeria","authors":"Frank Enoruomwanse Guobadia, Godspower Osaretin Ekuobase","doi":"10.1155/2024/6671155","DOIUrl":"https://doi.org/10.1155/2024/6671155","url":null,"abstract":"The socioeconomic vulnerability of youths in developing economies is a challenge that can be mitigated by quality education and digital learning skills. However, it is increasingly demanding for developing economies still struggling with universal access to preadult education to provide their youths with quality education. Mitigating this challenge, therefore, will require a social reengineering of the educational system of developing economies. Critical to this, reengineering is a comprehensive appraisal of their educational system’s support for digital learning. We set two objectives for this study: (i) examine the digital learning culture (DLC) of secondary education in Nigeria—a typical developing economy and (ii) estimate the digital learning culture index (DLCI) of secondary education in readiness for a lifelong learning skill among the Nigerian youths. Data were collected using the questionnaire survey and the stratified random sampling technique. A total of 2,107 students’ questionnaire feedback and 666 secondary schoolteachers’ questionnaire feedback at all secondary education levels across communities in the six geopolitical zones of Nigeria were analyzed. The DLCI of secondary education in Nigeria has been estimated to be 0.21. The results revealed two key findings: (1) evidence of sharp divides in DLC of secondary education among the communities in Nigeria and (2) statistical evidence that secondary education in the North-East zone of Nigeria has a higher DLCI than all other zones in the country except for the South-East zone.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139646581","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

Predicting Students’ Academic Achievement through Teaching and Parenting Styles: Self-Concept as a Mediator 通过教学和教养方式预测学生的学业成绩：作为中介的自我概念

Education Research International Pub Date : 2024-01-29 DOI: 10.1155/2024/9614992

Marwa Nasser Alrajhi, Said Suliman Aldhafri

引用次数: 0

Exploring (Im)Politeness Strategies in Indirect Reports in Persian across Genders 探索波斯语间接报告中的跨性别（非）礼貌策略

Education Research International Pub Date : 2024-01-20 DOI: 10.1155/2024/4642380

Iman Nikpoo, Hamid Allami

{"title":"Exploring (Im)Politeness Strategies in Indirect Reports in Persian across Genders","authors":"Iman Nikpoo, Hamid Allami","doi":"10.1155/2024/4642380","DOIUrl":"https://doi.org/10.1155/2024/4642380","url":null,"abstract":"Politeness and impoliteness strategies create a vital social practice in our daily and professional interactions. Being once an issue in the code of conduct protocols, (im)politeness nowadays marks an interdisciplinary scientific field. Regarding this importance, this study explored the politeness and impoliteness strategies used in changing direct speech to indirect speech among male and female Persian speakers. Eighty Iranian Persian speakers (36 males and 44 females) were given a discourse completion task. Brown and Levinson’s taxonomy of politeness strategies and Culpeper’s impoliteness taxonomy were used to analyze the sample. The findings revealed that the propositional content of a direct speech was maintained in the indirect speech in Persian with different attitudinal manners. The results also demonstrated a significant difference between the male and female participants in terms of impoliteness indirect strategies; however, there was no significant difference between them on the output strategies. Additionally, the results revealed that the most frequent politeness strategies used by Persian speakers included positive politeness, negative politeness, off-record, and bold on-record, respectively. The implications of the current research may lead to a deeper and greater understanding of the role of politeness strategies applied in language learning and teaching in EFL contexts.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515085","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

Reading Aloud and the Use of CAS-2 Battery to Assess Cognitive Skills Improvement 朗读和使用 CAS-2 Battery 评估认知技能的提高

Education Research International Pub Date : 2024-01-03 DOI: 10.1155/2024/8868497

Federico Batini, Benedetta D’Autilia, Giulia Barbisoni, Giulia Toti

{"title":"Reading Aloud and the Use of CAS-2 Battery to Assess Cognitive Skills Improvement","authors":"Federico Batini, Benedetta D’Autilia, Giulia Barbisoni, Giulia Toti","doi":"10.1155/2024/8868497","DOIUrl":"https://doi.org/10.1155/2024/8868497","url":null,"abstract":"Background. Research has suggested that exposure to reading can act positively on vocabulary development and other cognitive skills required in the early-school years. This paper presents the results of a quasi-experimental study that analyses the relationship between exposure to reading aloud to children and the development of basic cognitive skills, which are essential from the first days of school for the acquisition of all subsequent learning. This research has two objectives: first, to highlight the benefits of reading aloud in the first years of schooling, with particular reference to cognitive skills; second, to propose the Cognitive Assessment System Second Edition (CAS-2) as an instrument able to monitor and quantify the cognitive effects of this practice. Methods. This research involved a sample of 152 children from primary schools in Italy. After thorough teacher training on the proposed method of reading aloud, the teachers undertook daily reading training for approximately 3 months. The children in the experimental and control groups underwent ex ante and ex post individual administration of the CAS-2 test. A mixed model with a 2 × 2 design was used to verify the effect of the training. Results. With regard to the first aim, this study confirmed the hypotheses by highlighting the benefits of reading aloud training. The results on the Full CAS-2 Scale show significant increases in the experimental group compared to the control group. Furthermore, the improvement of the experimental group is evident in all the sub-dimensions investigated (Planning, Attention, Simultaneous, Successive). Conclusions. These results confirm the effect of reading aloud on cognitive skills development and the sensitivity of the CAS-2 as an instrument to detect its effects. Future research could explore the use of the CAS-2 battery in student populations of higher school grades, as well as observe the stability of the benefits over time.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375680","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

Predicting Computational Thinking in Elementary Science Lessons Using a Multilevel Model Approach 用多层次模型法预测小学科学课中的计算思维

Education Research International Pub Date : 2023-12-30 DOI: 10.1155/2023/3136885

Jennifer Pietros, Minsuk Shim, Sara Sweetman

{"title":"Predicting Computational Thinking in Elementary Science Lessons Using a Multilevel Model Approach","authors":"Jennifer Pietros, Minsuk Shim, Sara Sweetman","doi":"10.1155/2023/3136885","DOIUrl":"https://doi.org/10.1155/2023/3136885","url":null,"abstract":"Computational thinking (CT) is an essential problem-solving skill that students need to successfully live and work with developing technologies. There is an increasing call in the literature by researchers and policy leaders to integrate CT at the elementary level into core subjects to provide early and equitable access for all students. While some critics may claim the concepts and skills of CT are developmentally advanced for elementary age students, subjects such as science can provide real-world and relevant problems to which foundational CT components can be applied. By assessing how CT concepts and approaches integrate authentically into current science lessons, policymakers, and district leaders can be more intentional in supporting implementation efforts. This research used an exploratory survey design to examine the frequencies of CT concepts (decomposition, algorithms, abstraction, and pattern recognition) and approaches (tinkering, creating, debugging, perseverance, and collaboration) that exist in science in K–5 schools in a northeast state in the United States as reported by elementary science teachers (n = 259). Hierarchical linear modeling was used to analyze the influence of teacher and district factors on the amount of time CT concepts and approaches were integrated in the science lessons. Experience, grade level, confidence, and participation in a research–practice partnership were found to be significant predictors of CT. This study contributes to a better understanding of variables affecting CT teaching frequency that can be leveraged to impact reform efforts supporting CT integration in science.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139062480","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

Recognizing Stakeholders and Factors Mediating Washback in Language Testing 认识语言测试中的利益相关者和影响回馈的因素

Education Research International Pub Date : 2023-12-20 DOI: 10.1155/2023/5548723

Kh. Atikur Rahman, Mohammad Rukanuddin, Mst. Sabrina Yasmin Chowdhury, Shaila Ahmed, Prodhan Mahbub Ibna Seraj

引用次数: 0

Online Student Team Learning in a Flipped Classroom 翻转课堂中的在线学生团队学习

Education Research International Pub Date : 2023-12-11 DOI: 10.1155/2023/5538705

Gregory Kaplan

引用次数: 0

Male Preservice Teachers’ Perspectives and Experiences regarding Early Childhood Education Program in China 男性职前教师对中国幼儿教育课程的看法和经验

Education Research International Pub Date : 2023-12-09 DOI: 10.1155/2023/8875775

Yanhui Liu, Xuecheng Zou

{"title":"Male Preservice Teachers’ Perspectives and Experiences regarding Early Childhood Education Program in China","authors":"Yanhui Liu, Xuecheng Zou","doi":"10.1155/2023/8875775","DOIUrl":"https://doi.org/10.1155/2023/8875775","url":null,"abstract":"An increasing amount of attention has been focused on the issue of the low recruitment and retention of male teachers in early childhood education worldwide. Previous research has indicated that personal perceptions of male preservice teachers’ personal regarding early childhood education could have a major influence on their decision of a future career. This qualitative study aims at promoting the significance of early childhood preservice preparation programs by exploring the perspectives and experiences of male preservice teachers working with infants in China. Using the purposeful sampling method, two male interns in an infant classroom were interviewed individually, and each of them was interviewed three times in total: at the beginning of their professional studies, during their internship, and after completing their studies. Participants’ reflections were also considered as supplementary data. The results underscore the necessity of a comprehensive early childhood preservice preparation program for prospective male teachers, particularly regarding infants’ development. Additionally, the study highlights the crucial role of male preservice teachers’ involvement and perspectives before entering the early childhood education field. The study was limited to one location and may not apply to others. Despite the small sample, it offers valuable perspectives. Future focus should be on attracting males to early childhood education area and exploring useful strategies.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585888","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

Written Retelling Strategy in Improving Reading Skill among ESL Students in Malaysia 书面复述策略在提高马来西亚ESL学生阅读能力中的应用

Education Research International Pub Date : 2023-11-16 DOI: 10.1155/2023/6694646

Hema Vanita Kesevan, Nur Dzaliffa Riza Ridzwan, Revathi Gopal, Charanjit Kaur Swaran Singh

{"title":"Written Retelling Strategy in Improving Reading Skill among ESL Students in Malaysia","authors":"Hema Vanita Kesevan, Nur Dzaliffa Riza Ridzwan, Revathi Gopal, Charanjit Kaur Swaran Singh","doi":"10.1155/2023/6694646","DOIUrl":"https://doi.org/10.1155/2023/6694646","url":null,"abstract":"Skills of reading and comprehending in English are crucial for academic success in schools. Pupils with low reading ability skill may result in obtaining low grades and poor test scores. Traditionally pupils are taught to lift specific information as a reading strategy to answer comprehension questions, comparatively, this study uses retelling strategy to evaluate pupils’ understanding. Past research indicated that retelling strategy enhances accuracy and greater comprehension. Thus, far study that investigates effectiveness of this strategy remains scarce in Malaysian English as Second Language (ESL) primary schools. As reading skill starts to develop in early stage of schooling, it is deemed necessary to conduct this study among primary level pupils. The present study specifically analyzes the effects of written retelling strategy on pupils’ understanding of story structure among year three primary school pupils in Malaysian ESL classroom. A quasiexperimental research design with pretest and posttest was adopted to carry out the study. Pretest and posttest questions consisting of structural comprehension questions and written retelling were used to measure the effects of written retelling strategy on the pupils’ achievement in reading comprehension and their understanding of the story structure. A pretest was conducted before teaching and learning took place. This was followed by a posttest. An independent t-test was used to obtain the mean values and standard deviations. The results obtained in this study conclude the written retelling strategy had notably improved the pupils’ reading skill as they are able to retain information from the story and make better predictions. Subsequently, it increased their abilities in answering the comprehension questions. The results also indicate that written retelling could be a prospective reading strategy along with other strategies for primary ESL learners in Malaysia and similar context.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496186","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

Quantifying the Dynamic Factors Influencing New-Age Users’ Adoption of 5G Using TAM and UTAUT Models in Emerging Country: A Multistage PLS-SEM Approach 用TAM和UTAUT模型量化新兴国家新时代用户采用5G的动态因素:一种多阶段PLS-SEM方法

Education Research International Pub Date : 2023-11-14 DOI: 10.1155/2023/5452563

Manish Dadhich, Sumangla Rathore, Bright Akwasi Gyamfi, Samuel-Soma M. Ajibade, Divine Q. Agozie

{"title":"Quantifying the Dynamic Factors Influencing New-Age Users’ Adoption of 5G Using TAM and UTAUT Models in Emerging Country: A Multistage PLS-SEM Approach","authors":"Manish Dadhich, Sumangla Rathore, Bright Akwasi Gyamfi, Samuel-Soma M. Ajibade, Divine Q. Agozie","doi":"10.1155/2023/5452563","DOIUrl":"https://doi.org/10.1155/2023/5452563","url":null,"abstract":"Objectives. The 5G has ushered in a new age of life-changing breakthroughs and advancements due to faster speeds, greater bandwidth, and ultra-high expectancy. The study proposes a multistage approach for quantifying the dynamic factors affecting users’ adoption of 5G in emerging countries. Method. This study integrated the technology acceptance model (TAM) and unified theory of acceptance and use of technology (UTAUT) to recommend a comprehensive model that the industry–academia can adopt. In the proposed model, various core hypotheses and subhypotheses were tested by employing 510 5G users of the metro cities of India. An online questionnaire was used to collect the facts, and the data were framed in the conceptual model to test the validation using partial least squares structural equation modeling (PLS-SEM). Results. The findings suggest that users’ perceptions of adopting 5G are overwhelming in that perceived trust was discovered as a mediating enabler between behavioral intention (BI) and selected manifest. Performance expectancy (PE), effort expectancy (EE), social factors (SF), facilitating factors (FF), hedonic motivation (HM), perceived benefits (PB), price value (PV), and habit (HB). Contribution. By identifying key enablers in the suggested model, service providers may better evaluate these aspects, particularly in ensuring reliable infrastructure for 5G service stands. The study is undoubtedly a novel attempt to assist the telecom industry and policymakers in accelerating the adoption of 5G in emerging economies of Asian continents.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957180","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