Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts

Implementation of STEM-Oriented MEA learning model to improve computational thinking skills of learners

Low computational thinking skills cause students to have difficulty solving problems. This study aims to analyze whether there is an increase in students' CT abilities using the STEM-oriented MEA model with conventional learning. The research method is an experiment using an experimental group of 30 students and a control class of 32 students. The research instrument uses questionnaires and rubrics to assess students' CT abilities. The results of the T-test analysis used are Equal variances not assumed, which is 0.000 (Sig. (2-tailed)) > 0.05 means There is an increase in student's CT abilities using the STEM-oriented MEA model with conventional learning, so There is an increase in student's CT abilities using the STEM-oriented MEA model with conventional learning. Thus, there is an increase in the ability of students to think computationally using the STEM-oriented MEA model with conventional learning

Development of application-based learning for autistic students

Poor levels of physical activity, cognitive ability, and social interaction are demonstrated in autistic children. These learning barriers in the school environment must be explicitly managed, including in terms of designing objectives, materials, methods, tools, and evaluations to achieve the actual learning objectives. Due to the complex learning barriers in autistic children, conventional learning must be collaborated with assistive technology. Based on these problems, this research aims to develop a drag-and-drop game application equipped with basic motion animation instructions. The research and development method uses the ADDIE model, which consists of five stages. The effectiveness test is carried out with a one-group pretest-posttest design, with treatment for three days and a duration of 105 minutes. With the results of the research based on the results of this overall trial, a score of 81.1% was obtained, which, when viewed from the classification table of product effectiveness scores, was included in the category of very valid for use in learning. The effectiveness test obtained a Sig value. (2-tailed) 0.000 <0.05 means Hₐ is accepted and has a significant effect on student learning outcomes. This development concludes that although the development results can be used well, teachers' ability to manage classrooms remains dominant in maintaining and regulating the learning focus of children with autism. Therefore, further research can develop and collaborate between assistive technology and learning models for physical education that can be applied and adapted to both group and individual physical activities for autistic children

Introducing learning models focusing on elementary school science activity in terms of a systemic literature review

Education is an effort made by individuals to follow the learning process. Implementing and selecting the appropriate learning model is critical to achieving ideal learning success. This study examines learning models for increasing science learning activities in elementary schools. The research method applied in this study is the Systematic Literature Review (SLR). This systematic approach allows us to investigate and synthesize the latest research findings in primary school learning. The data obtained comes from literature studies using the PRISMA approach through the stages of identification, screening, eligibility, and Inclusion. The data came from the Google Scholar or Google Cendikia databases, with the research time range covering the last six years, from 2018 to 2023. The results of this study obtained a database with the keywords Learning Model AND Science Learning Activity AND Elementary School Students. the results were selected, and ten articles were taken that met the inclusion criteria for analysis. To achieve the best possible learning success for students, implementing suitable learning models in scientific instruction in primary schools can positively affect their learning activities. It is recommended that further research be able to describe more learning models in increasing science learning activities in students in elementary schools

Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level

Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK)

The purpose of this study is to assess Cambodian high school science teachers’ perceptions of Technological Pedagogical Content Knowledge (TPACK) knowledge domains, including content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPACK and investigate the relationship between knowledge domains with some demographic variables such as gender, qualification, age, teaching experience, school type and school location. The study surveyed 240 Cambodian high school science teachers using a self-rating questionnaire. Data analyses employed independent samples t-test, One-Way ANOVA and Pearson’s correlation statistics to produce findings. The results revealed that Cambodian high school science teachers responding to the survey rated their knowledge relatively high for the CK, PK, PCK and TK, but relatively low for TCK, TPK and TPACK. Difference analyses affirmed that only the school-type variable indicated the difference in the four technology-related knowledge domains of TPACK. Age and teaching experience had negative correlations solely with the four technology-related domains. In conclusion, Cambodian high school science teachers have enough knowledge in (1) subject contents, (2) teaching strategies of their subject matter, and (3) ICT for administrative works and to support subject-matter-related works. Cambodian high school science teachers need more knowledge of specialised ICT for education to improve their teaching and enhance students’ learning on their subject

Perceived psychological distress and learning barriers on emergency remote education: association with students’ motivation and resilience

Emergency remote education has become a critical learning platform that created changes in ways of attaining learning goals. This shift to a new learning platform posed a great challenge to students’ motivation and resilience in learning. This study aimed to analyze the students' learning barriers and psychological distress and their motivation and resilience in studying during the public health emergency. A descriptive-correlational research design was utilized to assess the research questions posed in this study. The respondents of the study were the two hundred thirty- eight (238) BEED students of Mindanao State University, General Santos City who were officially enrolled during the S.Y. 2021-2022. The researchers employed a stratified sampling technique in selecting the respondents for this study. Adapted questionnaires such as the Depression, Anxiety, Stress Scale-21 (DASS-21), Learning Barriers Questionnaire, Motivation to Learn Online Questionnaire (MLOQ), and the Connor-Davidson Resilience Scale (CD-RISC), checked and validated by experts, were used to gather the needed data. Descriptive statistics and Pearson Product Moment- Correlation Coefficient were used to analyze and interpret the gathered data. In this study, the researchers found that psychological distress significantly influences the resilience of students, but it does not influence their motivation to learn. Results also revealed that the learning barriers significantly influence both motivation and resilience of the students. Replication of this study is highly recommended using qualitative research design and including other variables such as assessments and the engagements of students

College students’ preferences and perceptions of online learning activities in a private school in Cavite

The Covid-19 pandemic has generally disrupted students in their traditional learning which forced them to abruptly shift to the online learning. This descriptive survey research determined the preferences and perceptions of college students in the online learning. A total of six hundred and seventy-nine (679) students in St. Dominic College of Asia in Cavite took part in the survey that was conducted from November to December 2020. A researcher-made questionnaire was developed, validated, and reliability-tested. The online survey was made via Microsoft Forms and was distributed through the Blackboard App and e-mail. Results showed that majority of the students used mobile phones or smartphones for their online learning. Moreover, majority of the students expected that they can listen to an online lecture, which has the highest expectation of students in the online learning. Majority of the students have moderately agreed to their preferred online activities. These include listening to the lecture of the teacher during synchronous meetings and reading the articles according to their own pace or time among others. Implications include those increased utilization of interactive activities with students and integration of innovative and creative approaches to synchronous and asynchronous mode of teaching and learning delivery

Teachers’ challenges, capabilities, and needs in teaching learners with reading difficulties

This study aims to understand the teachers’ challenges, capabilities, and resources in teaching learners with reading difficulties. It utilized a qualitative descriptive approach and data were collected using single focus group discussion. A descriptive thematic approach was employed following the method of Braun & Clark to analyze the data and describe the experiences of the informants. Participants of this study are 17 teachers from Junior High School in one public school in the City Schools Division of Dasmariñas who encountered students with reading difficulties in the conduct of their classes during the first quarter of school year 2022-2023.  Findings revealed that in terms of challenges, the following themes emerged 1) Low participation in class, 2) Unmet learning competencies; as regards to capabilities 3) Language teachers are capable, 4) Content teachers have inadequate skills, and when it comes to teachers’ needs 5) Capacity building, 6) Intensification of reading intervention, and 7) Learning resources for reading

Effectiveness of perform+ training program for ankle injury at Academy Nazzaro Football Club Malang

One of the most common injuries in soccer is an ankle injury, which has a prevalence of injury of 41.1%. To prevent ankle injuries in soccer, a training program such as Performance+ Football Australia is needed because this program is effective in reducing the injury rate by around 40%. Therefore, the researchers aim to implement this training program in Indonesia to determine the effectiveness of preventing ankle injuries in Indonesia soccer players. The type of this research uses a pre-experimental design by using one-group pretest-posttest design research with one group given the perform+ training program treatment. The subjects used in this study are teenage male soccer players who are members of Nazzaro Football Club Academy Malang, with a sampling technique using purposive sampling based on inclusion criteria and obtained 15 research samples given the perform+ training program to present ankle injuries. The perform+ training program is carried out for 6 weeks with a frequency of 3 training sessions per week. to determine the effectiveness of the perform+ training program, the Y Balance Test is used. The analysis used in this study uses normality test analysis and hypothesis testing with the help of SPSS 21. The results show that the composite pretest value of the range of right and left legs obtained a Y Balance t-test result of 0,000 which means that the significance value is <0.05, indicating a significant effect. Based on the data analysis above with t-test results, it can be concluded that there is an effectiveness of the perform+ training program for the Nazzaro Football Club Academy Malang Players