International journal of educational research open最新文献_第9页

The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022 数字资源利用对不同经济背景下学生学习成果和自我效能感的影响：PISA的比较分析，2022

International journal of educational research open Pub Date : 2025-01-26 DOI: 10.1016/j.ijedro.2025.100443

Dirgha Raj Joshi , Jeevan Khanal , Krishna Prasad Sharma Chapai , Krishna Prasad Adhikari

{"title":"The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022","authors":"Dirgha Raj Joshi , Jeevan Khanal , Krishna Prasad Sharma Chapai , Krishna Prasad Adhikari","doi":"10.1016/j.ijedro.2025.100443","DOIUrl":"10.1016/j.ijedro.2025.100443","url":null,"abstract":"<div><div>This study investigates the utilization of digital resources among students across three economic categories: lower-middle-income countries, upper-middle-income countries, and high-income countries. This study focuses on several dimensions, including digital resource usage, student engagement, self-efficacy, subject learning, and feedback mechanisms. Leveraging data from the Programme for International Student Assessment (PISA) 2022, we analyzed responses from 237,844 students. Statistical techniques included analysis of variance and structural equation modeling. The findings reveal that students from high-income countries demonstrate higher digital resource utilization and self-efficacy compared to their counterparts in upper-middle-income and lower-middle-income countries. However, educational software and digital feedback tools remain underutilized across all economic contexts. Digital resources for language, mathematics, and science learning exhibit poor usage patterns. A significant proportion of students rarely utilize these resources for academic purposes, raising concerns about digital distractions. Upper-middle-income countries’ students engage more actively in digital learning activities outside the classroom compared to their peers in lower-middle-income and high-income countries. Policymakers and educators should address disparities in digital resource utilization to enhance educational equity and bridge gaps, particularly in resource-limited settings.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100443"},"PeriodicalIF":0.0,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Meta-analysis of the effect of peer tutoring in Science, Technology, Engineering and Mathematics (STEM) subjects 科学、技术、工程和数学（STEM）科目同伴辅导效果的meta分析

International journal of educational research open Pub Date : 2025-01-25 DOI: 10.1016/j.ijedro.2025.100446

Riyan Hidayat , Mohd Rashid Mohd Saad

{"title":"A Meta-analysis of the effect of peer tutoring in Science, Technology, Engineering and Mathematics (STEM) subjects","authors":"Riyan Hidayat , Mohd Rashid Mohd Saad","doi":"10.1016/j.ijedro.2025.100446","DOIUrl":"10.1016/j.ijedro.2025.100446","url":null,"abstract":"<div><div>Currently, researchers have started to become interested in studying the impact of peer tutoring on academic achievement. Based on cognitive constructivism ideas. peer tutoring, founded on focuses on the significance of social interactions in learning and how they influence children's cognitive development. As such, this meta-analysis aims to look into the overall effect of peer tutoring, emphasising on STEM disciplines. The researchers utilised the PRISMA procedure to conduct a literature search across resources such as Web of Science, Scopus, and Google Scholar. The process yielded 24 works with 3311 participants. The researchers calculated the effect size with standardized mean differences (SMD) and 95 % confidence interval using the R software packages. The results indicated that peer tutoring has a significant effect on academic achievement (effect size [ES] = 1.23, 95 % confidence interval [CI] [0.75, 1.70], <em>p</em> < 0.001) and other learning outcomes (effect size [ES] = 0.40, 95 % CI [0.20, 0.59], <em>p</em> < 0.001). The subgroup analysis showed revealed substantial changes in effect sizes between subjects; however, no significant differences by the type of peer tutoring were found. Thus, this suggests that studying this effect has the potential to significantly improve academic performance, specifically in STEM fields.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100446"},"PeriodicalIF":0.0,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What does well-being at school mean to primary school students? Children's understanding of basic psychological needs 幸福的学校生活对小学生来说意味着什么？儿童对基本心理需求的理解

International journal of educational research open Pub Date : 2025-01-21 DOI: 10.1016/j.ijedro.2025.100442

Gesa Klemp , Karolina Urton , Johanna Krull , Jannis Bosch , Jürgen Wilbert

引用次数: 0

Mothers' duty? Exploring interrelationships of class, gender and ethnicity in fathers' involvement in Japanese school PTAs 母亲的责任吗?探讨阶级、性别和种族在父亲参与日本学校家长会中的相互关系

International journal of educational research open Pub Date : 2025-01-19 DOI: 10.1016/j.ijedro.2025.100435

Yan Li

{"title":"Mothers' duty? Exploring interrelationships of class, gender and ethnicity in fathers' involvement in Japanese school PTAs","authors":"Yan Li","doi":"10.1016/j.ijedro.2025.100435","DOIUrl":"10.1016/j.ijedro.2025.100435","url":null,"abstract":"<div><div>Existing studies focus on parental involvement in Japanese school PTAs as a mothers’ duty, due to the quasi-compulsory nature of PTA membership and the prevalence of mothers' participation. While the diversification of family structures may challenge the assumption that PTA involvement is solely the responsibility of mothers, these studies lack an understanding of the evolving role of fathers in PTA based on multiple social differences between parents within a family.</div><div>Through in-depth interviews with twenty-two parents from sixteen middle-class Chinese-Japanese intermarried families living in Japan, this study explores how class, gender, and ethnic differences between parents within each family interrelate to shape the division of PTA duties. Specifically, it examines whether fathers take on PTA duties and how they perceive their (non)involvement depending on the family structure. The study concludes by arguing that the diversification of family structures, along with the interplay of class, gender, and ethnicity between parents, shapes fathers' PTA involvement and may serve as a potential source for the transformation of inequalities in educational processes.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100435"},"PeriodicalIF":0.0,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher training, coaching and school libraries in rural indigenous Guatemala: A multi-pronged approach to improving reading proficiency 危地马拉农村土著居民的教师培训、辅导和学校图书馆：提高阅读能力的多管齐下方法

International journal of educational research open Pub Date : 2025-01-17 DOI: 10.1016/j.ijedro.2025.100437

Sarah L. Peller , Amanda M. Marcotte , Ketan , Craig S. Wells , Nancy Press , Maciej Kos

{"title":"Teacher training, coaching and school libraries in rural indigenous Guatemala: A multi-pronged approach to improving reading proficiency","authors":"Sarah L. Peller , Amanda M. Marcotte , Ketan , Craig S. Wells , Nancy Press , Maciej Kos","doi":"10.1016/j.ijedro.2025.100437","DOIUrl":"10.1016/j.ijedro.2025.100437","url":null,"abstract":"<div><div>Efforts to address persistent intergenerational poverty in the Global South have focused, in part, on improving both access to and quality of schooling for all children, often including teacher training and provision of materials. Child Aid supports literacy development in hundreds of primary schools in indigenous communities in the rural highlands of Guatemala through an innovative and scalable teacher training program. The program works in over 100 schools at a time offering a four-year intervention with a three-pronged approach: workshops; professional instructional coaching; and providing thousands children's literature books to school libraries and classrooms. Child Aid's program is uniquely focused on improving not only basic reading ability, but reading comprehension skill and critical thinking among students. This study examined whether Child Aid's multifaceted but scalable intervention had a positive effect on children's reading comprehension through two large-scale quasi-experimental studies, with the first serving as the initial study and the second serving as a replication study. Hierarchical linear modeling was used to explore differences in reading comprehension gains between two large samples comparing students’ reading comprehension gains in Child Aid schools with those of students in control schools. In both studies, students in Child Aid schools consistently demonstrated significantly greater gains in their reading comprehension skills than students who were not in Child Aid schools. Additionally, we learned students with weaker skills at the start of the year had the greatest gains. These findings will be presented and implications for the Child Aid program and other literacy interventions will be discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100437"},"PeriodicalIF":0.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Syrian students in Turkish higher education: A systematic review and thematic synthesis 土耳其高等教育中的叙利亚学生：系统审查和专题综合

International journal of educational research open Pub Date : 2025-01-17 DOI: 10.1016/j.ijedro.2024.100416

Tom Parkinson

{"title":"Syrian students in Turkish higher education: A systematic review and thematic synthesis","authors":"Tom Parkinson","doi":"10.1016/j.ijedro.2024.100416","DOIUrl":"10.1016/j.ijedro.2024.100416","url":null,"abstract":"<div><div>A large scholarly literature now exists concerning displaced Syrian students in the Turkish higher education system. This literature is multilingual, thematically diverse, and dispersed across several disciplines. No systematic review of this literature has been undertaken to date, and there is therefore a need for corpus-level work to summarise its characteristics and synthesise its key concerns and themes. Following a hybrid approach incorporating scoping review and thematic synthesis, this article summarises the state of this literature, before synthesising its key themes and debates, highlighting points of consensus and contradiction, and identifying limitations and gaps to inform further research in the field. The review reveals a broad range of rich, intersecting themes, but also identifies limitations including a lack of developed theory, a reliance on a limited range of qualitative methodologies, limited geographical coverage, and the absence of longitudinal and intervention-based studies. Addressing these limitations in future work will strengthen the interface between academic research and evidence-informed policy and practice to support refugee students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100416"},"PeriodicalIF":0.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students 差别化教学实践的范围审查和专题分析：教师如何为所有学生（包括资优学生）培养包容性课堂

International journal of educational research open Pub Date : 2025-01-16 DOI: 10.1016/j.ijedro.2025.100439

Fredrik Ardenlid , Johanna Lundqvist , Louise Sund

{"title":"A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students","authors":"Fredrik Ardenlid , Johanna Lundqvist , Louise Sund","doi":"10.1016/j.ijedro.2025.100439","DOIUrl":"10.1016/j.ijedro.2025.100439","url":null,"abstract":"<div><div>Differentiated instruction (DI) is internationally recognised as a way of addressing diverse abilities in classrooms, including giftedness, and promoting inclusive education. To further knowledge, this review aims to identify and synthesise research results on teachers’ DI practices, specifically focusing on gifted students. Employing a systematic approach, a scoping review and thematic analysis of 22 research articles, we delineated 11 types of DI practices (i.e., themes): (1) a shared goal, (2) self-reflection and assessments, (3) basic tasks and challenges, (4) teacher and peer support, (5) activities and artefacts, (6) authentic content and learning beyond the classroom; (7) adjusted pace, (8) options and choices, (9) customised questions and discussions, (10) learning how to learn and study skills, and (11) a positive classroom atmosphere that supports the growth of all students. These themes converge harmoniously and are also inclusive practices. To synthesise, guidelines for planning and implementing successful inclusion using these DI practices are suggested and discussed. The review and guidelines are relevant to teacher students, educational practitioners, policymakers and educational researchers.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100439"},"PeriodicalIF":0.0,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong 发展系统的幽默教学架构，以提高香港不同学科学生的学习成果

International journal of educational research open Pub Date : 2025-01-16 DOI: 10.1016/j.ijedro.2025.100438

Cindy Sing Bik Ngai , Rita Gill Singh , Yueyue Huang , Joanna Wen Ying Ho , Mei Li Khong , Enoch Chan , Terrence Chi Kong Lau , Ho Yin Edwin Chan , Wing Tak Wong , Man Suet Michelle Law , Alex Chun Koon

{"title":"Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong","authors":"Cindy Sing Bik Ngai , Rita Gill Singh , Yueyue Huang , Joanna Wen Ying Ho , Mei Li Khong , Enoch Chan , Terrence Chi Kong Lau , Ho Yin Edwin Chan , Wing Tak Wong , Man Suet Michelle Law , Alex Chun Koon","doi":"10.1016/j.ijedro.2025.100438","DOIUrl":"10.1016/j.ijedro.2025.100438","url":null,"abstract":"<div><div>Teachers’ content-related humor is highly relevant for student outcomes in higher education (HE). Yet, teachers’ use of different types of humor and frequency and other factors make generalizations about the effective use of humor on students’ learning hard to establish. Specifically, little research attention has been paid to the impact of the use of a systematic humor pedagogical framework across different disciplines in HE. Here, we developed a standardized planned humor pedagogical framework, termed Planned Humor Incorporation System for Teaching and Learning Enhancement (PHISTLE), to systematically incorporate content-related humor into teaching practices to consistently generate beneficial learning outcomes across different disciplines. To evaluate the effectiveness of the system, we investigated the impact of content-related humor as exhibited in the identification with teachers’ teaching style on students’ learning outcomes in the sciences, humanities and social sciences disciplines. Retrospective pre-post surveys were distributed and semi-structured interviews were conducted to gain insights into the ways humor was used and their effects. Pearson correlation analysis of the surveys and thematic analysis of interview transcriptions indicate that content-related humor as exhibited in the teaching style was positively correlated to students’ learning competence, personal attributes, and future behaviors, and may contribute to a more relaxed and stress-free classroom environment. Therefore, the strategic use of PHISTLE can likely generate positive learning outcomes in a replicable and generalizable manner.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100438"},"PeriodicalIF":0.0,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Protocol for a scoping review on the contribution of music education to the development of the key competence in cultural awareness and expression in primary education 关于音乐教育对小学教育中文化意识和表达关键能力发展的贡献的范围审查议定书

International journal of educational research open Pub Date : 2025-01-13 DOI: 10.1016/j.ijedro.2025.100436

Cristina Martín-Sanz , Óliver Curbelo González , Miryam Martínez-Izaguirre

{"title":"Protocol for a scoping review on the contribution of music education to the development of the key competence in cultural awareness and expression in primary education","authors":"Cristina Martín-Sanz , Óliver Curbelo González , Miryam Martínez-Izaguirre","doi":"10.1016/j.ijedro.2025.100436","DOIUrl":"10.1016/j.ijedro.2025.100436","url":null,"abstract":"<div><div>Music education in Primary Education in Spain is currently integrated into the curriculum with a focus on contributing to the development of key competences. One competence with a strong connection to the field of music is the key competence in cultural awareness and expression. However, this relationship is not adequately reflected in the interventions described in the available literature. This scoping review protocol aims to systematize information about the contributions of music education to the development of cultural awareness and expression competence. A systematic search of studies will be conducted in Scopus, Web of Science, ERIC, Google Scholar, and ProQuest, complemented by reference lists of identified studies. The review will follow the methodological recommendations proposed by the Joanna Briggs Institute (JBI) for scoping reviews and adhere to PRISMA guidelines. Literature review will be carried out by identifying population, concept, and context. For the extraction and analysis of qualitative studies, the SPIDER approach will be employed. This will be the first scoping review to explore how music education contributes to the development of the competence in cultural awareness and expression in Primary Education, potentially supporting cross-disciplinary educational practices that enhance competence development within music education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100436"},"PeriodicalIF":0.0,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Applications of learning analytics in the study of academic performance in higher education: A pilot-tested meta-review protocol 学习分析在高等教育学习成绩研究中的应用：一个试点测试的元评价协议

International journal of educational research open Pub Date : 2025-01-10 DOI: 10.1016/j.ijedro.2024.100433

Cristian Molla-Esparza , María Isabel Gómez-Núñez , Fran J. García-García

{"title":"Applications of learning analytics in the study of academic performance in higher education: A pilot-tested meta-review protocol","authors":"Cristian Molla-Esparza , María Isabel Gómez-Núñez , Fran J. García-García","doi":"10.1016/j.ijedro.2024.100433","DOIUrl":"10.1016/j.ijedro.2024.100433","url":null,"abstract":"<div><div>Learning Analytics (LA) concerns the analysis of educational data to enhance learning processes and conditions. Its growing use in higher education has inspired synthesis studies on its applications and effectiveness in studying academic performance, which have had heterogeneous approaches and results. Previous meta-reviews have not provided comprehensive overviews, and have had methodological and substantive limitations, particularly in addressing socio-educational factors. The proposed meta-review outlined in this protocol aims to examine systematic literature reviews on applications of LA in the study of academic performance in higher education. This meta-review protocol has been preregistered in INPLASY (number 2024120119; doi: 10.37766/inplasy2024.12.0119), and has been developed following both the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) and the Preferred Reporting Items for Overviews of Reviews (PRIOR) guidelines. The meta-review will include systematic reviews of LA applications in the study of academic performance in higher education, written in English or Spanish, and published from 2000 onwards. Bibliographic searches will be performed across Scopus, Web of Science, ERIC and PsycINFO databases, and other gray literature sources, and the reporting and methodological quality will be assessed using the PRISMA and AMSTAR 2 checklists. This study develops and empirically tests a systematic and replicable meta-review protocol, providing validated search equations and reliable processes for study selection and data coding. The meta-review will aim to describe the main features of how LA has been applied in the study of academic performance in higher education, and to explore practical implications and research challenges.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100433"},"PeriodicalIF":0.0,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0