Asia Pacific Education Review最新文献_第3页

Effects of learners’ course network characteristics on continuous online learning: moderation roles of social learning and social exposure 学习者的课程网络特征对持续在线学习的影响：社会学习和社会接触的调节作用

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-06-03 DOI: 10.1007/s12564-024-09975-0

Shanshan Shang, Tianyun Yi, Wenfei Lyv

引用次数: 0

The evolutionary course of mathematics literary writings: A case study 数学文学作品的演变过程：个案研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-30 DOI: 10.1007/s12564-024-09969-y

Tzu-Shan Chang

{"title":"The evolutionary course of mathematics literary writings: A case study","authors":"Tzu-Shan Chang","doi":"10.1007/s12564-024-09969-y","DOIUrl":"10.1007/s12564-024-09969-y","url":null,"abstract":"<div><p>Attention to the disconnection between culture and mathematics has been addressed then and now (Wilder (in: Graves et al., Proceedings of the international congress of mathematicians, American Mathematical Society, 1950; Liu in Taiwan Journal of Mathematics Education, 8:79–88, 2021b). Recently, studies, workshops, and contests about an approach to relating culture and mathematics, such as incorporating mathematics history or mathematics writings in class, have emerged. However, although the effectiveness of such an approach was proved, employing it as instruction was still significantly ignored, not to mention the approach to creating mathematics literary writings—the goal that the Mathematics-Literature Contest aimed to achieve. Additionally, no empirical studies have systematically assessed the contest, especially from the cultural perspective. Through teachers’ and students’ perceptions, this qualitative case study aims to examine the impact of mathematics literary writings on the development of mathematics teaching/learning and the mathematics culture represented in the contest. Ten teachers and 20 students were interviewed. Data were analyzed by following Yin’s five phases (2016). The study visualizes an evolutionary model of the contest, signifying the development of mathematics culture simultaneously. Results demonstrated that the contest caused teachers and students, who constituted the internal force, to consolidate the mathematics culture, which was enriched by the external force—to reinterpret the connection between mathematics as well as culture and the reform of general education. The developed mathematics culture included elements other than mathematics, such as the Chinese writings and their interactions with mathematics and life experiences. The findings hold implications for mathematics and general education: An interdisciplinary curriculum design can help cultivate teachers’ and students’ intellectual acumen; higher education communities worldwide must follow the trend.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of interventions using graphic organizer in Korea: a meta-analysis 韩国使用图形组织器进行干预的效果：荟萃分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-28 DOI: 10.1007/s12564-024-09965-2

Jechun An, Dong-il Kim

{"title":"Effects of interventions using graphic organizer in Korea: a meta-analysis","authors":"Jechun An, Dong-il Kim","doi":"10.1007/s12564-024-09965-2","DOIUrl":"10.1007/s12564-024-09965-2","url":null,"abstract":"<div><p>This study aimed to evaluate the effects of intervention using graphic organizers on the cognitive and affective improvement of students with intellectual disability (ID), with learning disability (LD), without disability, and at-risk learners in Korea. A total of 49 peer-reviewed journals and dissertations for the last 20 years were included for conducting this meta-analysis. The overall effect size of intervention using a graphic organizer was .78 (<i>d</i>) (95% CI [.63, .94], <span>({tau }^{2})</span> = .28) using a random-effects model. In order of strongest to weakest effects, at-risk learners (<i>d</i> = 1.38), students with LD (<i>d</i> = 1.15), students with ID (<i>d</i> = .76), and students without disability (<i>d</i> = .52). Among student variables, there is no statistically significant difference by school level, but by school type. Among intervention variables, instruction in math (<i>d</i> = 1.43) and Korean (<i>d</i> = .96); cognitive mapping (<i>d</i> = 1.05); 1–19 times, 1–9 weeks, 3–5 times per week; and small-size groups were the most effective intervention conditions. While several variables showed significant subgroup differences, meta-regression analyses revealed that only group size and frequency were significant moderators after controlling for other factors. In summary, intervention using a graphic organizer was more effective for students with disability and at-risk students than it was for students without disability.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141170711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of resilience acquisition on students transitioning to university during covid-19: a follow up study with Myanmar students 抗逆力的获得对19世纪中期升入大学的学生的影响：对缅甸学生的后续研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-25 DOI: 10.1007/s12564-024-09972-3

Steve Gomersall, Alan Floyd

{"title":"The impact of resilience acquisition on students transitioning to university during covid-19: a follow up study with Myanmar students","authors":"Steve Gomersall, Alan Floyd","doi":"10.1007/s12564-024-09972-3","DOIUrl":"10.1007/s12564-024-09972-3","url":null,"abstract":"<div><p>In our previous study (Gomersall & Floyd, in Asia Pacific Education Review 24:447–459, 2022), we reported that a group of Myanmar students, who studied online for their high school qualifications during COVID-19, reported drawing on a range of factors to enable them to overcome the adversity and continue their education. Moreover, they claimed that they had benefited from the online experience and were ready to progress to university. This study returns one year later to interview some of the original participants to see if their perceptions became reality. In addition, a group of students from the 2020 cohort are also interviewed so that a comparison can be made between the last group of students who studied ‘normally’ before COVID-19, and those who experienced online learning for the first time. This study addresses a gap in the literature by examining student perspectives of the ways in which they thrived as a result of digitally enhanced learning. We conclude that learning online enabled students to develop personally, enhance their digital skills, and acquire skills and knowledge that could be utilised again in the future. Moreover, those who studied online in both high school and university found the process of commencing online studies at university easier, which supports the tentative conclusion that even in low resource settings, it would be beneficial for schools to explore integrating more digital skills into the classroom.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09972-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141146088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of after-school programs on K-12 students’ creativity: a meta-analysis 课外活动对 K-12 学生创造力的影响：荟萃分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-22 DOI: 10.1007/s12564-024-09966-1

Yanjun Zhang, Qianqian Xu, Ting Zhang

引用次数: 0

Peer relationship instructions in inclusive educational settings in Korea: a meta-analysis 韩国全纳教育环境中的同伴关系指导：荟萃分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-20 DOI: 10.1007/s12564-024-09971-4

Jechun An, Seohyeon Choi, Jin Hyung Lim

引用次数: 0

Development of and interplay between grit and peer learning among adolescent English-as-a-foreign-language learners in China: a time series analysis study 中国青少年英语作为外语学习者的勇气与同伴学习之间的发展和相互作用：一项时间序列分析研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-11 DOI: 10.1007/s12564-024-09968-z

Li Dong

引用次数: 0

Defining, identifying, and estimating causal effects with the potential outcomes framework: a review for education research 用潜在成果框架定义、识别和估计因果效应：教育研究综述

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-10 DOI: 10.1007/s12564-024-09957-2

Bryan Keller, Zach Branson

{"title":"Defining, identifying, and estimating causal effects with the potential outcomes framework: a review for education research","authors":"Bryan Keller, Zach Branson","doi":"10.1007/s12564-024-09957-2","DOIUrl":"10.1007/s12564-024-09957-2","url":null,"abstract":"<div><p>Causal inference involves determining whether a treatment (e.g., an education program) causes a change in outcomes (e.g., academic achievement). It is well-known that causal effects are more challenging to estimate than associations. Over the past 50 years, the potential outcomes framework has become one of the most widely used approaches for defining, identifying, and estimating causal effects. In this paper, we review the potential outcomes framework with a focus on potential outcomes notation to define individual and average causal effects. We then show how three canonical assumptions, Unconfoundedness, Positivity, and Consistency, may be used to identify average causal effects. The identification results motivate methods for estimating causal effects in practice, which include model-based estimators, such as regression, inverse probability weighting, and doubly robust estimation, and procedures that target covariate balance, such as matching and stratification. Examples and discussion are grounded in the context of a running example of a study aimed at assessing the causal effect of receipt of special education services on 5th grade mathematics achievement in school-aged children. Practical considerations for education research are discussed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education expansion and its returns to education in Vietnam: a two-step Heckman model analysis 越南的教育扩张及其教育回报：两步赫克曼模型分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-04 DOI: 10.1007/s12564-024-09967-0

Jean-Baptiste M. B. Sanfo, Keiichi Ogawa, Thu Ha Truong

{"title":"Education expansion and its returns to education in Vietnam: a two-step Heckman model analysis","authors":"Jean-Baptiste M. B. Sanfo, Keiichi Ogawa, Thu Ha Truong","doi":"10.1007/s12564-024-09967-0","DOIUrl":"https://doi.org/10.1007/s12564-024-09967-0","url":null,"abstract":"<p>This study investigates the impact of educational expansion on the relationship between education and its economic returns as posited by the human capital theory. Specifically, we explore how the expansion of education affects the returns to higher levels of education relative to lower ones and examine gender differences across levels of education. To achieve these objectives, we use data from the Vietnam Household Living Standards Surveys (VHLSS) conducted between 2002 and 2014, encompassing a sample of 133,600 individuals. Our empirical findings, consistent with the human capital theory, show that higher levels of education are associated with increased monetary returns, even in the context of educational expansion. Nevertheless, we observe varied gender effects resulting from the expansion of education, particularly for individuals with no or primary education. Notably, women in these educational categories tend to earn lower wages than their male counterparts. In contrast, women who have attained tertiary education have higher wage premiums than men. Overall, this study's results support the human capital theory while emphasizing the significance of considering education as a positional good and recognizing the gender-specific impacts of educational expansion.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of instructional video playback speed and pre-embedded questions on learning 教学视频播放速度和预埋问题对学习的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-03 DOI: 10.1007/s12564-024-09964-3

Rong Liu, Huina Jia

{"title":"Effects of instructional video playback speed and pre-embedded questions on learning","authors":"Rong Liu, Huina Jia","doi":"10.1007/s12564-024-09964-3","DOIUrl":"https://doi.org/10.1007/s12564-024-09964-3","url":null,"abstract":"<p>Instructional video has become an important teaching resource. In related studies, researchers have found that the playback speed of instructional videos affects learning effect. However, it is not clear whether the learning effect obtained when learners choose different playback speeds is affected by the interactive design of the video (e.g., such as pre-embedded questions). Therefore, in this study, behavioral tests and eye-movement techniques were used to investigate the learning outcomes and cognitive processing of 90 participants based on instructional video playback speed (1.0×, 1.25×, and 1.5×) and question embedding types (no-question embedding and pre-embedded questions). The results showed that the pre-embedded questions not only improved learners' attention to the main content of the video, but also enhanced learning performance. An appropriate increase in playback speed (1.25× speed) is beneficial to learners' cognitive processing and learning depth, but excessive speed (1.5× speed) can be detrimental. Pre-embedding questions can broaden the range of speed acceptable to learners while maintaining learning efficiency. There was no significant difference in learning outcomes between 1.0, 1.25, and 1.5 times speed when questions were pre-embedded. However, the learning effect of 1.5 times speed was considerably lower than that of 1.0 times and 1.25 times speed when no questions were embedded. This study not only provides a new research perspective for the related research of instructional videos, but also provides a reference for the design and development of teaching video, so as to meet learners' individual needs and improve the effectiveness of online learning.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0