Open Access journal ISSN (Print) 2327-6126 - ISSN (Online) 2327-6150 This journal is no longer being updated because: the publisher no longer provides RSS feeds
Authors:
Dr. Musaed A. Al-Mutairi
Pages: 123 - 127 Abstract: This article delves into the importance and influence of storytelling within the Holy Quran, analysing its function in religious, cultural, and individual settings. It commences by providing an overview of storytelling in the Quran and its wider significance. This article then goes on to explore the art of narrative, scrutinising the various tactics employed, including symbolism, allegory, and character dynamics. Subsequently, it delves into the ethical and sagacious principles inherent in Quranic narratives, emphasising their significance for individual development and spiritual illumination. Moreover, the article examines the role of Quranic narratives as a means of divine direction for adherents, exemplifying particular instances that communicate moral and spiritual doctrines. Additionally, this study offers a comparative comparison between Quranic narratives and other religious texts and storytelling traditions, highlighting the enduring nature of these stories and their cross-cultural significance. The use of Quranic stories in the text serves to emphasise the elegance of storytelling and elucidate their importance and influence on readers. The abstract additionally investigates the present-day significance of Quranic storytelling, analysing its utilisation in contemporary settings and the ongoing pertinence of moral and ethical precepts for the present-day society. The article provides a concise summary of the importance of narrative in the Holy Quran, highlighting its capacity to bring about profound changes in readers. The text promotes the exploration and contemplation of Quranic narratives, acknowledging them as a reservoir of wisdom, guidance, and spiritual sustenance. PubDate: 2024-04-08 DOI: 10.12691/education-12-4-1 Issue No:Vol. 12, No. 4 (2024)
Authors:
Flora A. Patag
Pages: 128 - 140 Abstract: The study developed a culturally based standardized scale in Visible Learning for instructional leaders. Descriptive developmental research and qualitative descriptive research were employed in the study. Purposive sampling was used to select expert and target population judges who knew about visible learning, culture, and scale development. The measurement scale development followed the following procedures: Defining the knowledge domain that defined the domains in the most precise terms and then reviewing the literature. This stage searches for knowledge on standardizing scale instruments, gathering conceptual and operational definitions of visible learning and culture. The second stage is item development. This stage covered domain identification, item generation, and content validity. This also covered the specification of response format, and the pooled items were organized per domain. The third stage was scale development, where the different items were organized into measuring constructs. Items on culture were integrated into the different domains of visual learning to describe visual learning in Bicol classrooms. Theoretical or face validation of the developed scale was the fourth stage. This phase utilized expert and population judges to evaluate the items' content relevance and technical quality. The fifth stage was semantic validation, a confirmatory step to gauge the effectiveness of the developed scale when the pilot tested it on respondents. The sixth stage is statistical or empirical validation. The developed scale instrument was administered to the target population to determine its reliability. With Cronbach's alpha of 0.652, the developed culturally based scale possessed internal data consistency. Expert validators, starting from content validity until semantic validation, also established the validity of the scale instrument. Results of the statistical validation revealed that the school where the newly developed scale instrument exemplified visible learning to a great extent. PubDate: 2024-04-11 DOI: 10.12691/education-12-4-2 Issue No:Vol. 12, No. 4 (2024)
Authors:
Rachel E. Pelenio; Maria Antonieta A. Bacabac Pages: 141 - 146 Abstract: This study explored the impact of indigenized practical tasks on the Higaonon students learning behavior and mathematics performance. Employing a qualitative exploratory case study, data were gathered through observation of students’ behavior and performance in the mathematics classroom. Thematic analysis was utilized to identify the themes related to students’ responses to the integration of indigenized practical tasks in mathematics instruction. The results revealed a positive impact on Higaonon students learning behavior and mathematics performance. The students displayed heightened engagement, enjoyment, learning progress and understanding of mathematics, and application of knowledge in real life. In addition, the indigenous students appreciated the cultural relevance of the lesson through the integration of practical tasks in mathematics instruction. These findings highlight the impact of incorporating indigenous knowledge and practical tasks to create a more meaningful and culturally relevant learning experience for Higaonon students. PubDate: 2024-04-11 DOI: 10.12691/education-12-4-3 Issue No:Vol. 12, No. 4 (2024)
Authors:
LaJuan Perronoski Fuller; Christa Bixby Pages: 147 - 158 Abstract: Integrating artificial intelligence (AI) in teaching and assessment is becoming increasingly common. However, concern exists regarding the reliability and consistency of generative AI grading and feedback in higher education. This study aims to investigate AI chatbots, such as ChatGPT and Claude, and their ability to apply consistent grading and feedback. The research revealed implications of applying these OpenAI systems outside their intended purpose as language models for generating human-like text. The data collected reveal significant discrepancies in grading patterns, feedback rationale, and formatting of responses. These inconsistencies challenge some traditional theories of learning and assessment. For example, ChatGPT applied a 24-point difference between the lowest and highest scores (74%-98%) on the same assignment. Claude's lowest and highest scores revealed a 33-point difference. Each OpenAI system provided feedback that was less likely to promote learning due to inconsistent rationale per rubric item. Educators are encouraged to exercise caution when utilizing OpenAI as a grading and feedback system. Educators should rely on the expertise of a subject matter expert to ensure accuracy and fairness in assessment practices. By understanding the limitations of OpenAI grading and feedback, educators can mitigate potential unfair and inconsistent assessments to optimize student success and learning outcomes. PubDate: 2024-04-14 DOI: 10.12691/education-12-4-4 Issue No:Vol. 12, No. 4 (2024)
Authors:
Charmaine Ruth G. Abella; Krisel M. Anoling, Peter Paul S. Cagatao, Romiro G. Bautista Pages: 159 - 163 Abstract: Exploring the multifaceted realm of science education, this study investigates the nuanced dimensions of teaching science through the perspectives of educators. By scrutinizing critical perspectives, theoretical foundations, practical teaching methods, technology integration, assessment and feedback, and hands-on practices, the research aims to uncover the intricate dynamics shaping effective science instruction. The findings reveal significant direct effects among selected constructs, particularly with Conceptual Perspectives (CP) influencing Theoretical Perspectives (TP) and TP impacting Assessment and Feedback (AF). These notable effects underscore the necessity for targeted policies and interventions to enhance science teaching, especially in response to global assessments like PISA, highlighting a critical imperative for improved science education performance in the Philippines. As the study advocates for strategic efforts to elevate science education, its implications extend beyond the local context. The insights contribute not only to the local discourse but also resonate globally, aligning with international benchmarks such as PISA. This imperative for improved science education underscores the study's significance, guiding educational stakeholders toward effective strategies to enhance the quality of science instruction in the Philippines and beyond. Furthermore, the study emphasizes the pivotal role of targeted interventions and policies in addressing the identified constructs, advancing science education on both local and global scales. PubDate: 2024-04-17 DOI: 10.12691/education-12-4-5 Issue No:Vol. 12, No. 4 (2024)
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