International Journal of Education and Practice

Secondary school learners’ academic achievement in mathematics through a practical instruction teaching approach in the Kigezi and Ankole regions of Uganda

Frank Murangira, Alphonse Uworwabayeho, Innocent Twagilimana — Wed, 23 Oct 2024 00:00:00 -0500

Addressing the challenge of subpar mathematics achievement levels in secondary education has gained global attention. Due to teachers’ inability to teach mathematics without real objects to explain it in real life, learners take the subject as very abstract, hence the poor academic achievement in national examinations. This qualitative case study investigates the impact of practical instruction on the mathematics achievement of secondary school students in Uganda. The research involved interviews with sixteen teachers from selected secondary schools in the Kigezi and Ankole regions to gain insights into their perspectives on the utilization and advantages of practical instruction in mathematics. Thematic analysis was employed to analyze the data. Regarding assessment strategies, the study found that there is a need to incorporate alternative assessment methods that can effectively assess the range of learners’ mathematics abilities. The study’s findings highlight that teachers view practical instruction as a valuable approach that enhances students' mathematics achievement by involving them in hands-on experience with real objects and learner-centered activities. Based on these results, the study recommends the widespread adoption of practical instruction as a means to elevate the quality of mathematics education in Uganda, ultimately addressing the prevalent challenges in mathematics achievement at the secondary school level.

Integrating the ideas of mindful meditation into physical activities to improve executive function skills of kindergarten children

Jiraporn Chano — Wed, 23 Oct 2024 00:00:00 -0500

This study aimed to examine whether physical activities based on mindful meditation can significantly enhance executive function (EF) skills in kindergarten children. A pre-experimental design was used, and purposive sampling was conducted to recruit the participants. A total of 87 kindergarten children were recruited, including 66 regular children and 21 who were screened as having a risk of Attention Deficit Hyperactivity Disorder (ADHD) based on a t-score of ≥ 1.5 on the Swanson, Nolan, and Pelham Rating Scale-IV (SNAP-IV). The participants received one hour of training every day, four days per week, for eight weeks. The modified Thai version of the Behavior Rating Inventory of Executive Function-Preschool (BRIEF-P) was administered before and after the intervention. Paired t-tests were conducted to determine if there were any significant differences between the pre- and post-tests for children with and without a risk of ADHD. Independent t-tests were also conducted to determine if there were any significant differences between children with and without a risk of ADHD. The intervention significantly enhanced the participants' performance on the full BRIEF scale and all subscales (inhibition, cognitive flexibility, emotion control, working memory, and planning). Additionally, significant differences in cognitive flexibility, inhibition, and emotion management were found between children with and without a risk of ADHD in the pre- and post-tests. Overall, the intervention effectively enhanced the executive function of kindergarten students at risk of ADHD. However, interpretation of the study’s results should be done with caution due to the lack of a control group and random sampling. A true experimental design is suggested to overcome these limitations.

The state of e-learning in radiology colleges during the COVID-19 pandemic and its future prospects

Wed, 23 Oct 2024 00:00:00 -0500

This study evaluates the existing electronic learning (e-learning) infrastructure in Sudanese academic institutions that offer radiology education during the COVID-19 pandemic with the aim of understanding the extent and effectiveness of e-learning. By employing a descriptive cross-sectional survey from April to August 2021, data was gathered from undergraduate and postgraduate students enrolled in both public and private radiology educational institutions across Sudan. The questionnaire, created in Google Forms and distributed via email, WhatsApp, and Facebook, captured insights into the students' experiences and challenges with e-learning. The findings revealed that power outages and poor internet access were significant barriers, affecting 50% and 27% of respondents, respectively. While 33% of participants were satisfied with e-learning as a pedagogical strategy, 29% believed it hindered the achievement of educational goals. Furthermore, 78% of the respondents felt that e-learning was not suited to all medical specializations, although 46.6% supported the idea of integrating e-learning with traditional classroom instruction. Despite the adoption of e-learning due to the pandemic, students exhibited a preference for the conventional classroom setting, primarily due to challenges related to internet accessibility and the availability of the necessary technological resources. Significant infrastructure improvements and strategic planning are required to maximize the benefits of e-learning in resource-constrained countries.

Perspectives on teaching using WhatsApp in a Nigerian university: A case study

Patrick Nkemdilim IJEH — Wed, 23 Oct 2024 00:00:00 -0500

This research examined the relationship between the level of WhatsApp use among selected students at Delta State University, Abraka, Nigeria, and their readiness to embrace it as a teaching supplement. The study also explored the benefits and challenges associated with the use of WhatsApp in the teaching of undergraduates. The study was anchored on uses and gratifications theory and adopted a case study design with a survey method to gather data on the views of 285 students selected through volunteer sampling. Data were generated through a self-structured questionnaire and analyzed through ANOVA, linear regression analysis, and comparisons of percentages. The findings indicate that WhatsApp use among undergraduates is very high, with students at higher levels tending to use it more than students at lower levels. The findings also show that the students benefitted from using WhatsApp as a teaching supplement, though its usage is not without challenges. It is therefore recommended that proprietors, governing councils and university management should leverage the high prevalence of WhatsApp usage by undergraduates and provide access to devices, data and network connectivity within university campuses so that both students and their lecturers can harness the potential of WhatsApp and other social media platforms as teaching aids.

The influence of the social environment on the development of critical thinking skills in young people: A study in the city of Durres, Albania

Merlina Koseni (Pograzha), Enkelejda Cenaj, Ramiola Kalemi, Mimoza Ikonomi — Wed, 23 Oct 2024 00:00:00 -0500

Critical thinking is an essential skill for individuals, especially young people, enabling them to analyze and evaluate information to make informed decisions. Young people who are able to make informed decisions have the opportunity to improve their future and contribute to a better society. In Albania, the level of development of young people's critical thinking skills, according to the Program for International Student Assessment (PISA), is very low. In this context, this work aims to explore the social environments that influence the development of critical thinking in young people. The study employed quantitative and qualitative approaches, as well as an analysis of secondary data extracted from similar studies. The quantitative method consists of the analysis of a questionnaire that was completed by 260 young people from 15–30 years of age. The study data show that schools, society, and social media play a very important role in the development of young people's critical thinking skills. The data confirmed that the socioeconomic status of families influences critical thinking abilities. This highlights the importance of supporting young people from all walks of life to ensure that they all have the opportunity to develop critical thinking, regardless of social background. The findings of this study are important for understanding and fostering the development of critical thinking skills in young people. This research supports teachers, parents, policymakers, researchers, and others in their efforts.

The relationships between online program formatting, technology satisfaction, and course quality

Ahmed Alsayer — Thu, 24 Oct 2024 00:00:00 -0500

This study aims to explore students’ perceived quality of graduate courses in relation to their satisfaction with the technological tools used in online master’s level courses. Invariance testing and structural equation modelling were used to demonstrate the validity of technology usage scales and effectively test links between course type, technology satisfaction, and course quality. The study participants included 364 graduate students enrolled at a large university in the Midwest who were taking blended and fully online courses. The participants responded to a scale regarding their experience with the course. Interestingly, program type (blended vs. fully online) did not significantly impact technology satisfaction or the perceived quality of the course, even after taking into account the technology satisfaction mediator on course quality. Program type is not related to course quality, although technology satisfaction does contribute to quality ratings. The implications for instructors suggest that the development of technology-centric activities is warranted to improve the quality of online education courses.

Cultivating creative minds: Integrating imagination and innovation in primary school piano instruction

Si Wu, Yumi Yoshioka, Zaihua Wen — Mon, 28 Oct 2024 00:00:00 -0500

This study aims to show how creativity and imagination can be integrated into primary school instruction to foster creative musical minds. A mixed method was employed, examining the impact of various pedagogical practices, instructor experience, and cultural differences on students’ creative music-making abilities, focusing on improvisation and composition. Participants included primary school students, piano teachers, and parents from diverse Chinese ethnic backgrounds. The study found that innovative approaches emphasizing creative and experiential learning significantly enhanced students’ ability to structure and optimize music, compared to conventional methods. The cultural context and the teacher’s expertise were also identified as critical factors in fostering students’ creative musical development. Integrating creativity into music education is essential for primary school students. A learning environment that encourages experimentation, self-expression, and discovery plays a vital role in developing students’ creative potential. Music educators should consider adopting teaching methods that prioritize creativity and imagination tailored to the cultural context and the teacher’s expertise to better cultivate creative musical talents in young learners.

Teachers' perceptions of ethnomathematics learning in the independent curriculum program in Indonesia

Wahyu Ridlo Purwanto, Zaenuri, Wardono, Iwan Junaedi — Mon, 28 Oct 2024 00:00:00 -0500

This research aims to determine mathematics teachers’ perceptions of ethnomathematics learning in the independent curriculum program for the 2022/2023 academic year using a qualitative descriptive method. The results of the study were strengthened by quantitative methods to determine the relationship between the variables and the problems that influenced the study. The research sample comprised 60 mathematics teachers in Kudus Regency, Indonesia. The research instrument had a Cronbach’s alpha coefficient value of 0.826 through the expert judgment method, indicating its reliability. The results showed that the mathematics teachers’ perceptions of ethnomathematics learning in the independent curriculum program varied. One teacher (1.67%) saw it as very good, 25 teachers (41.67%) saw it as good, 27 teachers (45%) saw it as adequate, and seven teachers (11.67%) saw it as fair. The conclusion is that mathematics teachers in Kudus Regency, Central Java, have moderate perceptions of ethnomathematics learning in the independent curriculum program implemented in the 2022/2023 academic year. This research has benefits for teachers and school policies related to training, empowerment, and the development of independent curriculum ethnomathematics learning to obtain quality outcomes.

Psychological empowerment and its relation to the personality traits of Saudi university students

Fatima AbdeRahman Eltayeb Hassan — Mon, 28 Oct 2024 00:00:00 -0500

This study explores the psychological empowerment of students at Prince Sattam bin Abdulaziz University and the differences by specialization and study level. It also attempts to identify if dimensions of psychological empowerment predict personality traits. The study followed a descriptive and correlational design and used two scales to collect data on the participants’ psychological empowerment and personality traits. The two scales were administered to a stratified random sample of 202 female students from Sattam bin Abdulaziz University. Means, standard deviations, the t-test for independent samples, and regression analysis were used to answer the research questions. The results revealed that the students had a high level of psychological empowerment. There were no statistically significant differences by study level in all dimensions of psychological empowerment, except human relations and the total score. The differences were in favor of the seventh-level students. Similarly, there were no statistically significant differences by specialization in all dimensions, except human relations and the total score. These differences were in favor of arts students. The regression analysis revealed that psychological empowerment, particularly the dimensions of goal internalization and human relations, could predict personality traits. It is recommended that psychological empowerment dimensions that contribute to positive personality traits be targeted in training and academic counseling services provided to students.

Cultural and social context-based learning in natural sciences for the development of students’ social responsibility in Vietnam

Nguyen Thi Thanh Phuong, Do Huong Tra, Phung Viet Hai — Mon, 28 Oct 2024 00:00:00 -0500

This study investigates teachers' perceptions and practices concerning the integration of cultural and social contexts into teaching in Vietnam, with the aim of enhancing students' social responsibility. A comprehensive survey was conducted involving 1,281 students and 51 Natural Science teachers from secondary schools in the Central Highlands of Vietnam. The findings reveal that while teachers of natural sciences in this region are acutely aware of the significance of incorporating local cultural and social contexts into their instruction to foster students' social responsibility, its actual implementation is infrequent, primarily due to various challenges, including limited resources, time constraints, and a lack of training. Furthermore, the student survey results show no significant improvement in their social responsibility, suggesting that current teaching practices may not be effectively addressing this critical educational goal. In light of these findings, several recommendations are proposed, including the expansion of targeted training programs and ongoing support for teachers on how to effectively integrate cultural and social contexts into their teaching practices. The outcomes of this study offer valuable insights for educators in Vietnam, aiding them in designing more effective instructional activities for natural science subjects in alignment with the educational objectives outlined in the 2018 General Education Program.

Digital inclusion status of external supervisors of preservice mathematics teachers in an open distance e-learning environment

Age Terungwa James, Machaba Masilo France — Tue, 12 Nov 2024 00:00:00 -0600

The purpose of this study is to ascertain the digital inclusion status of external supervisors of preservice mathematics teachers in an open distance e-learning (ODeL) environment. The study adopted a survey design with a self-structured Digital Inclusion Status Questionnaire (DISQ). A sample size of 44 preservice mathematics teachers’ external supervisors partook in the study. The respondents were selected using simple random sampling techniques from the 93 external supervisors who supervise preservice teachers at the University of South Africa (UNISA). The DISQ was administered to the respondents via email, and data was collated was analyzed using descriptive statistics of means, standard deviations, pie charts and histograms. The study's findings showed that the respondents have devices that they can access the internet with and there is strong internet network in their locations, but internet data is not affordable, they have not undertaken a digital literacy programme and are therefore not digitally literate. The study further revealed that the supervisors cannot sufficiently apply internet usage skills online and they are not satisfied with their internet usage outcome, highlighting the need to improve on their internet usage skills. It was concluded that the external supervisors are not digitally inclusive, therefore subsidized internet data and periodic digital literacy training programmes are recommended.

Reframing the workplace in a VUCA world: Teaching assistants and their influence on teachers’ efficiency and self-efficacy

Joseph A Villarama, Bench G Fabros, Verjun J Dilla, Melvin S Valdez — Tue, 12 Nov 2024 00:00:00 -0600

The volatile, uncertain, complex, and ambiguous (VUCA) educational landscape demands educators to embrace innovative practices and cater to diverse student needs. This study explores the influence of teaching assistants (TAs) on teachers’ efficiency and self-efficacy. A convergent mixed methods design was employed, with data collected from 100 teachers with TAs in the Philippines through surveys and interviews. The findings reveal that TAs significantly improve teachers’ workplace efficiency and self-efficacy. Teachers value their TAs’ ability to reduce workload, allowing them to better address student needs. However, challenges emerged regarding TAs’ preparedness for abrupt academic changes. This study contributes to understanding the multifaceted dynamics between TAs and teachers. It suggests that well-trained TAs enhance teachers’ efficiency and self-efficacy, potentially leading to improved educational outcomes. By enhancing the effectiveness of TAs, educational institutions empower teachers and contribute to a more resilient educational environment. Further research is recommended to explore the specific roles of TAs across disciplines and to optimize their support for teachers in a VUCA world.

Professional development courses and alternative assessment strategies for in-service science education teachers

Ayman Mohammad Oliemat, Mohammad Mahmoud Al-Gaseem, Mahmoud Hasan Alkhazaleh — Thu, 21 Nov 2024 00:00:00 -0600

The present study aims to determine the effect of in-service professional development training courses on science teachers’ acquisition and implementation of alternative assessment strategies (AAS). A random sample of 512 science teachers responded to a questionnaire to determine the degree of acquisition of AAS and an observation card to determine the degree of implementation of AAS. The results of the study indicate that there are significant differences between the means of science teachers’ acquisition of alternative assessment strategies due to the variable of enrollment in in-service professional development training courses in favor of the science teachers who were previously enrolled in these courses. On the other hand, the results indicated no significant differences between the mean scores of science teachers’ implementation of alternative assessment strategies due to enrollment in in-service professional development training courses. Also, all the correlation coefficients between the degree of science teachers' acquisition of alternative assessment strategies and the degree to which they implement them according to the variable of enrollment in in-service professional development training courses are not statistically significant. The study provides a number of practical and theoretical recommendations for the field of study. For example, the education system in Jordan should provide science teachers with regular professional workshops and training courses. Future research should examine the differences between two groups of science teachers (those who used alternative assessment strategies compared to those who did not) to determine their impact on outcome level variables (e.g., learning and achievement of students).

Factors determining the entrepreneurship intention of university students in South Africa

Khathutshelo Mercy Makhitha — Thu, 21 Nov 2024 00:00:00 -0600

The purpose of this study is to determine the factors influencing the entrepreneurship intention of students at a distance learning institution in South Africa. An online survey was conducted among students registered at a distance learning institution, and the results confirmed that factors affecting entrepreneurship intention are entrepreneurship education and self-efficacy. Self-efficacy has a stronger effect on entrepreneurship intention than entrepreneurship education. Other factors, namely work readiness, career education and entrepreneurship orientation, did not display such a relationship with entrepreneurship intention, which implies that they do not affect students’ entrepreneurship intention. Universities must make it compulsory for students to study entrepreneurship education by making it a focus of their curriculum design. They must find a way to motivate students to take up entrepreneurship as a career.

Manipulative interactive didactics with puzzles: An effective solution for overcoming junior high school students' learning obstacles to quadrilateral materials

Alimuddin Tampa, Ja’faruddin, Andi Mulawakkan Firdaus — Fri, 22 Nov 2024 00:00:00 -0600

The study of learning obstacles is essential to develop students' competencies and improve the quality of learning that is responsive, inclusive, and relevant in the 21st century. The purpose of this study is to identify learning obstacles related to misconceptions regarding quadrilateral material and students' mathematical creativity, and to find effective empirical didactic designs to overcome these learning obstacles. The research methodology used is didactic design research (DDR), which consists of four frameworks: Initial data collection, prospective analysis, metapedidactic analysis, and retrospective analysis. These stages are cyclical. The study involved 172 junior high school students and six model teachers. Data was collected using the quadrilateral writing creativity test, interviews, documents, and field notes. Data analysis was conducted simultaneously using quantitative and qualitative approaches. The study produced empirical didactic designs, namely manipulative interactive didactics with puzzles, which are equipped with a guide for teachers to manage learning. This empirical didactic design includes seven frameworks that have been shown to be effective in overcoming didactic and epistemological barriers—scaffolding, questioning skills, brainstorming, learning opportunities, conceptual representation of mathematical creativity, misconceptions, and concept representation. Teachers can implement or adapt this empirical instructional design for use in geometry subtopics or other mathematics materials. For instance, they can use it for subtopics such as flat shapes with the same area, spaces with the same volume, or spaces with the same surface area.