European journal of education studies最新文献

{"title":"THE CORRELATION BETWEEN VISUAL, AUDITORY, AND KINESTHETIC (VAK) LEARNING STYLES ON LEARNING INDEPENDENCE OF 8TH GRADE STUDENTS IN STATE JUNIOR HIGH SCHOOLS IN YOGYAKARTA CITY, INDONESIA","authors":"S. Syahrir, Fahrul Arfandi M. Nur, Musdalifa As, P. Pujirianto","doi":"10.46827/ejes.v10i12.5115","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5115","url":null,"abstract":"Learning styles are complex ways in which students most effectively understand, process, store, and remember what they are trying to learn. Students who know their type of learning style can make it easier for them to choose and sort out the right learning resources so that they can support students' independence in learning and help students develop metacognitive skills, namely the ability to understand and regulate their own learning process or with the term self-regulated learning. This research aims to: 1) Describe students' learning styles; 2) describe students' learning independence; and 3) analyze the correlation between students' learning styles and students' learning independence. The research method used is quantitative research of correlational type with associative method. This research was conducted at State Junior High Schools 14 of Yogyakarta and State Junior High Schools 15 of Yogyakarta. The study population was 8th grade students with a sample size of 79 students. Data collection techniques and instruments used questionnaires designed based on learning styles (VAK). The results showed that: 1) Students' learning styles are dominated by visual learning styles as many as 47 students, auditory 23 students, and kinesthetic 9 students. 2) learning independence with a presentation above the average 7.9%, average 19%, below average 30.02%, and low 9.48% so it can be concluded that the learning independence of 8th grade students is below average. 3) The chi-square statistical test shows (chi-square = 3.774, df = 6, p = 0.707) from the results it can be concluded that there is no significant relationship between \"learning style\" and \"learning independence\".  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"121 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218419","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}

{"title":"ANALYSIS OF STUDENT SELECTION FOR SPORT SCIENCES FACULTIES: THE CASE OF SIVAS REPUBLIC UNIVERSITY, TURKEY","authors":"Erkan Konca, Turhan Onarlioğlu","doi":"10.46827/ejes.v10i11.5119","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5119","url":null,"abstract":"The interest in Physical Education and Sports Departments in Turkey is increasing every year and the number of faculties and colleges providing education in this field is increasing day by day. Special aptitude exams are held for student recruitment and the physical abilities of the candidates are tested in these exams. In Sivas Cumhuriyet University, the School of Physical Education and Sports was transformed into the Faculty of Sports Sciences. There are Physical Education and Sports Teaching, Coaching Education, and Sports Management departments within the faculty. Student admission is done by special aptitude exam every year. In recent years, there has not been a unity in the examinations of Physical Education and Sports Schools throughout Turkey, so there is a need for a scientific evaluation of the examination systems. In this study, the accuracy of different exam systems in our country is investigated and the effect of exam parameters on passing the exam is examined.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218683","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}

{"title":"EVALUATION OF VIDEO CHALLENGE SYSTEM IN VOLLEYBALL FROM THE POINTS OF CLASSIFICATION REFEREES","authors":"Ramazan Çevik, Murat Bilgin, Mehmet Şahin","doi":"10.46827/ejes.v10i12.5114","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5114","url":null,"abstract":"In order to prevent referee mistakes in volleyball, Video Challenge System has been used in our country since 2015. The aim of the research is to examine the functionality of this system from the perspective of Classification Volleyball Referees assigned in the Efeler and Sultans Leagues and to offer opinions and suggestions for the development of the system. The research was carried out with the screening model, which is one of the quantitative research methods. Participants were reached with a 20-question Video Challenge System Questionnaire, which was developed for the purpose of collecting data in the research. The sample of the research consists of a total of 67 people who participated in the interim seminar with the participation of A and AB Classification volleyball referees in Ankara on 18 December 2021, with a physical questionnaire. The analysis of the data was made with the SPSS 26.0 program and the data on demographic variables were analyzed according to frequency analysis. When the findings of the study are examined; 91.1% of A and AB Classification Volleyball Referees said that the Video Challenge System contributed positively to the course of the match, 98.5% found the VCS applied in our country useful, 94% said that the referees were more comfortable in the matches played with VCS. observed that, 98.6% of them stated that VCS minimized the wrong decisions in numbers that could affect the match or set result, 91.1% stated that VCS directly positively affected the set or match result in competitions with high game quality, and 97%. They stated that the VCS facilitated the work of the referees in terms of making decisions, especially in the most difficult moments of the match. As a result, it has been concluded that the satisfaction of the referees who referee the Efeler and Sultans League matches, which are the highest level leagues of the Turkish Volleyball Federation, with the Video Challenge System is at a very high level. With the results obtained, it is thought that the Video Challenge System has a positive contribution to the fair conclusion of the matches and the surrender of the right.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"34 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139237613","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}

{"title":"SELF-INVESTIGATION INTO REPERCUSSIONS OF PERFECTIONIST BEHAVIOR ON ACADEMIC ANXIETY AND FLEXIBILITY AMONGST CHINESE POSTGRADUATES","authors":"Li-Wei Wei","doi":"10.46827/ejes.v10i12.5111","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5111","url":null,"abstract":"Within the sphere of educational psychology, the impact of perfectionism on academic anxiety and flexibility has been closely examined, especially in the context of Chinese postgraduates. The current study analyzed these phenomena within a cohort of 218 postgraduates from a private international Chinese college in Thailand, reflecting an amalgam of Eastern academic culture and postgraduate educational expectations. Results indicated a notable degree of academic anxiety (X=3.70, SD=.75), alongside moderate levels of flexibility (X=2.94, SD=.84) and perfectionist behavior (X=3.23, SD=1.01). Disaggregating data by educational level, Masters students presented with moderate anxiety (X=3.38, SD=.87), low flexibility (X=2.53, SD=.74), and low perfectionism (X=2.74, SD=.66), whereas Ph.D. students exhibited significantly higher anxiety and perfectionism (X=4.51 and X=4.48, SD=.84 respectively), yet demonstrated greater flexibility (X=3.99, SD=.71). Gender and profession proved to be insubstantial factors in influencing these constructs. Contrastingly, educational level was a potent differentiator, with significant disparities evident. The interrelations highlighted a negative correlation between academic anxiety and flexibility (r=-.121), but a positive correlation between academic anxiety and perfectionist tendencies (r=.424). Flexibility and perfectionist behavior were also positively correlated (r=.153). To mitigate the adverse impacts of perfectionism, the study advocates for cognitive-behavioral interventions to reshape perfectionist thought patterns and bolster adaptive coping strategies. It encourages cultivating an educational ethos that emphasizes learning and psychological welfare over impeccable achievement and suggests normalizing mental health discourse within academic environments to alleviate the stigma surrounding perfectionism and anxiety.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"264 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245271","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}

{"title":"BEYOND THE WORDS: THE ART AND SCIENCE OF TEACHING READING INTERACTIVELY","authors":"Lhoussine Qasserras","doi":"10.46827/ejes.v10i12.5110","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5110","url":null,"abstract":"This paper explores the complex landscape of interactive reading practices, with a particular focus on pre-while-post reading stages, sub-reading skills, top-down and bottom-up processing, and intensive and extensive reading strategies. Together, these components are crucial in shaping effective reading pedagogy. The article reaffirms the multifaceted nature of interactive reading, highlighting the importance of a balanced and diverse approach to education. Insights gained from previous research underscore the transformative potential of this approach, providing a pathway to foster a generation deeply passionate about the literary realm. The findings emphasize the significance of a holistic engagement with various reading strategies. An ongoing exploration of these methodologies presents a promising trajectory, not only enriching English language teaching but also nurturing a profound appreciation for the power of reading among learners. As such, the study contributes to the constant conversation on effective reading instruction, providing a foundation for future r  Article visualizations:esearch and practice in this area.","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"125 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139256911","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}

{"title":"A CASE STUDY EXPLORATION OF ALBANIAN PRIMARY SCHOOL TEACHER EXPERIENCE WHEN VISITED BY SPANISH PRIMARY SCHOOL TEACHERS","authors":"Joseph Xhuxhi, Carmen Romero-García","doi":"10.46827/ejes.v10i12.5109","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5109","url":null,"abstract":"The Komisioni Kombëtar i Edukimit Katolik Shqiptar (KKEKSH) aims to reform education in Albania. In 2022 it established a relationship with Stella Maris College (SMC) in Madrid, Spain. As part of this relationship, a teacher exchange program was established between the SMC and the KKEKSH. This exchange aims to share good practices in the field of using active methodologies in the classroom and explore the impact of such an exchange program on the professional identity of Albanian primary teachers. In the first week of June 2023, a group of three SMR teachers visited three Albanian Catholic schools for a week. Based on this experience, three theoretical constructs are analysed to explore the experience of the Albanian teacher: transformative learning, agency, and hybridization. A mixed methodology was used, based on a case study of the experience of Albanian teachers during the visit of the Spanish teachers. Two questionnaires were designed and shared online with the Albanian teachers who participated in the experience to collect information about, 1) a qualitative pre-visit questionnaire sought to explore the views of initial teacher identity and agency, 2) a mixed qualitative with Likert style quantitative post-visit questionnaire sought to explore changes in teacher identify and agency as result of the Spanish teacher visit. A constant comparative analysis, a percentage frequency of mentions and a basic SPSS analysis of the data were performed. The results show that by providing teachers with a space for reflection in their daily practice, the way they conceptualize their pedagogical knowledge changes. Communication between Spanish and Albanian teachers created a space for the hybrid identity of the participants to be scrutinized and evaluated. The participants in this study, after having been exposed to different points of view and practices in education, begun to take steps to incorporate active methodologies, alternative assessment approaches in their educational practice and adaptation of the curriculum to make it more accessible to their students, so that students become the \"focus\" and \"priority\" of what they do. It is concluded that it is necessary to work in local dialogue, firstly within the school and through the creation of local communities, in both cases to allow different knowledge and experiences to promote the creation of collaborative pedagogical knowledge. We demonstrate that the tension that arises in the hybrid identities of the participants strengthens their individual agency within the neoliberal micromanaged education system the participants find themselves in.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268297","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}

{"title":"THE EFFECT OF GEMS APPROACH ON SCIENCE PROCESS SKILLS OF MIDDLE SCHOOL STUDENTS","authors":"Gamze Hastürk, Seda Nasirliel","doi":"10.46827/ejes.v10i12.5104","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5104","url":null,"abstract":"The aim of this study is to examine the effect of the GEMS (Great Exploration in Math and Science) approach on the scientific process skills of the students in the \"Force and Energy\" unit of the seventh grade science course of secondary school. The study was designed according to the semi-experimental pattern with pre-test post-test control group from quantitative data analysis methods. The study group of the study consists of 32 seventh grade students. The application studies lasted a total of 4 weeks. In the experimental group (N=16), the GEMS-based learning program was processed, and in the control group (N=16), the courses were taught according to the 2018 science curriculum. As a data collection tool, the scientific process skill test (SPST) consisting of 26 multiple-choice items was used before and after the application. The SPSS package program was used in the analysis of the findings. In the SPST data analysis obtained from the scales of the groups, independent samples \"Mann Whitney U test\" and \"Wilcoxon signed rows test\" were used. As a result of the research, it was seen that SPST scores showed a statistically significant difference in the experimental group where the courses based on the GEMS-based learning program were carried out compared to the control group where the courses were processed according to the 2018 science curriculum. In the experimental group where the courses based on the GEMS approach were conducted, it was concluded that the scientific process skill test scores were high. According to the results obtained from the study, in-service training should be provided to teachers in order to use the GEMS (Great Exploration in Math and Science) based learning program more effectively, and it may be recommended to prepare guidebooks for GEMS approach for science teachers.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"28 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277720","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}

{"title":"POTENTIALS OF INTERCULTURAL COMPETENCE IN PROMOTING CRITICAL THINKING IN THAI TERTIARY EDUCATION","authors":"Pasara Namsaeng, Eric A. Ambele","doi":"10.46827/ejes.v10i12.5099","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5099","url":null,"abstract":"Intercultural competence is a contemporary pedagogy in Thai tertiary education. The current study aims to explore the potentials of employing intercultural competence to promote critical thinking in Thai tertiary education. There are two constructs being reviewed: intercultural competence and critical thinking. The origin and benefits of intercultural competence are first discussed, followed by its frameworks. Then the challenges of teaching intercultural competence in Thai tertiary education are raised, followed by general knowledge of critical thinking. After that, the interconnection between intercultural competence and critical thinking is provided as a claim of the potentials of intercultural competence in enhancing critical thinking. This academic article proposes that there are five reasons why intercultural competence potentially enhances critical thinking. First, its matching characteristics of ‘holistic’ and ‘judiciousness’ in culture and critical thinking’s frameworks. Second, the shared characteristic of both constructs is that they are learnable through inquisitive, truth-seeking, and analytical skills. Third, the open-mindedness of CT skills as a dynamic process of thinking. Fourth, the confidence in reasoning towards ethnocentrism with high determination. Finally, the aforementioned aspects are mutually and systematically supportive of one another. With all these elements, there is high potential for using intercultural competence instruction to promote critical thinking in tertiary students.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"95 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279799","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}

{"title":"UTILIZATION OF VISUAL AND REALIA INSTRUCTIONAL MATERIALS IN ENHANCING ACQUISITION OF PRE-READING SKILLS AMONG PRESCHOOL LEARNERS IN NAROK COUNTY, KENYA","authors":"Martha Naisiae Kesuna, Beatrice N. Manyasi, Anne W. Maina","doi":"10.46827/ejes.v10i12.5102","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5102","url":null,"abstract":"Early childhood education, also referred to as preschool education is essential to children’s social, physical, emotional, and cognitive growth. Learning can be made more effective when the teachers have the right instructional materials. The study was guided by the following research questions: how were visual instructional materials utilized in teaching pre-reading skills among preschool children? and how were realia instructional materials utilized in the teaching of pre-reading skills among preschool learners? The study adopted a descriptive survey design and data was collected using questionnaires, interviews, and observation schedules. The findings of the study revealed that visual instructional materials for teaching pre-reading skills were available but not adequate in most of the schools, hence affecting the effective teaching of pre-reading skills among the learners. The study further established that most preschools lacked adequate realia materials for teaching pre-reading skills. It was concluded that Preschool teachers should attend relevant workshops, seminars, vocational and teacher professional development courses, to acquire pedagogical skills, besides effective utilization of Visual and Realia instructional materials in teaching pre-reading skills to preschool learners. Emphasis should be on pedagogical content knowledge.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279902","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}

{"title":"EVALUATION DE L’APPRENTISSAGE DU FRANÇAIS DANS LES ECOLES PRIMAIRES DE MONT-NGAFULA A KINSHASA, D. R. CONGO / LEARNING ASSESSMENT FRENCH IN PRIMARY SCHOOLS FROM MONT-NGAFULA TO KINSHASA, D. R. CONGO","authors":"Robert-Abel Ngwama Bindele","doi":"10.46827/ejes.v10i12.5098","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5098","url":null,"abstract":"Une action pédagogique ne peut réussir sans la mise en épreuve des acquis des bénéficiaires de cette action. Cette mise à l’épreuve requiert des instruments d’évaluation qui permettraient à l’enseignant, à l’organisateur de l’enseignement ou à tout chercheur, d’une part, de diagnostiquer les difficultés d’apprentissage et à l’apprenant, d’autre part de comprendre ses erreurs et de le corriger. Notre étude aborde une problématique intéressante en orientation scolaire car elle touche un aspect important du processus enseignement-apprentissage ; celui lié à l’évaluation des apprentissages des élèves en langue française. Après administration d’une épreuve pédagogique en français, le constat est amer. La quasi-totalité des élèves qui arrivent à la fin du cycle primaire connaissent d’importantes lacunes en français.An educational action cannot succeed without testing the acquired knowledge of the beneficiaries of this action. This test requires evaluation instruments which would allow the teacher, the education organizer or any researcher, on the one hand, to diagnose learning difficulties and the learner, on the other hand to understand its errors and correct it. Our study addresses an interesting issue in educational guidance because it affects an important aspect of the teaching-learning process; that linked to the evaluation of students’ learning in French. After administering an educational test in French, the findings are bitter. Almost all students who reach the end of the primary cycle experience significant gaps in French.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279749","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}