European journal of education studies最新文献_第2页

RESTRICTION AND FREEDOM: TO EVALUATE THE LONG-TERM IMPACT OF PLAYTIME ACTIVITY RESTRICTIONS ON STUDENT HEALTH AND LEARNING EFFICIENCY 限制与自由：评估游戏时间活动限制对学生健康和学习效率的长期影响

European journal of education studies Pub Date : 2024-04-06 DOI: 10.46827/ejes.v11i4.5311

Kun Liu, Imelda L. An

引用次数: 0

EDUCATION STAKEHOLDERS' VIEWS ON TEACHER’S SCRUB 教育界相关人士对教师擦洗工作的看法

European journal of education studies Pub Date : 2024-04-05 DOI: 10.46827/ejes.v11i5.5308

Ali Rıza Erdem, Vildan Gider

引用次数: 0

AN INVESTIGATION INTO THE RELATIONSHIPS BETWEEN 8TH-GRADE STUDENTS' MATHEMATICS SELF-EFFICACY PERCEPTIONS AND THEIR MOTIVATION AND ANXIETY LEVELS 八年级学生数学自我效能感与学习动机和焦虑水平之间关系的研究

European journal of education studies Pub Date : 2024-04-02 DOI: 10.46827/ejes.v11i5.5305

Şeyma Nur Özdemir, Cahit Pesen

{"title":"AN INVESTIGATION INTO THE RELATIONSHIPS BETWEEN 8TH-GRADE STUDENTS' MATHEMATICS SELF-EFFICACY PERCEPTIONS AND THEIR MOTIVATION AND ANXIETY LEVELS","authors":"Şeyma Nur Özdemir, Cahit Pesen","doi":"10.46827/ejes.v11i5.5305","DOIUrl":"https://doi.org/10.46827/ejes.v11i5.5305","url":null,"abstract":"This study seeks to examine the relationships between 8th-grade students' mathematics self-efficacy perceptions and their motivation and anxiety levels. The correlational survey model was used in the study. The population of the study consists of 9811 8th-grade students studying at 64 public schools in Batman province in the 2020-2021 academic year. The sample consists of 550 students from 10 secondary schools selected via the random method among 9811 students. Personal Information Form, Mathematics Self-Efficacy Scale, Motivation Scale for Mathematics Lessons, and Mathematics Anxiety Scale were used as data collection tools. Independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation analysis were used to analyze the data. The relationship between mathematics self-efficacy perception, mathematics lesson motivation, and mathematics anxiety was calculated by path analysis. As a result, a positive and moderately significant relationship was found between students' mathematics self-efficacy perceptions and their motivation for mathematics lessons while a negative and moderately significant relationship was found between mathematics self-efficacy perceptions and mathematics anxiety. It was also determined that there was a negative and moderately significant relationship between students' motivation for mathematics lessons and their mathematics anxiety. The Path analysis revealed that as 8th-grade students' mathematics self-efficacy perceptions increase, their motivation for mathematics lessons increases, and their mathematics anxiety levels decrease. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"32 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140753277","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

THE MEDIATING ROLE OF COGNITIVE FLEXIBILITY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS 认知灵活性对高中生情商与学业自律学习关系的中介作用

European journal of education studies Pub Date : 2024-04-01 DOI: 10.46827/ejes.v11i5.5300

Linda Marial Florivic, Raymunda L. Apostol

{"title":"THE MEDIATING ROLE OF COGNITIVE FLEXIBILITY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS","authors":"Linda Marial Florivic, Raymunda L. Apostol","doi":"10.46827/ejes.v11i5.5300","DOIUrl":"https://doi.org/10.46827/ejes.v11i5.5300","url":null,"abstract":"The purpose of this study was to determine the mediating role of cognitive flexibility in the relationship between emotional intelligence and academic self-regulated learning. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 267 respondents of the study who are learners among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of cognitive flexibility, emotional intelligence, and academic self-regulated learning. Also, results revealed that there is a significant relationship between emotional intelligence and academic self-regulated learning, a significant relationship between emotional intelligence and cognitive flexibility, and a significant relationship between cognitive flexibility and academic self-regulated learning. Further, it was revealed that there is a partial mediating effect of cognitive flexibility on the relationship between emotional intelligence and academic self-regulated learning. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"30 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140790621","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

LANGUAGE ASSESSMENT OF PRESCHOOL AND SCHOOL-AGE CHILDREN AT RISK FOR LANGUAGE DISORDERS IN RESIDENTIAL CARE SETTINGS 在寄宿护理环境中对有语言障碍风险的学龄前和学龄儿童进行语言评估

European journal of education studies Pub Date : 2024-04-01 DOI: 10.46827/ejes.v11i5.5301

Sandra Isabel Miranda, Anabela Cruz-Santos

{"title":"LANGUAGE ASSESSMENT OF PRESCHOOL AND SCHOOL-AGE CHILDREN AT RISK FOR LANGUAGE DISORDERS IN RESIDENTIAL CARE SETTINGS","authors":"Sandra Isabel Miranda, Anabela Cruz-Santos","doi":"10.46827/ejes.v11i5.5301","DOIUrl":"https://doi.org/10.46827/ejes.v11i5.5301","url":null,"abstract":"Adequate language development is central to a child's academic and social development. This study aimed to assess the language of 35 preschool and school-aged Portuguese children in residential care in four social institutions, using the Grelha de Observação da Linguagem (GOL-E) developed by Kay and Santos (2014), a validated tool in Portuguese. The results of the study showed that in terms of language competence, compared to the normative results expected for their age: a) Of the thirty-five children assessed, only three were at or above the 50th percentile; b) Twelve children were between the 5th and 25th percentiles; c) Eight children were in the 10th percentile; d) Of the children between the 11th and 12th percentiles, only one was in the 90th and 75th percentiles; e) Eleven children were in the 10th and 25th percentiles; f) One child at the age of 12 was in the 5th percentile. Most of the children were in percentiles below those expected for their age group. According to the definition of speech and language disorders, we can observe that a group of these children fall under the condition of speech and language disorders, but have not been formally identified in the educational system, putting them at risk of failure in school and life. This study highlights the importance of language assessment and special education services for children living in institutions in Portugal. More studies with this population in these age groups are needed to better understand the language competencies of children living in residential care. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"42 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140775322","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

SPEAKING ANXIETY: FACILITATOR OR HINDRANCE TO POSTGRADUATES’ THESIS DEFENSE PERFORMANCE 演讲焦虑：研究生论文答辩的促进因素还是阻碍因素

European journal of education studies Pub Date : 2024-03-04 DOI: 10.46827/ejes.v11i4.5251

Liwei Wei

{"title":"SPEAKING ANXIETY: FACILITATOR OR HINDRANCE TO POSTGRADUATES’ THESIS DEFENSE PERFORMANCE","authors":"Liwei Wei","doi":"10.46827/ejes.v11i4.5251","DOIUrl":"https://doi.org/10.46827/ejes.v11i4.5251","url":null,"abstract":"Foreign language anxiety (FLA) is a well-documented phenomenon that can significantly affect academic performance. This study examined the extent to which Taiwanese postgraduate students experienced speaking anxiety during thesis defense presentations, along with potential gender differences and variations across postgraduate programs. It specifically analyzed the correlation between anxiety and thesis presentation performance. A meticulously designed study involving 168 Taiwanese master's students in an oral thesis defense seminar employed a modified Academic Performance Scale and Personal Report of Public Speaking Anxiety instruments to quantitatively evaluate anxiety levels. Statistical analyses unveiled significant associations between anxiety levels and academic performance. The results indicate a high level of anxiety among participants, with a mean anxiety level of 4.05 (N=168, X=2.85) and a moderate level of thesis presentation performance, evidenced by a mean score of 2.85 (N=168, X=2.85). Notably, female postgraduates exhibited higher anxiety levels than their male counterparts. The study identifies a positive, albeit modest, correlation between anxiety and performance, suggesting that a certain level of anxiety may enhance performance. The findings underscore the pervasive influence of anxiety in academic contexts and highlight gender disparities and the impact of diverse postgraduate programs on anxiety and performance. The study challenges conventional assumptions about the negative effects of anxiety on performance, suggesting that moderate anxiety can be a motivating catalyst. This study contributes to a more nuanced understanding of the role of anxiety in learning and performance and prompts the development of targeted interventions to address anxiety and support postgraduate students' academic success. Article visualizations:<img src=\"/-counters-/edu/0758/a.php\" alt=\"Hit counter\" />","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147878597","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: 1

CLASSROOM ASSESSMENT PRACTICES AND STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SELECTED SECONDARY SCHOOLS IN KENYA 肯尼亚部分中学的课堂评估实践与学生的英语语法成绩

European journal of education studies Pub Date : 2024-02-07 DOI: 10.46827/ejes.v11i2.5203

Macdonald Omuse Omuna

{"title":"CLASSROOM ASSESSMENT PRACTICES AND STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SELECTED SECONDARY SCHOOLS IN KENYA","authors":"Macdonald Omuse Omuna","doi":"10.46827/ejes.v11i2.5203","DOIUrl":"https://doi.org/10.46827/ejes.v11i2.5203","url":null,"abstract":"This study investigated the impact of assessment methods used in internal evaluation on students’ achievement in English grammar in secondary schools in Kenya. This study was anchored on Vygotsky’s Sociocultural Theory. A pragmatic paradigm was adopted using exploratory sequential mixed methods. A quasi-experimental, pre-test, and post-test design was adopted. The target population comprised of all the form two students and teachers of English in Teso North Sub-County. Stratified and simple random sampling was used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using an interview schedule, observation schedule, questionnaire, and English Grammar Achievement Tests. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analyzed using the narrative analysis technique and presented through narration and direct quotes. Findings revealed that grammar was predominantly assessed through gap-filling as well as question and answer method. Assessing grammar through cloze test and composition writing had a more positive influence (M = 16.02; SD = 3.51) than where it was not used (M = 14.12; SD = 3.33). Pearson Correlation revealed that assessment had a statistically significant relationship of r = .643, n = 509, p = .006 with students’ achievement in English grammar. The study concluded that cloze tests and composition writing are effective methods of assessing English grammar. It was recommended that the Ministry of Education should in-service teachers on the importance of assessing English grammar through these methods. This study recommends that teachers should assess English grammar using cloze tests and composition writing. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"322 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796475","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

INFLUENCE OF ASSESSMENT METHODS ON STUDENTS’ ACQUISITION OF ENGLISH READING SKILLS IN SECONDARY SCHOOLS IN KENYA 评估方法对肯尼亚中学学生掌握英语阅读技能的影响

European journal of education studies Pub Date : 2024-02-07 DOI: 10.46827/ejes.v11i2.5201

Macdonald Omuse Omuna

{"title":"INFLUENCE OF ASSESSMENT METHODS ON STUDENTS’ ACQUISITION OF ENGLISH READING SKILLS IN SECONDARY SCHOOLS IN KENYA","authors":"Macdonald Omuse Omuna","doi":"10.46827/ejes.v11i2.5201","DOIUrl":"https://doi.org/10.46827/ejes.v11i2.5201","url":null,"abstract":"This article examines assessment methods used when teaching English reading. The study sought to ascertain the most frequently used assessment methods in the teaching of English reading and the influence of assessment methods used on the acquisition of English reading skills in Kenya. This study employed a descriptive survey research design and involved form three students and 40 teachers of English language from 20 public secondary schools drawn from Teso North Sub-county. The sample size was obtained using stratified and simple random sampling techniques. Data was generated using questionnaires, interview schedules, and classroom observation schedules. Data was analyzed using descriptive and inferential statistics. Descriptive statistics involves the computation of frequencies, means, standard deviations, and percentages. Inferential statistics included pairwise correlation and logistic regression analysis. The results show that teachers frequently used comprehension tests, diagnostic reading, and Cloze test to assess learners’ acquisition of English reading skills. While oral presentation, timed reading, and book reports were the least used assessment methods. The study findings confirmed that there was a significant relationship between assessment methods used and the acquisition of English reading skills. The study concludes that teachers of English language should use effective assessment methods as provided in the syllabus. There is a need for teachers’ professional development in pedagogy as they require knowledge of effective assessment methods for English reading skills. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"35 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797654","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

INFLUENCE OF ASSESSMENT METHODS ON STUDENTS’ ACQUISITION OF ENGLISH READING SKILLS IN SECONDARY SCHOOLS IN KENYA 评估方法对肯尼亚中学学生掌握英语阅读技能的影响

European journal of education studies Pub Date : 2024-02-07 DOI: 10.46827/ejes.v11i2.5201

Macdonald Omuse Omuna

{"title":"INFLUENCE OF ASSESSMENT METHODS ON STUDENTS’ ACQUISITION OF ENGLISH READING SKILLS IN SECONDARY SCHOOLS IN KENYA","authors":"Macdonald Omuse Omuna","doi":"10.46827/ejes.v11i2.5201","DOIUrl":"https://doi.org/10.46827/ejes.v11i2.5201","url":null,"abstract":"This article examines assessment methods used when teaching English reading. The study sought to ascertain the most frequently used assessment methods in the teaching of English reading and the influence of assessment methods used on the acquisition of English reading skills in Kenya. This study employed a descriptive survey research design and involved form three students and 40 teachers of English language from 20 public secondary schools drawn from Teso North Sub-county. The sample size was obtained using stratified and simple random sampling techniques. Data was generated using questionnaires, interview schedules, and classroom observation schedules. Data was analyzed using descriptive and inferential statistics. Descriptive statistics involves the computation of frequencies, means, standard deviations, and percentages. Inferential statistics included pairwise correlation and logistic regression analysis. The results show that teachers frequently used comprehension tests, diagnostic reading, and Cloze test to assess learners’ acquisition of English reading skills. While oral presentation, timed reading, and book reports were the least used assessment methods. The study findings confirmed that there was a significant relationship between assessment methods used and the acquisition of English reading skills. The study concludes that teachers of English language should use effective assessment methods as provided in the syllabus. There is a need for teachers’ professional development in pedagogy as they require knowledge of effective assessment methods for English reading skills. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"274 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857382","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

CLASSROOM ASSESSMENT PRACTICES AND STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SELECTED SECONDARY SCHOOLS IN KENYA 肯尼亚部分中学的课堂评估实践与学生的英语语法成绩

European journal of education studies Pub Date : 2024-02-07 DOI: 10.46827/ejes.v11i2.5203

Macdonald Omuse Omuna

{"title":"CLASSROOM ASSESSMENT PRACTICES AND STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SELECTED SECONDARY SCHOOLS IN KENYA","authors":"Macdonald Omuse Omuna","doi":"10.46827/ejes.v11i2.5203","DOIUrl":"https://doi.org/10.46827/ejes.v11i2.5203","url":null,"abstract":"This study investigated the impact of assessment methods used in internal evaluation on students’ achievement in English grammar in secondary schools in Kenya. This study was anchored on Vygotsky’s Sociocultural Theory. A pragmatic paradigm was adopted using exploratory sequential mixed methods. A quasi-experimental, pre-test, and post-test design was adopted. The target population comprised of all the form two students and teachers of English in Teso North Sub-County. Stratified and simple random sampling was used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using an interview schedule, observation schedule, questionnaire, and English Grammar Achievement Tests. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analyzed using the narrative analysis technique and presented through narration and direct quotes. Findings revealed that grammar was predominantly assessed through gap-filling as well as question and answer method. Assessing grammar through cloze test and composition writing had a more positive influence (M = 16.02; SD = 3.51) than where it was not used (M = 14.12; SD = 3.33). Pearson Correlation revealed that assessment had a statistically significant relationship of r = .643, n = 509, p = .006 with students’ achievement in English grammar. The study concluded that cloze tests and composition writing are effective methods of assessing English grammar. It was recommended that the Ministry of Education should in-service teachers on the importance of assessing English grammar through these methods. This study recommends that teachers should assess English grammar using cloze tests and composition writing. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856278","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