International Journal of Instruction
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    484 research outputs found

    A Meta-Analysis of the Last Two Decades of Realistic Mathematics Education Approaches

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    Today, hundreds of studies on the technique known as Realistic Mathematics Education (RME) have been discovered. Numerous trials yielding contradicting results. The purpose of this meta-analysis is to ascertain the overall effect of RME and to examine the moderator variables in order to explore the consequences. The ERIC database, Sage publications, Springer publications, semantic scholars, and Google scholars were used to identify empirical data. The study examined 54 effect sizes from 38 individual studies conducted in the past two decades, involving 6140 participants. The estimation procedure was according to the random effects model, and statistical calculations were performed using the CMA program. According to the research findings, the study's overall effect size was 0.97. This suggests that implementing RME has a significant favourable influence on pupils' mathematical abilities. Moderator variables analysis shows that RME implementation would be more efficient when considering sample size, intervention length, learning mix, and education level. This finding contributes to the future implementation of RME to consider those variables that are shown to moderate the studies' effect sizes. Finally, comparisons of RME across countries and limitations of the study are discussed, providing vital information as a starting point for later studies and development of RME

    Experience-Based UDL Applications: Overcoming Barriers to Learning

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    The overall purpose of this study was to examine the autobiographical memory narrative as a way for graduate teacher candidates (TCs) to learn to identify (1) barriers to learning, (2) Universal Design for Learning (UDL) checkpoints to remove these barriers, and (3) strategies for addressing the UDL checkpoints and removing these barriers. This phenomenological study explored lived experiences of (a) UDL training in the graduate teacher preparation programs, (b) barriers to learning in the past experience, and (c) application of UDL principles to removing the self-identified barriers to learning among graduate TCs. Having a purposeful criterion sample at a site level to explore central phenomena in the study (Creswell & Poth, 2018), participants in the study included 63 graduate TCs in a teacher certification program at a university in the north eastern region of the United States. The participants dually took roles as a student, who identified barriers to their learning from the past experience, and as a teacher, who applied UDL principles to removing those self-identified barriers. Data were collected through each participant’s autobiographical narrative about (i) their past learning experience at any point in K-16 education, (ii) barrier to their own learning experience in the past, and (iii) UDL application to removing the identified learning barriers. Data were analyzed to identify frequency of barriers and types of strategies to remove these barriers across participants. Discussion includes identified (1) barriers to learning, (2) UDL checkpoints, and (3) strategies to apply the identified UDL checkpoints to removing these barriers. Emerging themes were aligned with the UDL guidelines (2018)

    The Effect of Technological Skills on Developing Problem Solving Skills: The Moderating Role of Academic Achievement

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    This study examined the effect of technological skills and academic achievement on developing problem-solving skills and investigated the moderating effect of academic achievement on the effect of technological skills on developing problemsolving skills. This study's population consists of all secondary school students in the Directorate of Education in the Southern Mazar region in Jordan. 302 students’ secondary school students were selected as random sampling techniques were used to conduct this study. A quantitative approach in the form of an online questionnaire-based survey was performed to achieve the objectives of the study. The software utilized for analysis was SPSS 23 and SmartPLS-3. The results indicated that technological skills have a positive and significant impact on developing problem-solving skills with scores of R2 is 0.664. In contrast, academic achievement has an insignificant effect on developing problem-solving skills with scores of R2 is 0.035. However, the academic achievement was able to strengthen the positive relationship between technological skills and developing problemsolving skills that the improved level of R2 from 0.664 to 0.677

    The Effectiveness of a Textbook Based on Multicultural and Contextual Understanding as a Learning Material for Scientific Writing

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    A multicultural and contextual-based textbook is scientific writing learning material that presents multicultural and contextual-based language materials for Buddhist college students. This study aimed to describe the effectiveness of a multicultural and contextual understanding-based textbook in improving the scientific writing skills of Buddhist college students. The data collection was carried out by employing mixed methods of statistical analysis, interviews, observations, and document analysis. The research data were obtained by using test results or the products of students' writing skills. The research samples were 101 students of a Buddhist college in the Central Java Province, Indonesia. The study results revealed that a textbook based on multicultural and contextual understanding as learning material for scientific writing could effectively improve the scientific writing skills of Buddhist college students. The results of statistical analysis using the One-way ANOVA test showed Fcal > Ftable (47.74 > 3.09). Thus, there were significant differences in the ability to write scientific papers in the experimental group of students. These results indicated that a multicultural and contextual-based textbook as teaching material for scientific writing for students of Buddhist college was more effective than books that lecturers have used. It was later reinforced by the results of interviews with students and lecturers

    Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

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    The force and laws of motion concept is a key concept for learning mechanics and comprehending other complex concepts in physics. If students possess misconceptions about this concept, learning mechanics will be meaningless, which could lead to failure in physics learning. Sexes and grades may influence students’ misconceptions. However, there are contradictory findings regarding their effects on students’ misconceptions. In this study, we diagnosed misconceptions about force and laws of motion in 522 Thai high schoolers using the cognitively diagnostic assessment. Misconceptions about force and laws of motion comprise six attributes, i.e., (1) resultant force, (2) Newton’s first law of motion, (3) Newton’s second law of motion, (4) Newton’s third law of motion, (5) frictional force, and (6) gravitational force. In addition, we compared the proportional differences among students of different sexes and grades who possessed misconceptions about each attribute of force and laws of motion. The results showed that the percentage of high schoolers who possessed misconceptions was high for all six attributes. There was a significant difference in the proportion of male and female students who possessed misconceptions about resultant force. Moreover, there were significant differences in the proportions of students of different grades who possessed misconceptions about resultant force and Newton’s second law of motion. The research findings suggested teachers should develop remedial programs to correct their high schoolers’ misconceptions about force and laws of motion for all six attributes

    Economy Skills among Female Mathematics Students at University According to Their Perceived Future Roles

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    This study aimed to determine the degree of availability of knowledge economy skills among female mathematics students at the College of Science and Human Studies in Saudi Arabia (Imam Abdulrahman bin Faisal University) according to their perceived future roles. To achieve this, a descriptive analytical method was employed and a newly developed questionnaire administered to a random sample of 100 female students. Data were analysed using the Statistical Package for Social Sciences (SPSS) (Cronbach's Alpha, Split-Half, Spearman's correlation coefficient, Arithmetic mean, Standard deviation, Standard error, Order). The results indicated a high level of problem-solving and decision-making skills (the first dimension) among students with an arithmetic mean of 2.68 (89.42%), followed by communication skills with an arithmetic mean of 2.63 (87.67%), innovation skills with an arithmetic mean of 2.42 (80.9%), both critical thinking skills and using technology with an arithmetic mean of 2.3 (78.33%), and a medium level of teamworking skills with an arithmetic mean of 2.07 (69.25%). The arithmetic mean for the general level of skills was 2.42 (80.65%), indicating a general increase in the availability of knowledge economy skills among these female mathematics students. Statistically significant differences (0.01) in the availability of knowledge economy skills were also found in academic stage (Bachelor-Master) in favour of undergraduate students. The researchers recommend an increased focus on teamworking skills, and that students, particularly master’s students, should receive more training on knowledge economy skills and be encouraged to keep up to date with recent developments

    Effect of Principal’s Technology Leadership on Teacher’s Technology Integration

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    Technology has changed the way people live .The role of school leadership, teaching approaches, and school innovation have also changed in the industrial era 4.0 due to advanced technology such as Artificial Intelligence and the internet. Moreover, the challenges facing school administrators today different than their predecessors, since many factors influence the integration of technology in schools some of these are lack of ICT training, teachers ’competence in ICT, and access to ICT resources. Considering Leadership is the key agent in the effective implementation of technology in schools. This research aimed to investigate the influence of principals' technology leadership and professional development on teacher’s technology integration with gender and experience as moderation variables. In this cross-sectional survey, random sampling was carried out to select 442 principals and 953 teachers from Palestinian public schools. Two different questionnaires were used the first one was based on National Education Technology Standards –Administrator, NETS-A (2014) and Survey of Technology Experiences for school principals while the second instrument is Learning with ICT: Measuring ICT Use in the Curriculum for the teachers. Numerical data were analyzed quantitatively using two software the Statistical Package for the Social Sciences SPSS Version 23.0 and Smart PLS. The finding showed that the levels of Technology Leadership of the five constructs (systemic improvement, visionary leadership, excellence in professional practice, digital age learning culture, and digital citizenship), professional development and teacher’s technology integration were at high levels. Based on the results of the data analyses there is a positive significant relationship between the five constructs of technology leadership and professional development with teacher’s technology integration in the Palestinian public schools in the west bank

    Factors Influencing Teachers' Implementation of Online Teaching and Learning Mode during Covid-19

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    Brunei first detected the covid-19 pandemic on March 9, 2020, which closed physical schooling immediately, and schools later continued online in response to the pandemic. This study investigates teachers' feedback on the new school norm of online teaching and learning mode. The objective of this study is to test the conceptual research model derived from the Unified Theory of Acceptance and Use of Technology (UTAUT) for determining how the facilitating factors influence teachers’ intentions and their beliefs about their behavioural implementation of online teaching and learning mode. The participant of the study consists of 6,078 teachers in public schools in Brunei Darussalam. An electronic survey questionnaire was developed and disseminated to the teachers. The analyses of the quantitative data involved factor analysis and structural equation modelling (SEM). The significant findings are (i) teachers' Behavioural Intention directly correlates to motivation factor (Satisfaction), facilitating factor (Effort Expectancy), and the belief factors (Risk and Trust); (ii) teachers' Behavioural Intention are indirectly correlated to motivational factor (Perceived Enjoyment) and facilitating factor (Self-efficacy); (iii) teachers' Implementation of online teaching and learning mode relates directly to Behavioural Intention and belief factor (Trust). The study concludes that teachers can be encouraged and supported to implement online teaching and learning mode by addressing the factors influencing their behavioural intentions

    Role-Playing or Retelling Stories: Which One is Preferable in the PostReading Stage? - Answers from Direct Stakeholders in English Classes

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    Several studies have indicated the benefits of role-playing (RP) and retelling stories (RS) in English language teaching. However, almost none of them has examined the users’ preferences for these techniques in English as a foreign language (EFL) teaching and learning, especially in the post-reading stage. Consequently, this current study was conducted to investigate the EFL teachers’ and students’ perceptions of the benefits and challenges of using the two techniques as post-reading activities. Besides, the stakeholders’ preferences between RP and RS were examined. There were three EFL teachers and 109 students participating in this current study. The study used a questionnaire, semistructured interviews, and focus group interviews to collect data. The results revealed that RP was useful for developing EFL students’ socialization and brightening the learning atmosphere, and RS helped improve students’ linguistic competencies. Nevertheless, the techniques caused much noise, were unsuitable for large and mixed-level classes and encountered students’ unwillingness to participate. Besides, two-thirds of EFL teachers preferred RP more than RS. On the other hand, EFL students preferred RS to RP due to their constraints. Based on the study results, pedagogical implications have been made for better implementation of the techniques

    Development of Learning Management System Model and Numerical Literacy-based Message Content

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    The objective of this research was how to efficiently create message content that will be given to primary students through LMS (Learning Management System). The research method used was a sequential mixed method by combining qualitative and quantitative research. The qualitative method used Research and Development research with the ADDIE model to see the quality of the products being developed, while the quantitative method was done to see the effectiveness of the product through testing the average similarity and proportions through. Some instruments such validation sheet, questionnaires, and learning achievement test were used to collect the data. 84 second grade elementary students from three different schools were involved in this research whereby they were selected by using convenient sampling. Results of this research revealed that the validity of LMS model was valid for learning tools, and very valid for model books, media presentations, and e-learning. Additionally, the practicality test showed that teacher assessment in one-to-one, small group, and field was very practical for each of assessment. Meanwhile, z test showed that the proportion of students who had learning outcomes above the minimum passing criteria at the posttest was higher than at the pretest in Classes A, B, or C


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