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Journal of Education and Learning
Number of Followers: 2  Open Access journalISSN (Print) 1927-5250 - ISSN (Online) 1927-5269 Published by CCSE  [43 journals]
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- Reviewer Acknowledgements for Journal of Education and Learning, Vol. 14,
No. 2
Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 14, No. 2, 2025
PubDate: Mon, 31 Mar 2025 09:38:08 +000
- Third Language Learning: Insights from MA Students Through the L2
Motivational Self-System & Attribution Theory Lenses
Abstract: This qualitative study uses a semi-structured interview to investigate why Saudi learners stop learning a third language and whether these reasons are permanent or temporary. The participants were six female master’s degree students who had experience learning a third language outside of formal education or informal settings. This study identifies the most popular foreign languages learned as a third language (L3) by female postgraduate students in Saudi Arabia. It examines their attitudes and motivation towards learning these languages, explores the reasons why they stop learning them, and draws implications for foreign language teaching and learning in Saudi Arabia. The findings indicated that most participants who stopped learning had temporary reasons, such as lack of time and being busy with work or life responsibilities, even though they had the motivation to learn at the beginning. The study also revealed the profound influence of social media and the internet on the participants’ learning process, underscoring the role of technology in foreign language learning.
PubDate: Fri, 20 Dec 2024 01:40:23 +000
- Enhancing Academic Leadership Among School Administrators: Development of
a Program for Schools Under Provincial Administration Organizations
Abstract: This research aimed to identify, develop, and validate the components and indicators of an academic leadership enhancement program for school administrators in institutions under Provincial Administration Organizations, using a mixed-method approach. The study employed document analysis, examining principles, concepts, and theories from domestic and international literature, textbooks, and related studies from both Thai and international researchers.The research process consisted of 1) developing and refining components and indicators using qualitative content analysis, 2) validating content validity using the Index of Item-Objective Congruence (IOC), 3) assessing the appropriateness of components and indicators using a 5-point rating scale, and 4) analyzing data using descriptive statistics and calculating Cronbach’s alpha coefficients. Seven experts validated the findings. These key informants were selected based on specific criteria, including: 1) holding a doctoral degree in educational administration, 2) having at least 5 years of experience in educational administration in higher education institutions, 3) having at least 5 years of experience in educational administration in basic education institutions or related agencies, and 4) having published research or academic articles related to academic leadership. Experts met at least two of these four criteria. The findings revealed that the program comprises five key components: 1) Commitment establishment, 2) Teaching and learning management development, 3) Curriculum development, 4) Academic atmosphere promotion, and 5) Teacher development. All components and indicators were rated as most appropriate, with mean scores ranging from 4.52 to 4.90 out of 5.00. The components of teaching and learning management development and teacher development received the highest ratings. All components demonstrated good to excellent internal consistency, with Cronbach's alpha values ranging from 0.70 to 0.92.This research presents a comprehensive and validated framework for an academic leadership enhancement program, which can be further utilized in developing school administrators under Provincial Administration Organizations.
PubDate: Fri, 13 Dec 2024 02:06:08 +000
- Development of a Model of Individual and Contextual Factors Affecting
Instructors’ ICT Literacy for Private Universities in Hunan Province of
China
Abstract: This study endeavors to establish a model that encapsulates individual and contextual factors affecting instructors’ ICT literacy in private universities located in Hunan Province, China. The researcher employed a mixed-methods approach, integrating both qualitative and quantitative techniques, through a questionnaire survey administered to 555 instructors from private universities in Hunan Province. The findings reveal the following: 1) The level of instructors’ ICT literacy in private universities within Hunan Province is notably high. 2) Among the individual factors affecting instructors’ ICT literacy are ICT Self-efficacy and ICT Engagement, while contextual factors encompass University ICT Support and ICT Training. 3) The ICT literacy of instructors in private universities in Hunan Province is shaped by the intricate interplay between individual and contextual factors. Based on these insights, the study proposes a comprehensive model that integrates instructors’ ICT literacy with their ICT Self-efficacy, ICT Engagement, as well as the contextual factors of University ICT Support and ICT Training.
PubDate: Fri, 13 Dec 2024 01:56:18 +000
- A Case Study on Writing Difficulties of Five Chinese English Majors
Abstract: Writing ability is an essential skill for college students to improve their school performance and complete their academic writing tasks. Proficient English writing skills are also highly advantageous for their future career prospects and personal growth. However, many English learners face difficulties in various aspects of English writing. The study investigated the writing difficulties encountered by five Chinese undergraduates majoring in English; and discussed the primary causes of these writing difficulties. The research instruments included two writing tasks and the retrospective interviews. Thematic analysis was employed for data analysis. The findings showed that their writing difficulties are mainly manifested in constructing writing content, coherence and cohesion, insufficient linguistic knowledge, difficulties in applying writing theories to writing practices, and difficulties caused by time constraints. The participants also shared their perspectives about the English writing courses, emphasizing the addition of more genres other than argumentative writing, actual writing practice over objective examinations, and the need for improvement of the textbooks.
PubDate: Sun, 08 Dec 2024 02:47:00 +000
- Black Male Principals’ Engaging Black Parents in Urban Charter
Schools
Abstract: This qualitative study explores the strategies employed by Black male principals to foster and sustain parent engagement in urban charter schools with a predominantly Black student body. Grounded in Epstein’s (1995) typology of parent involvement and Bass’s (2020) theory of Black Masculine Care (BMC) reveals that these principals leverage their cultural understanding and community connections to establish trust, facilitate open communication, and create a welcoming school environment. The findings highlight the importance of representation, visibility, and culturally responsive practices in promoting meaningful parent engagement. The study concludes by offering educational leaders and policymakers recommendations to enhance parent engagement in urban charter schools.
PubDate: Mon, 02 Dec 2024 03:23:40 +000
- Factor Analysis of Future Work Skills of Open University Support Staff
Abstract: The future of work is rapidly evolving owing to the swift developments in technology and societal changes. While failure to adapt signifies being disrupted, those who do adapt become the disruptors, impacting economies, societies, environments, and education. Traditional work skills may no longer suffice in the current world of work, necessitating the rapid adaptation and development of previously unknown skills. Due to the underdevelopment and debatable methodological framework for the skills necessary to work in the future, the problem of linking future work skills of support staff. This study aimed to conduct a factor analysis to identify the skills necessary to work in the future and survive the onslaught of rapid technological advancements and digital disruption seen over the years.
PubDate: Sat, 30 Nov 2024 05:20:43 +000
- Exploring the Influential Factors on Positive Bystander Behavior in School
Bullying Among Middle School Students in Chongzuo, China
Abstract: School bullying is a pervasive global issue with profound implications for students’ well-being and academic performance. While extensive research has examined the role of bystanders—individuals who witness bullying—in mitigating such behavior, the specific influence of classroom climate on the emergence of positive bystander behavior, particularly through psychological mechanisms such as personal belief in a just world (PBJW) and empathy, remains underexplored. This study addresses the critical question of how classroom climate affects positive bystander behavior in instances of school bullying and seeks to identify the underlying psychological mechanisms at play. Utilizing a mixed-methods approach, data were collected from 670 students aged 11–13 in Chongzuo City, China. The findings reveal that a positive classroom climate significantly enhances positive bystander behavior, both directly and indirectly, through the mediating roles of PBJW—defined as the belief that the world is fundamentally fair—and empathy, characterized by the capacity to understand and share the feelings of others. Specifically, a supportive classroom environment fosters stronger just-world beliefs and greater empathy among students, thereby promoting proactive bystander intervention during bullying incidents. These insights underscore the critical importance of cultivating a nurturing and equitable classroom atmosphere, suggesting that such environments can effectively empower students to engage in positive bystander behavior, thereby reducing the incidence of bullying.
PubDate: Sat, 30 Nov 2024 05:18:55 +000
- Strategies to Manage Vocational Education to Excellence
Abstract: This research aimed to develop strategies to manage vocational education to excellence using the Research and Development (R&D) methodology. The study included two phases. Phase 1 involved analyzing fundamental data and needs for vocational education management. The sample was 206 school directors from eight types of vocational institutions under the Office of the Vocational Education Commission. The researchers determined the sample using Taro Yamane’s formula (stratified random sampling) and interviews with experts from three selected model vocational institutions. Phase 2 involved creating strategies through discussions with experts from nine higher education and vocational institutions. Data analysis included percentages, means, standard deviations, and the modified Priority Needs Index (PNImodified). Results showed that the current status of basic data was at a high level overall, while the expected status was at the highest level, with a PNImodified of 0.179. The strategies for vocational education management towards excellence included: 1) Enhancing professional management efficiency; 2) Developing competency-based curriculum quality to international standards; 3) Improving teaching and learning quality; 4) Developing teacher and staff quality to specialized expertise; 5) Building comprehensive human resource development networks; and 6) Enhancing graduate quality to high-competency human resources. The evaluation of these strategies indicated that they were highly appropriate and feasible.
PubDate: Sat, 30 Nov 2024 05:17:37 +000
- Strategic Leadership Learning Affecting the Operational Effectiveness of
Provincial Administrative Organization
Abstract: Strategic leadership is essential for any organization’s modern leader. This research aims to study the strategic leadership of provincial administration executives, the operational effectiveness of the organization, the impact of strategic leadership learning on operational effectiveness, and guidelines to improve operational effectiveness.
The participants were 254 employees of the provincial administration organization. Questionnaires were used for data collection. Frequency, percentage, mean, standard deviation, and multiple regression analysis were employed for data analysis. Findings revealed that the strategic leadership of the executives of the provincial administration organization was at a high level, the operational effectiveness of the provincial administration organization was at a high level, and strategic leadership has a statistically significant influence on the operational effectiveness of provincial administrations at the level of .05. The component is in 3 areas: balancing organizational control (β = .265), organizational resource management (β = .231), and setting strategic direction (β = .213), and 4) the guidelines for improving the operational effectiveness of the provincial administration are maximizing resource utilization and developing the service quality of services.
PubDate: Sat, 30 Nov 2024 05:15:52 +000
- The Development of a Blended Instructional Model Using Problem-Based
Learning with Graphic Organizers to Enhance Systems Thinking Skills in
Computational Science for Students in Lower Secondary School
Abstract: The research objectives were to 1) study the current conditions, problems, and good practices regarding teaching and learning 2) develop a blended instructional model using problem-based learning with graphic organizers to enhance systems thinking skills in computational science for students in lower secondary school and 3) study the results of using the instructional model. The research and development process was divided into 3 phases. Phase 1; study the current conditions, problems, and good practices regarding teaching and learning, the sample group included 368 teachers and 11 teachers. Phase 2; develop a blended instructional model, the sample consisted of 8 and 7 experts, and Phase 3; study the results of using the instructional model, the sample consisted of 35 grade 7 students. Data were analyzed using basic statistics and hypothesis testing statistics. The research results found that 1) Current conditions and overall problems were moderate level. The good practices included blended learning methods, problem-based learning, and instructional media with graphic organizers 2) The blended instructional model using problem-based learning along with graphic organizers included 4 core components: principles, objectives, management of teaching-learning processes, and measurement and evaluation. Five experts evaluated and certified this instructional model as appropriate in all aspects at a high level. 3) The results of using the instructional model found that (1) the systematic thinking skills of students who studied using the instructional model overall post-test were significantly higher than pre-test at the .05 level. (2) Measuring students’ learning achievement overall score post-test was significantly higher than pre-test at the .05 level. (3) students’ post-test scores of the experimental were significantly higher than the control group at the .05 (4) students’ post-test scores of the experimental were significantly higher than the control group at the .05.
PubDate: Sat, 30 Nov 2024 05:13:56 +000
- Development of an Artificial Intelligence Chatbot-Integrated Learning
Platform to Enhance Information, Media, and Technology Literacy Skills for
21st-Century Learners in Distance Learning System
Abstract: The objectives of this research were to: 1) develop an artificial intelligence chatbot-integrated learning platform to enhance information, media, and technology literacy skills for 21st-century learners in distance learning system, and 2) study the effects of using this platform to enhance these skills. The sample group consisted of 32 undergraduate students from Sukhothai Thammathirat Open University in Thailand, selected through voluntary sampling. The research tools included: 1) the AI chatbot-integrated learning platform designed to enhance information, media, and technology literacy skills, and 2) pre-tests and post-tests assessing these literacy skills. Data were analyzed using percentages, means, standard deviation, t-tests, and content analysis. The research findings were as follows: 1) The development of the artificial intelligence chatbot-integrated learning platform to enhance information, media, and technology literacy skills for learners in distance learning system included four key components: (1) input, with six sub-components—(1.1) learner analysis, (1.2) content analysis, (1.3) learning platform, (1.4) artificial intelligence chatbot, (1.5) personnel, and (1.6) an information, media, and technology literacy test for learners in the distance education system; (2) process; (3) output; and (4) feedback. The AI chatbot’s implementation comprised three steps: (1) pre-learning, (2) self-learning, and (3) self-evaluation. The quality of the AI chatbot-integrated learning platform, as evaluated by experts, was rated at the highest level. 2) The study on the use of the AI chatbot-integrated learning platform revealed that the sample group of 32 students had significantly higher post-test scores compared to their pre-test scores, with statistical significance at the.05 level (t = -15.90, p = .00). Based on the analysis of users’ attitudes and abilities, it was found that the AI chatbot learning platform is effective as a tool for educational recommendations in distance education. The AI chatbot learning platform can also accurately analyze learners’ questions and provide precise answers that meet their needs.
PubDate: Sat, 30 Nov 2024 05:10:48 +000
- The Effects of Using Genre-Based Approach via Miro Platform on English
Composition Writing Skills
Abstract: This study aimed to develop characteristics of the Genre-Based approach (GBA) via the Miro platform and to discover results on using this approach and the Gathering, Processing, Applying, and Self-Regulating (GPAS) process. The study employed experimental research using a true group pretest-posttest control group design with Grade 8 students divided into an experimental and a control group of 38 students per group by using cluster random sampling. The instruments were the lesson plans and the pre-and post-tests on English composition writing skills. The descriptive data analysis used to assess the results of the students’ English composition writing skills were mean, standard deviation, and Repeated Measures MANOVA. The results from the study revealed that the researcher could develop a characteristic of GBA via the Miro platform for teaching because the statistical analysis results indicated that the experts approved the implementation of the lesson plans in this study using 5 levels of Likert Scale (mean = 4.72). Students who received teaching through the GBA via the Miro platform had significantly higher English composition writing skills than those taught through the GPAS process at the significant level of .05. These results confirm that using GBA via the Miro platform improved the students’ composition writing skills.
PubDate: Sat, 30 Nov 2024 05:09:19 +000
- Enhancing Mathematical Skills of Learners in the Early Childhood Phase
Through Play-Based Learning: A Review of Literature
Abstract: This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers typically instruct while learners listen and repeat, is often rigid and lacks engagement. For learners to thrive in mathematics and truly comprehend the subject, they need to be actively involved in ‘doing’ mathematics. PBL is an approach to teaching and learning that uses various forms of play as a medium for learning. The objectives of the article are: a) to explore alternative methods for teaching mathematics to learners in the Early Childhood Phase, and b) to highlight the benefits and value of play as a mode for teaching and learning mathematics. As a theoretical paper, it does not include a methodology section; rather, relevant literature was analysed to support and justify the claims and to address the research questions. The study found that PBL can enhance the development of the vestibular system, which can positively impact learners’ cognitive abilities, including mathematical skills. The study is significant for both learners and teachers in the Early Childhood Phase, as it provides an opportunity for teachers to utilise alternative, play-related, and enjoyable methods to teach mathematics. The paper concludes that a child-centred, play-based curriculum encourages and promotes learning in a playful setting through discovery, investigation, problem-solving, imaginative thinking, and creative thinking.
PubDate: Fri, 29 Nov 2024 01:55:09 +000
- Teachers’ Emotional Labor: A Systematic Review
Abstract: Emotional labor refers to the process by which employees are required to regulate their emotions in accordance with professionally specified requirements, rules, and guidelines. In the context of teaching, a significant portion of work is dedicated to the emotional labor of the teachers. Teaching, as a multifaceted profession, encompasses cognitive as well as emotional dimensions. Teachers consistently engage in emotional labor as an essential component of achieving pedagogical objectives and fostering positive learning outcomes. This review aimed to examine the emotional labor of elementary and high school teachers. The study was guided by four key questions: (1) What are the emotional labor levels of the teachers' (2) How do teachers engage in emotional labor in terms of surface acting and deep acting' (3) What is the relationship between naturally felt emotions and surface acting and deep acting' (4) What are the remaining gaps in the literature regarding the study of emotional labor, surface acting, and deep acting among teachers in elementary and high schools' We systematically selected ten articles relevant to our objective to confirm the components related to teachers’ emotional labor, with a specific focus on surface acting, deep acting, and naturally felt emotions in elementary and high school teachers. A comprehensive database search was conducted, in adherence to the PRISMA statement, to locate relevant studies investigating “teachers’ emotional labor” and synthesizing surface acting and deep acting. The PICOS approach was used to refine research inquiries and formulate search terms. Overall, the literature review highlights notable associations between surface acting and deep acting. However, there is no conclusive evidence that shows the correlation between deep acting and naturally felt emotions. There is considerable room for improving our understanding of emotional labor, including study methodologies, explored variables, and the recognition of historical and cultural influences that moderate and mediate the dynamics of emotional labor. This systematic review sought to delineate and consolidate existing research insights on teachers’ emotional labor.
PubDate: Wed, 30 Oct 2024 08:31:04 +000
- Enhancing Analytical Reading and Writing Skills in Vocational Education:
The Role of Collaborative and Task-Based Learning
Abstract: Purpose: This study aims to evaluate the effectiveness of combining Collaborative Learning (CL) and Task-Based Learning Teaching (TBLT) in enhancing vocational students' analytical reading ability and writing skills. Method: Conducted at a vocational college in southern China, the study involved 192 students divided into an experiment group (n=25) receiving the blended approach and a control group (n=27) following traditional methods. The intervention lasted four weeks, with pre-tests and post-tests administered using the Analytical Reading Ability Test (ARAT) and Writing Skill Assessment Scale (WSAS). Data were analyzed using ANOVA and t-tests. Results: The findings indicated that the blended approach significantly improved the students’ skills. The experiment group showed substantial improvements, with post-test scores in analytical reading ability (35.28±1.54) and writing skills (25.20±1.56) significantly higher than pre-test scores (29.48±2.37; 20.24±2.13). Moreover, the experiment group outperformed the control group at the 0.05 significance level in both areas. Conclusions: Integrating Collaborative Learning with Task-Based Learning Teaching significantly enhances vocational students’ analytical reading and writing skills. This approach offers a valuable instructional strategy for vocational education, preparing students for the demands of a globalized job market.
PubDate: Wed, 30 Oct 2024 08:29:36 +000
- The Development of a Learning Unit to Promote Biodiversity Utilization in
Agricultural Ecosystems
Abstract: The objectives of this research were to 1) develop a learning unit to promote biodiversity use in agricultural ecosystems, 2) assess student learning outcomes related to their knowledge of biodiversity in agricultural ecosystems and to their skills of knowledge management, and 3) evaluate the impacts of learning to manage biodiversity in agricultural ecosystems on cultivators.Agriculture is a major occupation in Thailand. Knowledge about utilizing biodiversity in an agricultural ecosystem is essential for safe food consumption. Teachers play a vital role in developing and managing learning opportunities for cultivators, leading to participatory learning. Important components of learning management are teachers, learning sources in the local community, learning units about managing agricultural ecosystem biodiversity, and collaborative learning assessments for developing the learning units. This study develops learning outcomes at secondary schools to address the use of biodiversity in agricultural ecosystems along with agricultural methods and teaching skills related to sustainable agricultural learning management. Teaching skills have been improved through the guideline Encouraging Learning Outcomes for Biodiversity in Agricultural Ecosystems, in accordance with the sustainable development goals of the United Nations.
PubDate: Wed, 30 Oct 2024 08:27:34 +000
- The Relationship Between Professional Identity and Job Satisfaction Among
Teachers at Newly Established Undergraduate Institutions: The Mediating
Role of Work Engagement
Abstract: Amid the rapid development of higher education in China and the increasingly fierce competition among colleges, improving teachers’ job satisfaction has become a critical criterion for ensuring the sustainable development of newly established undergraduate institutions and meeting the growing demand for talent cultivation. In this study I explores the impact of professional identity and work engagement on job satisfaction among teachers of different genders and ages. Based on conservation of resources theory, I utilized multiple regression analysis to investigate 637 university teachers from five newly established undergraduate institutions in Hebei Province, China. The results indicate significant differences in professional identity, job satisfaction, and work engagement among teachers of different genders and ages, with female teachers scoring higher than male teachers, and older teachers scoring higher than younger teachers. Professional identity has a significantly positive effect on job satisfaction and work engagement. Additionally, work engagement plays a partial mediating role between professional identity and job satisfaction among teachers at newly established undergraduate institutions.
PubDate: Wed, 30 Oct 2024 08:25:35 +000
- Using Songs to Enhance Thai EFL Primary Learners’ Pronunciation of Verb
With the /ing/ Ending Sound
Abstract: Pronunciation is a crucial component of language acquisition, vital for achieving clarity and fluency in communication. This study, utilizing cycles of action research, aimed to evaluate the impact of songs on the pronunciation skills of Thai EFL learners. Additionally, this study explored the participants’ perceptions of using songs in their English class and employing a cyclical action research process. The study involved 25 third-grade students with poor pronunciation skills. Data was collected through song-based lessons, pronunciation pretest and posttest, and a semi-structured interview. Quantitative data were analyzed using descriptive and inferential statistics, including means, standard deviations, and paired-sample t-tests. Qualitative data were examined using content analysis. The findings revealed that songs significantly enhanced the pronunciation skills of the participants at the 0.05 significance level, with a mean score of 76%. Participants viewed song-based lessons positively, noting improved learning environments and emotional and functional benefits. These lessons made the classroom more engaging and enjoyable while helping reduce anxiety and boost motivation. Functionally, songs aided in improving pronunciation through repetitive and rhythmic practice. The study’s findings suggest that incorporating songs into the curriculum can be an effective strategy for enhancing pronunciation skills in Thai EFL learners, providing significant pedagogical advantages and fostering a more dynamic and supportive classroom atmosphere.
PubDate: Wed, 30 Oct 2024 08:24:19 +000
- Strategy for Inserting Thai Culture into Teaching and Learning Management
of Teachers and the Perception on Thai Culture among Korean Students
Studying Thai as a Foreign Language in Universities in Republic of Korea
Abstract: This research utilized the combination between quantitative and qualitative researches. The research sample included Thai language course lecturers both Thai and South Korean persons, including 1st-4th year South Korean undergraduate students. The instruments used included the questionnaire on teaching strategy which also included Thai culture to be used in providing instruction on Thai language for South Korean students. The forms of tests assessing the perception on Thai culture of South Korean students. Two interview forms to interview the teachers and South Korean students on their perception and acquisition of Thai culture. The findings reveal the teacher’s opinion on strategy to integrate Thai culture with the instruction on teaching Thai language to South Korean students studying Thai as a foreign language in aspects of integrating Thai language along Thai culture and instructional strategy integrated with Thai culture. The overall outcome reveals that the sample subjects agree mostly with such statement. Concerning the result of the perception on Thai culture of South Korean students, it was found that 14.29% of students had obtained the score at very good level, 70% at good level, 14.29% at moderate level, and 1.43% at minimal level. The average level was of 73.5 scores.
PubDate: Wed, 30 Oct 2024 08:22:41 +000
- The Development of a Blended Instructional Model Using the Inquiry Process
with Digital Games to Enhance Analytical Thinking Skills for Primary
Students
Abstract: Analytical thinking skills were an essential learning process for primary students. The research objectives were to 1) study the current condition, problems, and good practices regarding teaching and learning. 2) develop a blended instructional model using the inquiry process with digital games to enhance analytical thinking skills for elementary school. 3) study the results of using the instructional model. The research and development process was divided into 3 phases. Phase 1; study the current conditions, problems, and good practices regarding teaching and learning, the sample group included 377 teachers and 11 teachers. Phase 2; develop a blended instructional model, the sample consisted of 7 and 7 experts. Phase 3; study the results of using the instructional model the sample consisted of 34 grade 6 students. The data were analyzed by basic statistics and hypothesis testing statistics. The research found that 1) The current condition and overall problems were moderate level. The good practices included blended learning methods, the inquiry process, and instructional media with digital games. 2) The blended instructional model using an inquiry process along with a digital game included 4 core components: principles, objectives, management of teaching-learning processes, and measurement and evaluation. Seven experts evaluated and certified this instructional model that was appropriate in all aspects at a high level. 3) The results of using the instructional model found that (1) the analytical thinking skills of students who studied using the instructional model overall post-test were significantly higher than pre-test at the .05. (2) Measuring students’ learning achievement overall score post-test was significantly higher than pre-test at the .05. (3) Students’ post-test scores of the experimental were significantly higher than the control group at the .05. (4) Students’ post-test scores of the experimental were significantly higher than the control group at the .05.
PubDate: Wed, 30 Oct 2024 08:21:25 +000
- Scoring Difficulty in Summary Writing Assessment: Toward the
Reconstruction of Analytic Rubric
Abstract: This study aims to examine whether differences exist in the factors influencing the difficulty of scoring English summaries and determining scores based on the raters’ attributes, and to collect candid opinions, considerations, and tentative suggestions for future improvements to the analytic rubric of summary writing for English learners. In this study, seven trained raters with diverse attribute backgrounds evaluated two kinds of English summaries written by Japanese university students using the analytic rubric with three evaluation items. A questionnaire was used to determine which of the three items were difficult to assess and why the raters perceived such difficulty, as well as what backgrounds and factors influenced their scoring decision-making. Moreover, through the raters’ most recent experience, candid comments were collected for developing future rubrics. The results showed that whether the evaluators’ attributes affected the difficulty of the evaluation was not clear. However, depending on the raters’ experience in teaching English/assessing summary writing, requests for improvements in the descriptors of the evaluation items and in the rubric emerged. This study proposes a tentative analytic rubric for summary writing, providing a foundation for constructing a rubric that can be used more easily by future raters. It also highlights the opinions of expert and novice teachers conducting summary evaluations in education.
PubDate: Wed, 30 Oct 2024 04:18:54 +000
- Experiential Teaching Method Enhance Surgical Nursing Learning
Achievements and Learning Attitude of Five-Year Higher Vocational Nursing
Students
Abstract: China’s higher vocational nursing education continues to develop. Teaching methods based on classroom lectures are difficult to achieve high-quality teaching results. Nowadays, clinical nursing has an increasing demand for all aspects of higher vocational nursing students. “Surgical Nursing” is a required course for nursing students and the key content of the nurse professional qualification examination. Experiential teaching was introduced as an innovative teaching method. The research aims to achieve several goals: 1) To compare the surgical nursing learning achievement of students between using experiential teaching and traditional teaching methods. 2) To investigate student attitudes toward learning surgical nursing course after using experiential teaching activities. Participants were five-year vocational nursing students studying nursing at a university in Sichuan, China. A control group of 46 students and an experimental group of 46 students were selected through cluster random sampling. This study used the learning achievements and learning attitudes of surgical nursing as research tools. The results of the study showed that participants’ learning achievements and learning attitudes in surgical nursing were significantly improved in experiential teaching methods. These findings highlight the effectiveness and practicality of experiential teaching in higher vocational nursing education. It is recommended that further research be carried out to Experiential teaching methods are used in the teaching of other majors to promote the sustainable development of teaching.
PubDate: Mon, 28 Oct 2024 07:47:31 +000
- Approach to Mental Disorders in Dental Education in a Brazilian State
Abstract: Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients’ mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions’ websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients’ general health.
PubDate: Mon, 28 Oct 2024 05:39:17 +000
- Unveiling the Layers of Faculty Burnout in Canadian Private Universities
during the post-COVID Pandemic Period
Abstract: The COVID-19 pandemic significantly altered the employment landscape, including educational institutions, creating long-term effects for college and university employees. One of the major implications of the pandemic is the systemic transformations in employment and organisational dynamics, that resulted in effects on working conditions and workplace responsibilities. Emotional, physical, and mental exhaustion accompanying these changes have heightened the risk of faculty burnout. This qualitative research, reports on the multifaceted phenomenon of faculty burnout within Canadian private universities amidst the post pandemic. A phenomenological approach was used to conduct indepth interviews with participants, resulting in narrative responses regarding experiential aspects of participants’ workplaces, daily routines, social interactions, and perceptions of organisational support. Notable findings included burnout in eleven distinct categories: technology and tools, career development, intrinsic motivation, psychological factors, social worth, unmet individual expectations, mental and physical health, time constraints, task management, workload, and professional role. The findings were categorized into three overall themes, including organisational factors, individual factors, and work-specific factors. A comprehensive conceptual model was developed to provide a snapshot of the value alignment of these factors to the overall concept of faculty burnout. The results highlight the significance of the intricate interplay of various elements contributing to burnout and offer significant insights into the lived experiences of faculty members within the context of burnout among Canadian private universities during and after the pandemic. The study informs academic researchers and institutional policymakers of the need for adaptable and responsive interventions to support the faculty, especially in the post-Covid context.
PubDate: Mon, 28 Oct 2024 05:36:59 +000
- A Systematic Review of Learning Opportunities Within the
Crowdworkers’ Workplace
Abstract: This systematic review used a qualitative content analysis (QCA) and co-occurrence analysis of scientific papers from multiple disciplines published between 2011 and 2021. It could identify learning opportunities within the crowdworkers’ workplace, ranging from work management via brand-building and technology-use to the engagement with the community interface, considering multiple constituents of the crowdworkers’ workplace such as locations and their infrastructure, as well as working hours and expectations by society. The degree to which such learning opportunities occur is shaped by the crowdwork platform, the community interface, digital devices, and the individual workplace environment they encounter. To grasp the reality of crowdwork, the CPSS meta-model by Yilma et al. (2021), Goller’s concept of agentic actions (2017), and Billett’s workplace curriculum model (2020) are used.
PubDate: Mon, 28 Oct 2024 05:35:41 +000
- Unpacking the Dynamics of Online Motivation: A Study of Short-Term Changes
in Task Value and Cost Utilizing Multiple Change Analyses
Abstract: Motivation is critical to student success in learning environments. However, changes in situation-specific motivation over time are rarely explored among online learners. Drawing from the Situated Expectancy Theory (SEVT), in the current study, I examined changes in situational task-specific task value and cost over the short term and tested the impact of these changes on achievement. I collected task value and cost over four time points from 68 students in an upper-division online Educational Psychology course. Grades on two discussion posts and one exam represented academic performance. I used multiple analytic techniques, scarcely used in the literature, to measure change across time, including task value-cost switching and group and individual-level task value-cost intensity. Group-level intensity analyses revealed task value and cost stability across most time point comparisons. However, individual-level analysis demonstrated variability in task value and cost across comparisons. There was no evidence of task value or cost switching. One significant increase in cost across tasks predicted academic performance in the subsequent assessment. The study highlights the importance of using various techniques to explore motivational changes among online learners and demonstrates the applicability of SEVT in online learning environments.
PubDate: Mon, 28 Oct 2024 05:34:25 +000
