International journal of educational methodology最新文献_第2页

Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures 手写技能及其在文本生成中的作用：采用图形学测量方法的纵向研究

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.903

Juan E. Jiménez, Pablo Barrientos

{"title":"Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures","authors":"Juan E. Jiménez, Pablo Barrientos","doi":"10.12973/ijem.10.1.903","DOIUrl":"https://doi.org/10.12973/ijem.10.1.903","url":null,"abstract":"This study sought to examine the influence of transcription skills, evaluated using graphonomic measures, on the proficiency of text generation in students attending primary schools in Spain. A longitudinal design was employed involving 278 Spanish students distributed across three cohorts (cohort 1: 1st-2nd-4th grade; cohort 2: 2nd-3rd-5th grade; and cohort 3: 3rd-4th-6th grade). Two data collection points were used to administer the graphonomic measures, and a composition letter task was conducted at the conclusion of the study. Four multigroup structural equation models were employed, examining the direct pathways from graphonomic measures (i.e., pressure, speed, pauses, and road length) on text generation (i.e., length, fluency, planning, revision, and organization). The models demonstrated a good fit to the data. The findings from the four models, analyzed within the three cohorts, indicated that the significant effect of transcription (i.e., handwriting) on text production was primarily observed in Cohort 1 (early grades), while no significant effects were found in Cohort 2 (intermediate grades). This suggests that the importance of handwriting in text production in a transparent orthography may be more pronounced during the initial stages of writing development when students are acquiring foundational writing skills.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"6 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241200","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

Integrating Computational Thinking Into Mathematics Class: Curriculum Opportunities and the Use of the Bee-Bot 将计算思维融入数学课：课程机会与蜜蜂机器人的使用

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.937

Carolina Salinas, Margaret Seckel, Adriana Breda, Carmen Espinoza

{"title":"Integrating Computational Thinking Into Mathematics Class: Curriculum Opportunities and the Use of the Bee-Bot","authors":"Carolina Salinas, Margaret Seckel, Adriana Breda, Carmen Espinoza","doi":"10.12973/ijem.10.1.937","DOIUrl":"https://doi.org/10.12973/ijem.10.1.937","url":null,"abstract":"The incorporation of Computer Science teaching in educational systems has increased in recent years. Given international interest, Chile has promoted projects to promote the development of students' digital skills. Focusing on this new educational context, this research reports the results regarding the identification of computational concepts and practices that can be articulated with the contents and skills of the curriculum. of Chilean mathematics. for first grade of primary school based on the use of the Bee-Bot robot. For this, the study followed a qualitative approach, developing a case study of the Chilean study program with the content analysis technique and using, as analysis categories, computational concepts and practices from the field of educational computing. In total, 30 learning objectives of the study program were analyzed. The results indicate that, although there is little articulation between computational concepts and first grade content proposed in the curriculum, there is greater articulation between computational practices and mathematical skills suggested in the Chilean curriculum. It is concluded that Computational Thinking can be developed from the earliest school levels using the Bee-Bot robot (or similar), and this is demonstrated by the structure of the Chilean primary mathematics curricular program.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"20 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240784","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

Exploring the Integration of the Happy School Model in Vietnamese Higher Education: Insights and Implications from the Perspectives of Tertiary EFL Teachers 探索快乐学校模式在越南高等教育中的融合：从高等院校 EFL 教师的视角看启示与影响

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.879

Nguyen Anh Thi, Le Thanh Thao, P. H. Yen, Pham Trut Thuy, Huynh Thi Anh Thu, Nguyen Huong Tra

{"title":"Exploring the Integration of the Happy School Model in Vietnamese Higher Education: Insights and Implications from the Perspectives of Tertiary EFL Teachers","authors":"Nguyen Anh Thi, Le Thanh Thao, P. H. Yen, Pham Trut Thuy, Huynh Thi Anh Thu, Nguyen Huong Tra","doi":"10.12973/ijem.10.1.879","DOIUrl":"https://doi.org/10.12973/ijem.10.1.879","url":null,"abstract":"This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam’s unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study’s focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"49 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238710","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

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class 在精读课上运用多元文学实践融入多元文化教育

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.865

V. Mandarani, P. Retnaningdyah, Ali Mustofa

{"title":"Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class","authors":"V. Mandarani, P. Retnaningdyah, Ali Mustofa","doi":"10.12973/ijem.10.1.865","DOIUrl":"https://doi.org/10.12973/ijem.10.1.865","url":null,"abstract":"Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students’ life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"7 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238961","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

Development and Validation of a Reliable and Valid Assessment Tool for Measuring Innovative Thinking in Vocational Students 开发并验证用于衡量职业院校学生创新思维的可靠有效的评估工具

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.835

Peeraya Sukkeewan, Noawanit Songkram, J. Nasongkhla

{"title":"Development and Validation of a Reliable and Valid Assessment Tool for Measuring Innovative Thinking in Vocational Students","authors":"Peeraya Sukkeewan, Noawanit Songkram, J. Nasongkhla","doi":"10.12973/ijem.10.1.835","DOIUrl":"https://doi.org/10.12973/ijem.10.1.835","url":null,"abstract":"The objective of this study was to develop a measure that possesses both reliability and validity in order to evaluate innovative thinking within the realm of education. To achieve this, the instrument's validity and reliability were evaluated through quantitative methods in two distinct phases. A team of educational experts conducted the process of establishing content validity and ensuring that the items on the instrument accurately reflected the intended constructs of creative thinking. Following that, the assessment of concept validity was conducted using confirmatory factor analyses. The aforementioned investigations resulted in the discovery of a five-factor solution consisting of 25 elements, all of which demonstrated scores beyond the crucial threshold. This successful outcome confirmed the presence of distinct factors representing different dimensions of innovative thinking. The study enrolled 1250 students from vocational education institutions as participants. The data obtained from the participants was subjected to principal component analysis and confirmatory factor analysis, leading to the development of a model that exhibited a good match with the empirical data. This indicated the effectiveness of the developed instrument in measuring innovative thinking capacity. In conclusion, the research effectively developed an accurate and dependable tool for evaluating innovative thinking in the realm of education. The gathering of positive data from the participants and meticulous quantitative analyses were responsible for this.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"6 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237540","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

Revolutionizing Education: Navigating the New Landscape Post-COVID-19: A Scoping Review 教育变革：在 COVID-19 后的新格局中航行：范围审查

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.819

Abdul Fattah Mat Nang, S. Maat, M. S. Mahmud

引用次数: 0

A Structural Equation Modeling of Academic Locus of Control, Procrastination, and Their Impact on School Satisfaction: Insights From the Azerbaijani Educational System 学业控制点、拖延症及其对学校满意度影响的结构方程模型：阿塞拜疆教育系统的启示

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.893

E. Rustamov, Ulkar Zalova Nuriyeva, Malak Allahverdiyeva, Tahmasib Abbasov, Narinj Rustamova

{"title":"A Structural Equation Modeling of Academic Locus of Control, Procrastination, and Their Impact on School Satisfaction: Insights From the Azerbaijani Educational System","authors":"E. Rustamov, Ulkar Zalova Nuriyeva, Malak Allahverdiyeva, Tahmasib Abbasov, Narinj Rustamova","doi":"10.12973/ijem.10.1.893","DOIUrl":"https://doi.org/10.12973/ijem.10.1.893","url":null,"abstract":"Examining the academic locus of control, procrastination, and school satisfaction is crucial for understanding student well-being and educational outcomes. The purpose of this study was to explore the potential mediating role of academic procrastination in the association between academic locus of control and school satisfaction in a sample of adolescents (N = 628; Mage = 13.30, SD = 1.74) residing in various regions of Azerbaijan. The results revealed that higher levels of internal locus of control were positively related to school satisfaction, while increased levels of external locus of control were negatively associated with school satisfaction. The analysis using structural equation modeling showed that school satisfaction was partially influenced by academic procrastination, which acted as a mediator in the relationship between internal locus of control and school satisfaction. Additionally, academic procrastination fully mediated the relationship between external locus of control and school satisfaction. These findings were further discussed in the context of existing literature, and recommendations were provided for future research in this area.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"10 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238676","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

Effectiveness of Project-Based Learning on STEAM-Based student’s worksheet analysis With Ecoprint Technique 利用生态打印技术分析基于 STEAM 的项目式学习对学生作业本的影响

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.923

Irdalisa Irdalisa, Z. Zulherman, Mega Elvianasti, Sri Adi Widodo, E. Hanum

{"title":"Effectiveness of Project-Based Learning on STEAM-Based student’s worksheet analysis With Ecoprint Technique","authors":"Irdalisa Irdalisa, Z. Zulherman, Mega Elvianasti, Sri Adi Widodo, E. Hanum","doi":"10.12973/ijem.10.1.923","DOIUrl":"https://doi.org/10.12973/ijem.10.1.923","url":null,"abstract":"The objective of this research was to assess the efficacy of project-based learning in enhancing the analysis of student worksheets in the domains of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with the integration of the ecoprint technique, focusing on its influence on student motivation and creativity. This investigation was conducted as a quasi-experiment involving a sample size of 150 students selected through cluster sampling. Data collection was executed using standardized tests, with instrument validity ascertained through the Aiken index and instrument reliability determined via Cronbach's alpha coefficient. Data analysis was performed using multivariate analysis (MANOVA) and descriptive quantitative methods. The study's findings reveal a significant disparity in the mean scores of both learning motivation and student creativity. In conclusion, the implementation of project-based learning coupled with STEAM-based student worksheet analysis utilizing the ecoprint technique yields a substantial enhancement in learning motivation and student creativity. These findings underscore the success of employing STEAM-based worksheets in conjunction with the ecoprint method to foster students' motivation and creativity, as ecoprint inherently encompasses all STEAM components within the manufacturing process.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"24 65","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240319","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

Bibliometric Analysis of Environmental Literacy in Sustainable Development: A Comprehensive Review Based on Scopus Data From 2013 to 2023 可持续发展环境素养的文献计量分析：基于 Scopus 2013 年至 2023 年数据的全面回顾

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.979

Ariyatun Ariyatun, S. Sudarmin, Sri Wardani, Sigit Saptono, Winarto Winarto

{"title":"Bibliometric Analysis of Environmental Literacy in Sustainable Development: A Comprehensive Review Based on Scopus Data From 2013 to 2023","authors":"Ariyatun Ariyatun, S. Sudarmin, Sri Wardani, Sigit Saptono, Winarto Winarto","doi":"10.12973/ijem.10.1.979","DOIUrl":"https://doi.org/10.12973/ijem.10.1.979","url":null,"abstract":"The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237649","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

Validity and Reliability of Child-Friendly School Policy Evaluation Instruments in Primary Schools: Confirmatory Factor Analysis 小学爱生学校政策评价工具的有效性和可靠性：确认因素分析

International journal of educational methodology Pub Date : 2024-03-15 DOI: 10.12973/ijem.10.1.965

R. Nurhayati, Suranto Aw, S. Dwiningrum, Mami Hajaroh, Herwin Herwin

{"title":"Validity and Reliability of Child-Friendly School Policy Evaluation Instruments in Primary Schools: Confirmatory Factor Analysis","authors":"R. Nurhayati, Suranto Aw, S. Dwiningrum, Mami Hajaroh, Herwin Herwin","doi":"10.12973/ijem.10.1.965","DOIUrl":"https://doi.org/10.12973/ijem.10.1.965","url":null,"abstract":"Evaluation of child-friendly school (CFS) policies is essential to determine the achievements of school efforts in reducing violence cases. This research aims to proving the reliability and validity of CFS policy evaluation instruments in elementary schools with different locations. This investigation uses the Context Input Process Product (CIPP) evaluation model to confirm the factor structure or dimensions of several observed variables (items) to evaluate the reliability and validity of the CFS policy evaluation tool in elementary schools. The validity and reliability of previously created instruments are evaluated quantitatively, but this study utilises different subjects and study sites. There were 320 respondents, with 145 school principals and 175 teachers taken randomly. Confirmatory factors analysis (CFA) results show goodness of fit (GOF), and the model is acceptable. The CFS evaluation instrument can be accepted after eliminating several question items and modifying them. All items of the teal instrument meet the goodness of fit criteria in terms of chi-square and root mean square error of approximation (RMSEA). The instrument for evaluating CFS policies in primary schools using the CIPP model has met a valid and reliable psychometric property test so that it can be applied.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239127","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