Education Policy and Development最新文献

Effectiveness of Self-Made E-Learning Videos for Dual Sports in Enhancing The Performance of Bachelor of Physical Education Students 自制双运动电子学习视频对提高体育本科学生成绩的效果

Education Policy and Development Pub Date : 2023-09-27 DOI: 10.31098/epd.v1i2.1404

Johncel P Bueza, Timothy John O Vallejo, Hanz Martin Flores, Maria Teresa M Rodriguez

{"title":"Effectiveness of Self-Made E-Learning Videos for Dual Sports in Enhancing The Performance of Bachelor of Physical Education Students","authors":"Johncel P Bueza, Timothy John O Vallejo, Hanz Martin Flores, Maria Teresa M Rodriguez","doi":"10.31098/epd.v1i2.1404","DOIUrl":"https://doi.org/10.31098/epd.v1i2.1404","url":null,"abstract":"This study aimed to determine the effectiveness of self-made e-learning videos in enhancing the dual sport footwork performance of Bachelor of Physical Education students at Laguna State Polytechnic University. This study employed a pre-experimental – single-group pretest, post-test research design. The participants were purposively selected and are taking dual sports courses. Their performances were evaluated by determining the pretest and posttest mean scores and the significant differences of the variables and describing the learners' satisfaction rate on the effectiveness of e-learning videos. Based on the findings, there was a significant difference in the participants' pretest and posttest mean scores, which means that using e-video in PE sports courses enhanced their performance. The e-learning videos influence students' understanding of the basic footwork for dual sports and with high satisfaction with the learnings acquired from the videos. It was concluded that Self-made e-learning videos are effective, efficient, and useful alternative learning material for teaching dual sport footwork. It is encouraged that e-videos for dual sports courses could be adopted across the BPED LSPU system, and the use of e-learning videos may replicate in other education courses in other universities. In addition, there is a need to develop strategies to enhance the effectiveness of the e-learning course.","PeriodicalId":497366,"journal":{"name":"Education Policy and Development","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537872","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

Innovation to Learn to Identify Animals with The Storytelling Method Using an Illustrated Flashcard Based on Augmented Reality 创新学习识别动物与讲故事的方法使用基于增强现实的图文抽认卡

Education Policy and Development Pub Date : 2023-09-27 DOI: 10.31098/epd.v1i2.1544

Denik Ristya Rini, Agnisa Maulani Wisesa, Retno Tri Wulandari

{"title":"Innovation to Learn to Identify Animals with The Storytelling Method Using an Illustrated Flashcard Based on Augmented Reality","authors":"Denik Ristya Rini, Agnisa Maulani Wisesa, Retno Tri Wulandari","doi":"10.31098/epd.v1i2.1544","DOIUrl":"https://doi.org/10.31098/epd.v1i2.1544","url":null,"abstract":"Knowing the characteristics of animals is one of the competencies for early childhood. To learn this topic, the teacher usually uses two-dimensional animal illustrations. Along with the times, the use of learning media with technology-based is highly recommended for use in the learning process. Responding to this, this study's main aim was to design and develop 3D flashcards as learning media based on augmented reality that can be integrated with smartphones. The developed media will be used to convey learning material about animal characteristics by recognizing their anatomy through three-dimensional flashcard illustrations and the distinctive sound of each animal. The research method used the ADDIE model. The 3D flashcards were implemented for 60 children from two classes, aged between 5 – 6 years, and four teachers. The results were obtained that 92% of children could recognize animal characteristics in each 3D flashcard scanned using a smartphone. The sound in each animal helps students recognize the type of animal they are studying more. According to the teacher, utilizing this technology greatly increases children's enthusiasm for learning. The limitation of this study is the learning method that must involve parents. The novelty of this research is a learning method that involves parents using smartphones for positive purposes in the child's learning process. Some parents are against using smartphones for early childhood, but without realizing it, the demand for technology literacy must get used to it from childhood.","PeriodicalId":497366,"journal":{"name":"Education Policy and Development","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537875","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

Student’s Engagement and Perception of Gamification in Mathematics 学生对数学游戏化的参与与感知

Education Policy and Development Pub Date : 2023-09-27 DOI: 10.31098/epd.v1i2.1779

Heny Solekhah, Imam Darul Kutni, Ario Bagus Pamungkas

{"title":"Student’s Engagement and Perception of Gamification in Mathematics","authors":"Heny Solekhah, Imam Darul Kutni, Ario Bagus Pamungkas","doi":"10.31098/epd.v1i2.1779","DOIUrl":"https://doi.org/10.31098/epd.v1i2.1779","url":null,"abstract":"Many Indonesian students consider mathematics as an uninteresting learning subject that confuses them. An innovative approach to teach mathematics is needed to increase their engagement. In this case study, gamification which has been known as an activity to increase the student’s enthusiasm was introduced in learning algebra. An observation with 20 female eighth graders was done in the classroom with and without the gamification activity to see the students’ reactions and emotions in playing the game. Two focus group discussions with eight students were conducted by purposeful sampling based on their various levels of activeness, and, competence in mathematics, as well as their scores of the game to grasp their perceptions of gamification in mathematics, followed by an individual interview with the math teacher. The findings were analyzed through the lenses of symbolic interactionism in which the students’ acts and perceptions were constructively interpreted and confirmed with the teacher’s opinion. The literature was also included to strengthen the result. The research found that gamification in mathematics could highly engage the students, especially when the teacher offered a reward. However, the student’s perception was highly influenced by their performance in the game. Despite the lack of mechanical skill, the winners were satisfied; the unsuccessful players had different opinions: some of them wanted to play again to increase their scores whereas the rest of them did not suit the game. Thus, to motivate the students, designing gamified activities in mathematics needed to consider individual preferences.","PeriodicalId":497366,"journal":{"name":"Education Policy and Development","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537873","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

Learning Action Cell as A Channel for Teacher’s Professional Competence in Elementary Schools in the Divisions of Laguna 学习行动细胞:拉古纳地区小学教师专业能力提升的渠道

Education Policy and Development Pub Date : 2023-09-27 DOI: 10.31098/epd.v1i2.1590

Liezl Ayuso Conde, Alberto D Yazon, Consortia S Tan, Marcial M Bandoy

{"title":"Learning Action Cell as A Channel for Teacher’s Professional Competence in Elementary Schools in the Divisions of Laguna","authors":"Liezl Ayuso Conde, Alberto D Yazon, Consortia S Tan, Marcial M Bandoy","doi":"10.31098/epd.v1i2.1590","DOIUrl":"https://doi.org/10.31098/epd.v1i2.1590","url":null,"abstract":"This study investigated the relationship between the Learning Action Cell (LAC) level and teachers' professional competence. It utilized quantitative correlational design to assess and analyze the data of elementary teachers and how the LAC empowers and capacitates them on the various techniques and methodologies to be competent enough to deliver effective teaching facilitation. The 619 teachers respondents from nearby three (3) Schools Divisions were assessed on how LAC training every year improved their competencies. The finding proved that the more LAC sessions conducted, the higher the teacher’s competencies gained. The quantitative correlation denoted that the quality of implementation of the Learning Action Cell training based on the study result was very high. It visibly manifested in the total impact of LAC training is enhancing and empowering teachers' professional competencies. This study proved that it is an essential component of the education system as they provide a platform for collaboration, professional development, problem-solving, and continuous learning among teachers.","PeriodicalId":497366,"journal":{"name":"Education Policy and Development","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537876","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

Rethinking The United Nations – Nigeria Partnership Towards Girl Child Education and Gender Equality Reforms: A Systematic Review 重新思考联合国-尼日利亚女童教育和性别平等改革伙伴关系:系统审查

Education Policy and Development Pub Date : 2023-09-27 DOI: 10.31098/epd.v1i2.1528

Anthony Ejue Egberi, Madumelu Harrison Christian Madubueze

{"title":"Rethinking The United Nations – Nigeria Partnership Towards Girl Child Education and Gender Equality Reforms: A Systematic Review","authors":"Anthony Ejue Egberi, Madumelu Harrison Christian Madubueze","doi":"10.31098/epd.v1i2.1528","DOIUrl":"https://doi.org/10.31098/epd.v1i2.1528","url":null,"abstract":"The study focused on the United Nations-Nigeria cooperation in correcting the skewed male-dominated educational system in the Northern states of Nigeria, characterized by extremist beliefs, inequitable education, and gender inequality. As a result, the report contends that the prevalence of sex discrimination exacerbates concerns about female child education and gender inequality. The paper investigated inequitable quality education (SDGs 4) and gender equality (SDGs 5). Furthermore, the study extracts the UN-Nigeria partnership in transforming the Northern states' male-dominated educational system. It also looked at the factors contributing to inequitable quality education and gender equality and the numerous UN-Nigeria partnerships for girl-child education and gender equality. The study collected data from secondary sources and analyzed the data using content analysis. The paper raised several questions and specifically examined issues such as: why parents in the Northern States believe that girl child education is irrelevant, why all adduction is aimed at girls and the role and challenges of the UN-Nigeria partnership in reforming the male-dominated educational system in the Northern states of Nigeria. Finally, the study concluded with policy recommendations.","PeriodicalId":497366,"journal":{"name":"Education Policy and Development","volume":"abs/2007.10625 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537874","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