European journal of education studies最新文献

{"title":"OPINIONS OF MATHEMATICS TEACHERS AND PRE-SERVICE TEACHERS ABOUT THE RELATIONSHIP BETWEEN MATHEMATICS AND CULTURE","authors":"Özge Özcan, Elif Bahadır","doi":"10.46827/ejes.v10i10.5053","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5053","url":null,"abstract":"When the studies aimed at determining the relationship between 'mathematics' and 'culture' are scanned, although there are many researches carried out worldwide, the researches carried out in our country are quite few. The research aims to determine the perspectives of mathematics teachers and teacher candidates on the relationship between 'Mathematics' and 'Culture' and is important in terms of making a contribution to the field literature on ethnomathematics and cultural mathematics. The participants are 34 mathematics teacher candidates who have taken the \"Mathematics and Culture\" course and 32 mathematics teachers who are actively working at various. A form consisting of 4 open-ended questions was used. The qualitative data obtained from the answers to these questions were evaluated through content analysis. At the end of the application, it shows that teachers and teacher candidates know the ways to recognize culture and intercultural situations and that the teacher candidates who are not aware of these situations are more than the teachers. Both teachers and teacher candidates see cultural diversity as a privilege that is positive, useful and can develop people both socially and individually. When asked about the contributions of cultural diversity to mathematics education, they agreed that both teachers and teacher candidates will develop students socially, increase course efficiency and provide permanent and meaningful learning, and develop the mind individually and create a rich perspective. However, teachers had more negative ideas about the reflection of cultural diversity in their classrooms on mathematics education than teacher candidates and stated that students would have problems with adaptation, disagreements, and communication problems would increase.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0068/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959730","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":"IMPACT OF CATHOLIC SCHOLARSHIP PROGRAM ON HUMAN CAPITAL DEVELOPMENT WITHIN RELIGIOUS WOMEN’S CONGREGATIONS IN THE NORTHERN ZONE OF TANZANIA","authors":"Bernadetha P. Mushi","doi":"10.46827/ejes.v10i10.5051","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5051","url":null,"abstract":"This study aimed to evaluate the impact of the implementation of the Catholic Scholarship Program for Tanzania (CSPT) on human capital development within religious Catholic Women's Congregations in Northern Tanzania. The study was guided by the question: to what extent does the implementation of CSPT enhance human capital development within religious women’s congregations? The study was anchored on: Context, Input, Process, and Product (CIPP) Model. This study applied Convergent design under the mixed methods. The general target population for the study was 142 respondents from CSPT in the Northern Zone of Tanzania. However, this particular study comprised of: 122 religious women, 16 superiors of different congregations, 3 board of directors, and 1 executive secretary of the programme. The study sample comprised 84 respondents from whom 80 are religious women, 2 are superiors of congregations, 1 is from the board of directors, and 1 is the executive secretary of the programme. Purposive and simple random sampling techniques were used to obtain samples for this study. Data was collected through questionnaires and in-depth interviews. The validity and reliability of the evaluation instruments were ensured, and the instruments were pilot-tested. Quantitative data were analyzed by using descriptive statistics such as frequencies, percentages, and means. Qualitative data on the other hand was examined through the transcription of texts, generating themes for interpretation, discussions, and arriving at conclusions. The study established that the implementation of the Catholic Scholarship Program to a great extent enhanced human capital development within religious women's congregations in the Northern Zone of Tanzania. The study concludes that CSPT is a valuable programme for religious women congregations in terms of human capital development. The study recommended that the management of CSPT should frequently monitor the participating congregations. The monitoring ensures that the beneficiaries positively enhance the development of the human capital of the congregations as envisaged by the CSPT.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0011/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136099866","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 RELATIONSHIP BETWEEN MOTOR ACTIVITY AND EXECUTIVE FUNCTIONS IN THE TEACHING-LEARNING PROCESS: CASE OF 6 - 7 AGED TUNISIAN PUPILS","authors":"Mounira Ben Sidhom, Nizar Souissi","doi":"10.46827/ejes.v10i10.5052","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5052","url":null,"abstract":"Considering that the cognitive and motor dimensions of human beings grow together and that primary school age is one of the most important stages of children’s cognitive and motor development, the aim of this study was to investigate the relationship between executive functions and motor activity in the teaching-learning process. Primary school students (N = 40; 6.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week motors activity program with 5 sessions of 40 minutes per week and the second a regular math sessions program. The results of the experimental group show a clear improvement in most of the study variables. Also, these results highlight the value of actively involving the student in the task and the importance of using active methods in the teaching-learning process.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0036/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"49 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136099854","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":"INTERACTION BEHAVIORS OF STUDENTS FROM THAI NGUYEN UNIVERSITY OF EDUCATION WITH CHATGPT: BENEFITS AND CHALLENGES / HÀNH VI TƯƠNG TÁC CỦA SINH VIÊN TRƯỜNG ĐHSP – ĐH THÁI NGUYÊN VỚI CHATGPT: LỢI ÍCH VÀ THÁCH THỨC","authors":"Nguyen Thi Phuong Loan, Cao Tien Khoa, Kieu Thi Khanh, Nguyen Quang Linh","doi":"10.46827/ejes.v10i11.5047","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5047","url":null,"abstract":"<p>This study was conducted against the backdrop of the robust growth in the use of technology in education, specifically the application of ChatGPT. The primary objective of the research was to examine the interaction behaviors and evaluations of students from the Thai Nguyen University of Education when approaching and utilizing ChatGPT for learning. Employing a survey method based on both closed and open-ended questions, we gathered information regarding usage objectives, benefits, and challenges faced by students. The results revealed that students predominantly use ChatGPT to address personal queries, practice communication skills, and seek academic information. To leverage this tool more effectively, there is a desire among students for the institution to provide paid accounts and organize training sessions. Alongside, there are concerns about managing and using this tool in the learning process. The study emphasizes the significance of integrating ChatGPT into the learning journey, aiding students in enhancing their skills and knowledge.</p><p>Nghiên cứu này được thực hiện trong bối cảnh tăng trưởng mạnh mẽ của việc sử dụng công nghệ trong giáo dục, đặc biệt là ứng dụng của ChatGPT. Mục tiêu chính của nghiên cứu là khảo sát hành vi tương tác và đánh giá của sinh viên Trường ĐHSP - ĐH Thái Nguyên khi tiếp cận và sử dụng ChatGPT trong việc học. Sử dụng phương pháp khảo sát dựa trên câu hỏi đóng và mở, chúng tôi thu thập thông tin về mục tiêu sử dụng, lợi ích và thách thức mà sinh viên gặp phải. Kết quả cho thấy sinh viên chủ yếu sử dụng ChatGPT để giải đáp thắc mắc cá nhân, luyện tập kỹ năng giao tiếp và tìm kiếm thông tin học thuật. Để sử dụng hiệu quả hơn công cụ này, sinh viên có mong muốn nhà trường cung cấp tài khoản trả phí và tổ chức các buổi tập huấn. Bên cạnh đó cũng có những lo ngại về việc quản lý và sử dụng công cụ này trong học tập. Nghiên cứu nhấn mạnh tầm quan trọng của việc sử dụng ChatGPT vào quá trình học tập, giúp sinh viên nâng cao kỹ năng và kiến thức của mình.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0020/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377849","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":"EFFECTIVENESS OF USING GEOGEBRA IN TEACHING AND LEARNING CIRCLE THEOREMS ON STUDENT-TEACHERS’ PERFORMANCE","authors":"John Mensah","doi":"10.46827/ejes.v10i11.5041","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5041","url":null,"abstract":"This paper aims to explore the effect of using GeoGebra in teaching and learning circle theorems on student-teachers’ performance. This paper is based on the results of the four-week experiment of GeoGebra software in teaching and learning the concepts of circle theorems of the geometry of student-teachers at the College of Education. The effectiveness of using GeoGebra software was explored by measuring the achievement level with the help of achievement tests and perceptions of using GeoGebra software through the questionnaire. The data were analyzed and interpreted by using a frequency distribution table, percentage, mean, standard deviation, and t-test. The findings showed that there was a higher mean score in achievement in circle theorems of the experimental group, that is, those taught with GeoGebra software than that of the control group, that is, those taught without GeoGebra software, and the difference was significant at 0.05 level. Similarly, the student-teachers of the experimental group had a positive perception to support the use of GeoGebra software in teaching and learning circle theorems in geometry and mathematics in general. Thus, the use of GeoGebra software is an effective tool to increase achievement; promote curiosity and creativity; make clear sense of concepts and encourage overall learning of students in mathematics. Finally, this study suggests that mathematics teachers need to use ICT tools including GeoGebra for effective teaching and learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0073/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135108669","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 INFLUENCE OF CURRICULUM AND ASSESSMENT POLICIES AND PRACTICES ON STUDENT ENGAGEMENT AND DROPOUT RISK IN SECONDARY EDUCATION IN MOGADISHU, SOMALIA","authors":"Raqia A. Mohamed","doi":"10.46827/ejes.v10i10.5040","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5040","url":null,"abstract":"The purpose of this research was to investigate the influence of curriculum and assessment policies and practices on student engagement and dropout risk in secondary schools in Mogadishu, Somalia. To combine the data from diverse sources, the research employed a literature review strategy. Dropout risk was defined as the possibility of students leaving school before finishing their secondary education, while student engagement was described as the degree of participation, interest, and excitement that students display in their learning process. Motivation, expectations, mental health, substance abuse, parental involvement, grade retention, IQ, learning difficulties, academic achievement, curriculum quality, relevance, consistency, alignment, teacher capacity, teaching materials, assessment system, governance, and management were identified as factors influencing student engagement and dropout risk at the individual, classroom, school, and system levels. The study found that the curriculum and assessment policies and practices in Mogadishu-Somalia were low in quality, inconsistent, irrelevant, and misaligned with the national standards and the needs of the learners and society. The study recommended improving and aligning the curriculum and assessment policies and practices in secondary education in Mogadishu-Somalia with the national standards, the needs of the learners and society, and the principles of student engagement and differentiation. To achieve this goal, the study suggested developing and sharing a clear vision and goals, involving all stakeholders in the curriculum and assessment processes, adapting the curriculum and assessment to the diverse needs of students, engaging and motivating students in the curriculum and assessment, and improving teacher capacity, curriculum framework, teaching and learning materials, assessment and certification system, and governance and management of the education sector.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0075/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135108670","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":"PROMOTERS AND OBSTACLES OF COMMUNITY DEVELOPMENT IN A MERGED HE INSTITUTION FROM THE UAS STAFF POINT OF VIEW","authors":"Annukka Tapani, Merja Sinkkonen","doi":"10.46827/ejes.v10i11.5038","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5038","url":null,"abstract":"<p>Universities and universities of applied sciences form the higher education sector in Finland. New HE communities in which both sectors cooperate were formed in the latest reform. Our interest is in community feeling and connectedness taking place inside four such new organisations. The research question is: which are the promoters of and obstacles to communality in merged higher education institutions in Finland from the university of applied sciences staff´s point of view? The data is gathered from 42 key persons. The analysis is done in a qualitative way. As promoters, we found spaces, dignity, shared goals, and action. The obstacles were haste, lack of trust, unfamiliarity, and use of spaces. Spaces seem to play a big role: they serve as promoters and obstacles. They can serve as a source for recognition and one´s meaningful share but also as a place to get to know each other and promote action towards goals. And vice versa. Anyway, feeling connectedness is an important source for creating social identity.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0049/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135209001","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":"INDONESIAN EFL LEARNERS’ ERRORS IN IDIOMATIC EXPRESSIONS: TEACHERS’ &amp; STUDENTS’ PERSPECTIVES","authors":"L. Listyani, Andrew T. Thren","doi":"10.46827/ejes.v10i10.5036","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5036","url":null,"abstract":"<p>In an Indonesian setting, writing proper idiomatic expressions poses significant challenges for the majority of EFL students. Oftentimes, the idiomatic meanings deviate from the literal meanings and students are affected by their own first language and cultural contexts in usage. Therefore, this study explores the erroneous mistakes made by Indonesian EFL students and offers insights into teachers’ and students’ perspectives. This research will primarily examine the factors that influence university-level Academic Writing class students in incorrectly translating idiomatic expressions from the source language to the target language. The data for analysis was retrieved from students of Academic Writing classes from two different universities in West Java and Central Java to provide a comparative context in analyzing their mistakes. A comparative descriptive approach was applied, as this was deemed more appropriate for a study on semantic and translation strategies. The research results revealed that the study participants primarily experienced L1 interference, insufficient linguistic and grammatical knowledge, and a lack of lexical knowledge. Another obstacle was the students’ tendency to not heed cultural aspects in their writing and translating. Consequently, it is essential for EFL learners to be able to properly understand and translate idiomatic expressions in their writing to improve their target-language proficiency. Thus, instructors and students play crucial roles in successfully traversing this linguistic endeavor. Through proper instruction and active engagement, EFL learners can improve their linguistic mastery and cultural fluency, facilitating them to write more naturally in English.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0069/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353771","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":"EVALUATING THE EFFICACY OF AN ARABIC METALINGUISTIC AWARENESS TRAINING PROGRAM","authors":"Nouf A. Bin Sawad, Jeremy M. Law","doi":"10.46827/ejes.v10i10.5035","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5035","url":null,"abstract":"Recently both academics and professional standards have demonstrated the essential role teachers’ knowledge about metalinguistic awareness plays in pupils' literacy achievement. This study aimed to explore whether an intensive training program in Arabic metalinguistic awareness increases teachers’ knowledge and improves their performance. Changes from pre-test to post-test knowledge and reporting confidence of 25 trainees were investigated. Participants showed significant gains in their knowledge and skills of Arabic metalinguistic awareness upon post-test. In addition, participants reported higher confidence in teaching Arabic metalinguistics after attending the course. Findings from this research bring recommendations toward developing Arabic metalinguistic awareness-related approaches for educators. The importance of professional development is discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0067/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353772","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":"ANDRAGOGY: FAMILY COMMUNICATION FOR ADULTS","authors":"Suci Risalatuz Zuhro","doi":"10.46827/ejes.v10i10.5030","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5030","url":null,"abstract":"Adults have a lot of experience in life especially in the way of family communication, because they practice what they get so it is necessary andragogi. The aim of this study is to find out what forms of family communication still need to be understood and re-learned by adults. The method used is a systematic literature review taken from journals as literature, followed by searches as library sources in articles through Google Scholar and Research Gate for the period 2018-2023. Based on the results obtained in the study, there are indicators of time management, making time as a quality meeting with the family, and a democratic communication pattern as well as the existence of adults who lack understanding of family communication and are essential for adults to learn in understanding in good time management and make time as quality meeting when family.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139340306","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}