International Journal of Education and Practice

Structural modeling of the relationship between occupational stress, occupational motivation, and job satisfaction among school teachers in the Sultanate of Oman

Ali Sulaiman Talib AlShuaili — 2024-04-17

This study aims to explore the effect of occupational stress on occupational motivation and job satisfaction among teachers in government schools in the sultanate of Oman from the perspective of teachers. The study follows a cross-sectional research design and uses a research questionnaire as the main tool with standardized scales to measure occupational stress, occupational motivation and job satisfaction. The probability sampling method was used to select respondents randomly using a sampling frame obtained from the Ministry of Education. The sample size of the study comprises 410 schoolteachers in the Sultanate of Oman. Structural equation modeling was used to assess the relationships across the variables. The results showed a statistically significant effect of occupational stress on occupational motivation and job satisfaction, and a statistically significant effect of job satisfaction on occupational motivation. Awareness programs are recommended to help build the respect that teachers deserve for the essential roles they play in their work environment with respect to preparing the new generation for future endeavors.

Reimagining mathematics education: Identifying training needs and challenges among public elementary school teacher’s post-pandemic

Lislee Valle — 2024-04-17

The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool.

Elevating students' presentation skills with Indonesian local wisdom in virtual teaching mode

Melania Wiannastiti — 2024-04-17

This study examines the impact of synchronous real and virtual teaching modes on students' abilities in English for Specific Purposes (ESP) for presentation. It uses an experimental research design, with the first semester at Bina Nusantara University, Indonesia, as the participants. There were 30 students in the experimental group and 30 in the control group attending the ESP business presentation course. The students’ presentation skills of structure, delivery, and gesture were the skills tested by integrating specific topics of local Indonesian knowledge: Pancasila, local tourist destinations, and free topic. The Wilcoxon signed-rank test was used for data analysis taken from the pre-and post-test scores from both groups. The results demonstrated that both modes of teaching had a positive effect on the overall presentation skills of both groups. However, there were variations in the improvement of specific presentation skills across different topics. Comparing both modes of teaching, the synchronous virtual mode of teaching has shown promise in developing students' presentation abilities, but attention should be given to addressing limitations and optimizing teaching strategies for comprehensive skill development. This study contributes to the understanding of the impact of synchronous real and virtual modes of teaching on students' presentation skills in the context of ESP and has practical implications for educators and course designers involved in ESP instruction. Incorporating a synchronous mode of teaching can be a valuable approach to developing students' presentation skills when combined with the integration of local Indonesian knowledge and diverse topics.

The effectiveness of super's theory-based career group counseling in developing self-concept and career decision-making among a sample of gifted students in Jordan

Alaa Alsqour — 2024-04-25

This study explores the effectiveness of Donald Super’s theory-based career group counseling in improving self-concept and career-related decision-making among a sample of gifted students enrolled in King Abdullah II School for Excellence in Jordan. The quasi-experimental study used a total of 56 male and female tenth grade students, who volunteered to participate in the group counseling program. They were randomly distributed into two groups (experimental and control), each consisting of 15 participants. In order to answer the question of the study, a career group counseling program was developed based on Super's theory, and two scales were applied—the Adolescent Self-Concept Short Scale (ASCSS) and the Career Decision-Making (CDM) scale. The career group counseling program was applied to experimental group through 14 sessions (two weekly sessions) each lasting for 90 minutes The results of the study revealed that there were statistically significant differences at the level of α = < 0.05 between the degree of the experimental and control group scores in the post-test on the Adolescent Self-Concept Short Scale and the Career Decision-Making scale in favor of the experimental group, which showed the effectiveness of the program in promoting self-concept and career decision-making.

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Assanbayeva Gulzhaukhar — 2024-04-26

Statistics and probability is one branch of mathematics with numerous conceivable outcomes and problem-solving circumstances that require a basic problem-solving aptitude. The purpose of this study is to determine the need for high school mathematics teachers to teach statistics and probability, which would serve as a basis for improving the level of teaching statistics and mathematics in general. A descriptive research method was applied in this study, and a two-part survey was employed as the primary method of data collection. A total of 34 secondary school mathematics teachers from 23 private and public secondary schools in Kazakhstan acted as respondents to answer a specially designed questionnaire. The mean value, percentage of frequency, standard deviations, correlation, regression, percentage of correct answers and average percentage scores were used. Based on the responses, the respondents have a low level of knowledge regarding the content of statistics, but their students have satisfactory results in statistics and mathematics. The results of this study will give scientists an idea of how to improve the level of training of mathematics teachers. In addition, since higher educational institutions are engaged in the training of mathematics teachers, they need to think about the methodology of teaching statistics, as well as teacher training institutes, to adapt courses and seminars for teachers.

Continuing professional development opportunities: Teachers’ motivation and perceived effectiveness

Filomena Dayagbil — 2024-04-26

Continuing professional development (CPD) ensures that learning is an ongoing process and that professionals should continuously upgrade their craft throughout their careers. This study explored the perceived effectiveness of professional development (PD) activities on teachers' competence, aiming to answer questions about what PD activities teachers participate in, what motivates and hinders their participation, and how effective they are perceived to be in terms of improving teaching competence and enhancing student learning. The study utilized a quantitative approach, collecting data through a survey instrument from 1,063 teachers from Central Visayas, which is Region 7 in the Philippines. The results showed that teachers engaged in a variety of activities for their own personal and professional development to enhance their instructional strategies and to meet professional standards. However, hindering factors included lack of time, funding, and workload. Teachers believed that high-quality and needs-based PD activities enhance teaching competence and practice and impact student learning. In conclusion, the study highlights the importance of needs-based CPD programs to support teachers' ongoing professional development and enhancing their effectiveness in the classroom. By addressing the motivating and hindering factors identified in this study and prioritizing responsive CPD opportunities, educators and educational institutions can create a culture of continuous learning and improvement, resulting in positive outcomes for both teachers and students.

Perceptions of the determinants of mental health literacy among Vietnamese adolescents

Son Quang Le — 2024-04-26

Even though there is a large frequency of mental health issues among adolescents all over the world, there is a lack of knowledge regarding the mental health literacy of this demographic, particularly in economically developing nations. Literacy in mental health is necessary for the early diagnosis and treatment of mental illnesses before they become severe. The objectives of this study are to investigate the mental health literacy of students, the causes of mental illness, the disparities between genders, the reasons for mental disorders, and the variations between grade and causes of mental illnesses. A one-way analysis of variance (ANOVA) and an independent sample t-test were utilized to analyze the data. It was shown that environmental factors were the most significant contributors to mental illness. Furthermore, there was a substantial disparity between the degree of spirituality and the gender of the individual. Moreover, it was demonstrated that there are substantial distinctions between grade and environmental and biological factors. These findings have significant repercussions for educational initiatives that aim to promote students' mental health literacy at the high school level. Among the Vietnamese high school population, there is a demand for programs that teach pupils about mental health literacy. Literacy in mental health serves as the basis for mental health promotion, prevention, and care, with the primary goal of enhancing mental health and its associated outcomes.

The power of project-based learning: A catalyst for student engagement, collaboration and academic excellence

Emiliana Sri Pudjiarti — 2024-04-26

This research aims to explore the impact of using project-based learning methods on academic achievement and student engagement in education using mixed methods. The sampling technique was carried out in two stages. The three best private universities in Semarang City were selected based on the 2023 Webometrics results (University of Dian Nuswantoro, Catholic University of Soegijapranata, and the Islamic University of Sultan Agung), then the sample selection was carried out using stratified random sampling techniques, which comprised 318 students. Data collection was carried out through questionnaires, interviews, and literature studies. The hypotheses were tested using structural equation modeling via AMOS 26 software. The practical implications of this research show that the project-based learning (PBL) method positively impacts academic achievement and student involvement in the learning process. The PBL method also effectively increased students' conceptual understanding, reflecting a shift from traditional approaches to more interactive, creative, and innovative learning. From a managerial perspective, these findings emphasize the integration of PBL into the curriculum to optimize student potential. It is also essential for lecturers and educational policymakers to provide ongoing professional training to support the effective use of PBL in educational environments. PBL methods are a valuable learning strategy and their implementation can be a significant challenge that needs to be overcome in an educational context. This research concludes that project-based learning may effectively increase student participation, engagement, collaboration, and future academic achievement.

The mentoring experience of Jordanian pre-service science teachers

Saed Sabah — 2024-04-29

The purpose of this study is to examine Jordanian pre-service science teachers’ perceptions of their mentoring experience using the five-factor model of mentoring (personal attributes, system requirements, pedagogical knowledge, modeling, and feedback). This study uses a descriptive survey research design, and the Arabic version of the validated Mentoring for Effective Primary Science Teaching (MEPST) survey was administered electronically to collect responses from 49 participants. The data was summarized using descriptive statistics, and t-tests were conducted to test for significant differences in the perceived mentoring experiences between male and female Jordanian pre-service science teachers. The study supports efforts to validate the Arabic version of the MEPST survey. The means of the participants’ perceptions of mentoring were relatively high, greater than four on a five-point Likert scale, indicating that the pre-service teachers perceived their mentoring experience as positive based on the five factors. No statistically significant differences were found in the perceived effectiveness of the mentoring experiences between the male and female pre-service science teachers. The study findings have several practical implications and suggested directions for future research. Researchers are encouraged to investigate mentors’ perceptions and practices related to effective mentoring, and research on identifying and understanding school factors that may influence the effectiveness of mentoring in schools is also needed.

The role of information technology in managing the human resource development of educators in inclusion-based primary schools in Greece

Stavroula Savvidou — 2024-05-08

The rapid growth in technology offers both benefits and challenges to traditional teaching and learning methods in the field of education. Not only is information technology (IT) a study topic itself, but it also has a significant impact on all other academic fields. The ways in which teaching, learning, and human resource management are conducted in educational institutions are changing as a result of the integration of IT, particularly in inclusive settings. The purpose of this project is to investigate the effects of using a variety of IT tools and integrating IT into the curriculum in inclusive elementary schools in Greece. It looks at the ways in which these variables affect the development and management of human resources, with an emphasis on teachers working in inclusive environments. A questionnaire survey was sent to 396 education sector experts, which made it possible to get quantifiable information about these experts' opinions on the influence and integration of IT in learning environments. The findings show that the deployment of different IT tools in inclusive schools and the integration of these technologies into the inclusive curriculum have a favorable impact on the efficient management and development of human resources in these learning settings. The study confirms that integrating IT into the classroom is essential to prepare pupils for life in a knowledge-based society. To keep up with the rapid improvements in technology and economic globalization, educational institutions must proactively innovate and change their methods to human resource management.

Accounting learning outcomes from problem-based learning

Agung Listiadi — 2024-05-08

The main objective of this study is to examine and compare the educational achievements between problem-based learning and discovery learning approaches in the field of accounting. Understanding the concept is an important part of the process of learning and solving problems, both in the learning process itself and in day-to-day environments. Research using a quantitative method with an experimental approach is a true experimental design. The model of the experiment is the pretest-posttest control group design. According to earlier studies have shown that student’s learn better through discovery learning (DL). It is evident that both methods contribute to the improvement of student outcomes. Being active, thinking critically, and increasing learner achievement are essential factors in the process of learning. In this study, it was discovered that the learning outcomes of problem-based learning models and discovery learning have notable disparities, with problem-based learning producing better learning outcomes. The conclusions from the study offer suggestions or input that can be conveyed and considered for future research. Schools should consider applying a problem-based learning (PBL) model. Students using PBL are required to find their own answers to problems by using their own thinking abilities to form a concept about the material being studied, so during learning activities, students will use their thinking abilities to the maximum.

Pre-service music teachers’ satisfaction with the teacher education curriculum in northern China

Lin Fang — 2024-05-08

Pre-service music teachers’ satisfaction with the curriculum has implications for student learning and curriculum development. It is necessary to investigate pre-service music teachers’ satisfaction with the curriculum to help universities respond to changing social needs. However, there is lack of empirical studies on this topic in China. This study aims to explore the degree of satisfaction of pre-service music teachers in northern China with the curriculum to reveal the current challenges and issues in music teacher education. For this, a quantitative statistical method was adopted to conduct a questionnaire survey among 421 pre-service music teachers who major in music education in four different universities in northern China. The satisfaction survey regarding curriculum content and curriculum design was conducted to identify challenges and issues in the current music teacher education curriculum. The results show that pre-service music teachers are moderately satisfied with the curriculum. The findings indicate the following: 1. Teaching methods are monotonous; 2. There is some ambiguity concerning teaching objectives and training standards; 3. Practical courses and practice mentors need to improve; and 4. Pre-service music teachers lack confidence in the preparation for teaching in the future. Universities can significantly contribute to improving curriculum satisfaction and students’ confidence in teaching preparation by actively providing teaching-related knowledge, skills, policies and goals. Universities should consider the learning needs of pre-service music teachers and improve traditional teacher-centered teaching methods to improve teaching quality.

The design and operationalization of the teacher competence management framework: The method and practical tools to identify and close teacher competence gaps for the teaching of 21st century skills

Dace Namsone — 2024-05-08

The aim of the Framework for Teacher Competence Management is to provide school leadership with an empirically tested protocol on how to determine teachers’ professional development needs for teaching 21^stcentury skills. Both quantitative and qualitative research methods were applied to collect and analyze data through three cycles of design-based implementation research over a period of three years, from 2017 to 2019, and by collaborating with staff from 15 schools. The Framework for Teacher Competence Management was developed through adapting a competence management model from the business environment to the school setting. The framework includes three steps: Competence identification, assessment and development; school developmental goals and education reform priorities; and the action and information flows between teachers and school leadership team members. The Framework for Teacher Competence Management has been operationalized through the design and validation of a method to identify teachers’ professional development needs and competence assessment tools, such as performance level descriptors, knowledge tests, and self-assessment questionnaires. The research outlines significant differences in teacher performance within a single school, emphasizing the necessity of gathering school-based evidence for planning more personalized professional development solutions to address professional development needs for different teacher groups.

The influence of principals’ personal traits on leadership outcomes of change in Vietnamese secondary schools

Do Van Doat — 2024-05-09

This paper addresses the influence of personal traits on the leadership outcomes of change by principals in primary, lower secondary, and upper secondary levels in Vietnamese schools. The research employed a survey questionnaire method to collect data, which was processed using SPSS software version 22. The design of the practical study was carried out based on the literature review and theoretical research. The paper did not use the original research ideas of previous authors but made certain adjustments to align with the research objectives and context. Linear regression analysis was utilized, with six categories of personal traits as independent variables consisting of thirteen specific traits, and two dependent variables representing leadership outcomes, including teacher leadership outcomes and general leadership outcomes. The analysis results revealed that teacher leadership outcomes are negatively influenced by arrogance, dominance, authoritarian thinking, emotionality, and balanced thinking, and they are positively influenced by proactivity, adaptability and discipline, perfectionism, curiosity, and eagerness to learn. The initial study results provide a foundation for applying the role of school leaders’ personal traits in management, leadership, evaluation policies, and personnel appointments in schools today.

Exploring higher education students’ satisfaction for quality improvement: A case study of the African Centre of Excellence in Data Science

Charles Ruranga — 2024-05-09

The objective of this study is to examine variables that affect students’ satisfaction in postgraduate programmes using a case study of students at the African Centre of Excellence in Data Science (ACE-DS) at the University of Rwanda. It is important to study student satisfaction to understand how students feel about the quality of education, academic experiences, access to facilities, campus life, and extracurricular activities. A questionnaire was designed for the study, and data was collected from 81 students enrolled in master’s and PhD programs at the African Centre of Excellence in Data Science. In this study, a chi-square test was conducted to select factors associated with students’ satisfaction to be included in the model, and a multivariable logistic regression model was used for the analysis. The findings indicated that gender, level of study, programme of study, and the country of origin were not associated with student satisfaction. In contrast, curriculum relevance, accessing course materials, learning facilities, and the support from the ACE were statistically associated with students’ satisfaction. Therefore, the logistic regression model solely took into account variables which are associated with students’ satisfaction. This study uncovered the difficulties and opportunities affecting students’ satisfaction, and the findings showed that accessing course materials and satisfaction with centre support were statistically significant, while curriculum relevance and satisfaction with learning facilities were not. The findings from this study inform higher learning institutions and decision makers about how to improve the caliber and efficiency of higher education.

Principals' managerial role in realizing the ideal curriculum and learning: The case of remote areas schools in Indonesia

Maisyaroh — 2024-05-09

Leaders who have a strong spirit and are creative, innovative and skilled are needed by one-roof schools, especially in realizing ideal curriculums and learning methods. The aim of this study is to describe the efforts of school principals in creating an ideal curriculum and the optimal method of learning during the Covid-19 pandemic. It uses a qualitative approach with a multisite study research design. The location of this research is three one-roof schools in the Bondowoso Regency. Data collection was carried out by unstructured, in-depth, group interviews, observation, and documentation studies. The validity of the data was checked using data triangulation, member checks, discussions among members, and adequacy of reference materials. The data was analyzed using reduction analysis, presentation, verification, and drawing conclusions. Cross-site data analysis was carried out on a constant comparative basis. The results revealed that school principals employ varying strategies to achieve ideal learning, influenced by factors such as students, teachers, infrastructure, and local community conditions. The results also show that in order to realize an ideal curriculum and learning in one-roof schools, it is necessary to compile and implement learning in accordance with the conditions and readiness of students by including local knowledge and highlighting the principle of partnership with the community. This research offers practical guidance for policy makers and the school community in realizing ideal curriculums and learning methods, especially for schools in remote areas.

Project-based learning: Student performance and perceptions in a food industry engineering degree course

Ana Isabel Andres Nieto — 2024-05-09

The project-based learning (PBL) methodology was applied in a Food Technology course during the third year of a Food Industry Engineering degree at the University of Extremadura. The purpose of the research was to assess the effectiveness of PBL in this specific teaching field, evaluate the utility of rubrics, and determine the level of student satisfaction. A total of 22 students were tasked with participating in a group activity where they had to formulate, design, prepare, and present a food product to their peers and teacher. The students produced multiple deliverables and received feedback from the teachers. They also completed a final report and an oral presentation. The project was evaluated by teachers, peers (peer evaluation), and through self-evaluation using rubrics. A satisfaction survey and an analysis of strengths, weaknesses, opportunities, and threats were conducted after the completion of the PBL activity. The main findings indicated that PBL and rubrics were effective teaching and evaluation methodologies, respectively, enabling students to achieve scores above 8. Teacher evaluations were higher than the self-assessments, which were close to peer evaluations, indicating a high level of commitment on the part of students. Effective communication skills need improvement. Students viewed the activity positively, as it helped them comprehend the subject matter and proved valuable for improving teamwork, autonomy, and overall learning. In conclusion, PBL resulted in an engaging and effective learning experience that enhanced the understanding of food processing content and fostered the development of the skills and competencies necessary for a professional food engineer.

Factors influencing the selection of outstanding craftsmen in art and design education

Ying Zhang — 2024-05-09

The purpose of this research is to explore the influencing factors in the selection of outstanding craftsmen among vocational college art and design students. This paper selected the case studies of art majors and collected data on the school performance of 222 students majoring in art and design. Convenience sampling was used to select the sample, which was grouped based on whether or not they had been selected as school-level outstanding craftsmen. The study compares the mean values of variables such as entrance exam scores, in-school comprehensive assessment scores, volunteer service hours, possession of vocational qualifications, gender, single-child status, party membership, and employment rates between the two groups of students. Interviews were also conducted, and SPSS software was used for the data analysis. The research found significant differences between the student group selected as school-level outstanding craftsmen and the student group not selected as school-level outstanding craftsmen regarding the in-school comprehensive assessment scores, volunteer service hours, gender, and party membership. These findings provide support for further optimizing the selection criteria and offer empirical references for the cultivation path and evaluation system of craftsmanship spirit among art students.

Perceptions of Tay and Nung ethnic teachers and students regarding the importance of creative experiential activities in developing communication skills

Nguyen Thi Ngoc — 2024-05-10

Understanding the nuances of creative experiential activities and their impact on communication skill development is paramount in tailoring education to meet the specific needs and expectations of ethnic communities. The research conducted in this study involved 300 students and 150 teachers from several different areas and schools within Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. The research methodology employed was structured around two distinct sets of questions, each serving a specific purpose. These sets of questions were meticulously designed to gather valuable information from the study participants, namely teachers and Tay and Nung secondary school students. The study revealed that both teachers and students prioritize holistic communication skills, and students highly value communication skills. Teachers emphasize student participation in experiential activities. Experiential activities, preferred by teachers and positively evaluated by students, hold the potential to enrich communication skills by offering opportunities for authentic, context-based learning. The detailed self-assessments of students and teachers’ assessments of communication skills contribute to personalized and targeted communication skill development. This study highlights the value of recognizing the perspectives of both educators and students and tailoring communication skills education to address specific areas of improvement while building on existing strengths. The implications of this study extend to curriculum design, pedagogical strategies, and policy decisions that can enrich the communication skills of students, thereby enhancing their academic, personal, and professional capabilities.

The interdisciplinary method of musical literacy, education and artistic sensibilization: Objectives, structure and evaluation

Levi Leonido — 2024-05-15

The Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) aims to provide a holistic and interdisciplinary approach to education, integrating four artistic expressions (theatre, music, visual arts and physical/motor expression) essential for the development of skills such as creativity, expression and improvisation in a school context. The method aims to prepare adults who are in training for future practices aimed at children, young people or adults. MILMESA integrates 129 activities, classified by degree of difficulty, to improve personal and artistic skills, foster innovation and creativity, improve interaction and sociability, promote concentration and active listening, and improve rhythm, repetition, movement skills, expression and improvisation. A non-experimental methodology was chosen in which post facto questionnaire interviews were applied to 350 training participants. This method is a valuable tool for those looking to expand their artistic knowledge, as well as preparing them to educate and raise awareness among future generations. They also demonstrate the development of interdisciplinary artistic skills and practices in an educational context, the integral development of the individual, the connection and interaction between the arts and other areas of knowledge, and the improvement of skills in individuals who are training for future roles as teachers or artists.

Factors affecting in-service teachers’ informatization instructional leadership in China

Wei Li — 2024-05-21

The ubiquity of instructional leadership integrated with technology has necessitated research into the application of instructional leadership and its influencing factors. The aim of this study is to investigate contributing factors to in-service teachers’ informatization instructional leadership by determining the relationship between use expectancy, social influence, facilitating conditions, computer self-efficacy, blended teaching competence, behavioral intention and teachers’ informatization instructional leadership. Quantitative research is employed using a questionnaire to collect data. The sample comprises 230 randomly selected in-service teachers from private undergraduate universities in Xi’an City, Shaanxi Province, China. Data analysis was carried out using SmartPLS. The results show that use expectancy, facilitating conditions, computer self-efficacy, blended teaching competence and behavioral intention all have a positive and significant effect on teachers’ informatization instructional leadership. Use expectancy, computer self-efficacy and blended teaching competence have a positive and significant effect on behavioral intention, and behavioral intention significantly mediates the relationships between use expectancy, computer self-efficacy, blended teaching competence and teachers’ informatization instructional leadership. The research provides practical guidance for universities attempting to implement or improve teachers’ informatization instructional leadership practices. Efforts for policymakers to develop teachers’ informatization instructional leadership should consider the importance of not only use expectancy and facilitating conditions but also computer self-efficacy, blended teaching competence, and the role of behavioral intention to use teachers’ informatization instructional leadership.

Constructing student agency: The nexus between classroom activities and engagement

Devi Prasad Adhikari — 2024-05-21

Student agency refers to the quality of students’ self-reflective and intentional actions and interactions concerning their activities and engagements both inside and outside the classroom. The engagements and activities help to increase the level of personal agency. This study mainly aims to determine the nexus between constructing student agency and engagements and activities in higher education English as a Foreign Language (EFL) classrooms. This study adopted a sequential explanatory mixed method design. To collect quantitative data, a survey was conducted with a set of five-point Likert scale questionnaires among 107 students studying at bachelor’s level in Dhading district, Nepal. The students represent different years of the bachelor’s level. Semi-structured interviews were conducted among three teachers teaching at the same level to collect qualitative data. The findings of the study hold important insights for higher education teachers, emphasizing the significance of incorporating agency into classroom activities and fostering engagement. Additionally, this study contributes to the development of agency when students have opportunities to be selective in actions, engagements and interactions in classrooms. To effectively address this issue, the researcher strongly advocates highlighting the importance of classroom engagement and activities as essential components in enhancing student agency in EFL classrooms and beyond.

The current situation of seniors’ usage of active teaching methods during practicums – a case study in Vietnam

Vu Thi Mai Huong — 2024-05-21

In Vietnam, pedagogical students are not just equipped with a system of knowledge and skills in the classroom, they also need to apply the knowledge and skills in general education through practicums. To develop learners' capacity, student teachers need to be equipped to use active teaching methods that are appropriate and promote positiveness. The use of pedagogical methods is most evident during a practicum. This article focuses on determining the reality of seniors who are about to become trained teachers and use pedagogical methods in general education when they join a practicum. The article uses a mixed methods approach, including qualitative and quantitative methods. The questionaries were used to survey 122 seniors regarding the active teaching methods at the pedagogical school and applied during practicums. SPSS software was used for data analysis. The results show that pre-service teachers are aware of the importance of using active teaching methods when practicing. However, they are not proficient, have not applied a variety of these methods, and there is a significant difference in the way they are used by students of different disciplines. The research has implications for the process of training pre-service teachers. It is necessary to equip them to deal with issues related to active teaching methods. On the other hand, students need to actively apply these methods during the practicum. In addition to the efforts of student teachers, this issue needs the close coordination of pedagogical universities and practicum schools.

Microsoft teams as an online education system in higher education: The case for Jordan

Ayman Oliemat — 2024-05-21

This study seeks to determine the effectiveness of Microsoft Teams as an online education system in higher education. The researchers developed and tested a path model with factors related to the effectiveness of Microsoft Teams according to the views of students. Using random sample procedures, data from 3,572 undergraduate students was acquired. According to the findings, undergraduate students thought that Microsoft Teams was a useful online teaching tool and had positive opinions of online learning. The outcomes also validate the postulated path model, according to which the two antecedent factors—technical support and Microsoft Teams’ class features—which had positive impacts on the usefulness of the instructional method. Additionally, a positive correlation was found between online interaction and the usefulness of the instructional method. Ultimately, the main factor that greatly affects exam satisfaction and perceived learning outcomes is online interaction. However, students' opinions of the university's technical assistance were less positive, and their level of exam satisfaction was below expectations. The study provides a number of practical and theoretical implications for the field of study. For example, it is expected that this research will provide valuable information for decision makers in the Jordanian government (e.g., Ministry of Higher Education) to take clear and precise steps to help higher education minimize the threats and challenges to students’ learning. Global researchers and practitioners can use this research model to cope with unexpected situations and crises, such as the COVID-19 pandemic, that may arise in the future.

Digital transformation model for universities: A preliminary proposal

Javier Manuel Munoz Acuna — 2024-05-21

This article presents the results of a research project aimed at designing a theoretical model for digital transformation at the Autonomous University of Chile. The research methodology adopts a case study approach with a mixed method combining quantitative and qualitative techniques. This approach provides a nuanced and comprehensive understanding of the dimensions and factors shaping the digital transformation model, incorporating insights from 97 students and eight experts. The model comprises three phases, nine dimensions, and 54 indicators, emphasizing the integral connection between digital maturity and value creation for students. Key success determinants in the university's digital transformation processes are outlined, including the strategic approach, organizational culture, utilization of technological infrastructure, and technology management capabilities. Practical implications underscore the significance of acknowledging the impact of power relations during the digital transformation journey, influencing internal processes, IT governance coordination, roles of personnel in technical and managerial positions, teachers’ performance, and students' trust and loyalty to the institution. The article concludes by identifying factors that influence the institution's capacity to implement technological changes aligned with its strategic, technical, and logistical requirements. Future studies could redefine the roles of administrative, teaching, and student staff, fostering increased digital maturity, continuous innovation in services and processes, and the creation of new digital learning spaces centered around student needs.

Attitude of teachers toward the adoption of learning management systems in secondary schools in delta state

Urien James — 2024-05-23

The purpose of this study is to investigate the attitudes of teachers toward the adoption of learning management systems (LMS) in secondary schools in Delta State. A descriptive survey research design was employed, and a total of three research questions were answered and one hypothesis was tested. The study initially recruited 384 teachers, evenly distributed between genders, but a final total of 361 participants completed the study. Data collection involved the use of a validated questionnaire, with a reliability index of 0.83. The data was analyzed using the mean, standard deviation and an independent samples t-test, with a significance level set at 0.05. The findings of the study revealed that teachers' attitudes toward LMS adoption in secondary schools in Delta State are generally positive, and there was no statistically significant difference in the attitudes toward LMS adoption between male and female teachers. Based on these results, it is recommended that educational institutions in Delta State continue to invest in the integration of learning management systems in their teaching and learning processes.

The effectiveness of using educational robots in enhancing engineering mathematics skills among students in basic school

Sabah Jamil Al-Nawaiseh — 2024-05-30

Educational robots foster engaging, democratic, and collaborative learning environments, enhancing students' mathematical and engineering abilities by enabling them to interact, solve problems, assimilate information, and communicate effectively within the classroom. This study aims to examine the impact of educational robots on the development of engineering mathematics skills. The study uses a quantitative approach with a quasi-experimental design for a single pre- and post-test group. The sample consisted of 40 fifth grade students who initially studied geometry using traditional methods, followed by studying the same content using the educational robot. The study found that robot-based education significantly improved engineering mathematics skills. It was concluded that using educational robotics as a tool for teaching mathematics improved computational thinking, engineering mathematics, motivation, creativity, cooperation, and teamwork. It is possible to argue that the study's results corroborate relevant research showing how educational robots raise students' academic performance and improve their critical thinking. These results lend credence to the idea that educational robots improve learning beyond traditional approaches by actively involving students, giving subjects greater concreteness, and capturing their interest and attention. The study recommends the creation of new mathematical activities using educational robots across various mathematical contents and educational stages, further enhancing engineering mathematics among students.

Educating high school students in Vietnam on cultural behavior

Hung Thanh Nguyen — 2024-05-30

Cultural behavior is important in creating a favorable environment for teaching and learning activities. The current study examines teachers' and students' assessment of cultural behavior education among high school students. There were 394 participants who completed the survey—55 teachers (14%) and 339 students (86%). Teachers' assessment of the manifestation of cultural behavior had mean scores from 1.53 to 4.05; all the mean scores of the methods and forms of cultural behavior were above three. This study examines all the mean scores of the teachers' assessments of the requirements of cultural behavior that are greater than four. In addition, all mean scores of teachers' assessment of the efficiency of cultural behavior outcomes were above three. Teachers must actively study, cultivate, and improve their professionalism and carry out the responsibility of educating students regarding cultural behavior. Creating a culture of respect, kindness, and responsibility in the classroom and establishing guidelines for teachers, staff, and students are some suggestions proposed for high schools to form cultural behavior among students. Teachers and staff must exhibit model behavior and be approachable and friendly to students. Initiatives both inside and outside the school should be organized to influence student conduct. Positive interactions between the family and school are necessary, thus teachers must maintain contact with families all year round, not only when issues develop.