International Journal of Instruction
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    Impact of Time in College on Learner Autonomy: A Comparative Study on English-Major Students with Different Academic Years

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    Learner autonomy (LA) is proven to have a significant impact on English learning and teaching. However, almost no research has examined the impact of students’ time at university on their LA. Therefore, this study focuses on clarifying the impact of students’ time at university on their LA by comparing students’ awareness of LA in different academic years. This research stems from the hypothesis that the more students are at university, the more their LA will increase. Designed as a comparative study, the study used a questionnaire and semistructured interviews to collect data from three groups of English majors studying in different academic years, then compared the hypothesis to check whether or not the students’ awareness of LA is affected by their time in college. The results show that the hypothesis was partly correct because the juniors and seniors had higher LA than the sophomores. However, the juniors even had higher LA than the seniors. In other words, students’ time at university changes their perception of LA. The cause of the difference in LA, besides time at university, was also the difference between high school and higher education, individual differences, or subject matters. Some suggestions profoundly given to help increase LA as well as the quality of teaching are mentioned. The big difference between teaching and learning in high school and university needs to be shortened so that students’ transition from high school to university could be smoother. Also, due to the difference between the two levels of study, first-year students need much more attention to avoid being shocked when they change their learning environment

    Impact of a Student-Designed Videogame on Students’ Perceptions of Sexual Genre-Based Violence Risks

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    The study aimed to assess the impact of a student-created videogame on university students’ perceptions of the risk of sexual gender-based violence (SGBV) against women. It was based on two research questions: (1) to what extent the game ‘Un día a la vez’ (UDALV) impacts students’ perceptions of SGBV? (2) How do students perceive the game’s efficiency to change their perception of SGBV? This mixed study included the qualitative analysis of the game and, quantitative and qualitative techniques to assess and understand its impact on students’ perception. The sample consisted of 51 students aged between 17 and 24. The game showed easygoing narrative and mechanics with varied dynamics. Quantitative results indicated a positive effect of UDALV on all students’ perceptions of the risks of SGBV with a statistically significant difference between the pretest and posttest for the overall sample: t (50) = 9.050 (p = .000; d = .497). However, no differences were observed for the impact between males and females: t (47) = .581 (p = .564; d = .167). The interviews indicated that students find the game effective. In the context of this research, the results seem to be beneficial for gender-equity education programs addressed to young people

    Does Socioeconomic Status Moderate the Relationship between Parental Involvement and Young Children’s Literacy Development?

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    The difference in family socioeconomic status (SES) is a common fact in modern society. The differentiation of family SES will affect the development of children, this phenomenon has attracted the attention of domestic and foreign researchers. The discussion on the relationship between family socioeconomic status and children's academic achievement has attracted much attention in the academic community, but existing research results are inconsistent. Little research is related to whether family socioeconomic status influences the relationship between parental involvement and children’s literacy development. The purpose of the quantitative study is to investigate whether family SES including family income and parents’ education level moderates the relationship between parental involvement and children literacy development. Participants comprised 388 children aged 3 to 6 years in Chinese and their parents. The results show family income directly moderated the relationship between parent-child literacy activities and children’s literacy achievement. Mother education moderated the relationship between parent-child literacy activities and literacy achievement directly. The relationship between home literacy materials and literacy achievement was moderated by mother education either. However, there is no significant moderating effect of a father’s education on the relationship between parental involvement and children’s independent literacy practice as well as literacy achievement in this study

    Hybrid Learning (HL) in Higher Education: The Design and Challenges

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    The covid-19 outbreak is spreading in the world fast, forcing states worldwide to transform into digital services, including education services. This study aims to investigate the design and challenges of Islamic universities in implementing HL. Hybrid Learning (HL) denotes a mixture of face-to-face (FTF) learning in the classroom with online learning through application assistance. In this study, the researcher used a qualitative descriptive method using open questions, documentation, and observation. In collecting data, researchers used critical reflection and triangulation. The study's results delineate that the HL design in Islamic universities in West Nusa Tenggara is imposed with FTF and online learning. Online learning design is prescribed using various features such as maximizing various applications, including zoom applications, LMS, Google Classroom, Whatsapp Group, etc. Students who savor online learning are students in the fifth semester and up, while students who undergo the FTF learning system are freshman and second-year students. This arrangement is because students in that semester have never felt the stall and orientation of lectures. Meanwhile, students who can make online appointments and FTF are those who are undergoing the final project. The challenges in HL include lecturers having difficulty constructing learning tools, students' low motivation and willingness to learn, unstable and unevenly distributed internet access, and students' economic conditions who experience difficulties. In FTF, lecturers and students have difficulty interacting because government policies prohibit crowds, social distancing, and must wear facemasks. Therefore, students, parents, and colleges must synergize to make the HL process successful

    What Competences Are Promoting in University Teacher Training Programs? A Study of Spanish Public Universities

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    The aim of the study is to assess the extent to which university teacher training in Spain matches with the literature framework about teaching competencies in higher education. The absence of a generic definition of what it means to be a competent teacher and the need for a competency profile on which to base the study, leads to undertake an initial bibliometric review of the main educational research databases ERIC, PsycINFO and Psychology Database. The studies were selected to extract a categorical classification that allowed to code the content analysis of the training programs offered in 41 Spanish public universities in seven competencies: contentrelated competency (research), personal, pedagogical, social, communicative, digital and technological and ecological. 2425 training courses were coded and analyzed with Maxqda version 20.4.2 and Excel database. The findings show that university teachers receive more training in competencies related to technology, pedagogy, and disciplinary content-research, and less training in personal and ecological competencies. The conclusion of the study highlights the lack of consensus between literature review and programs on what constitutes good teaching among teachers and students and the fact that continuing professional development remains dependent on teacher initiative

    College Students Discuss an Important Location to Them During the Pandemic Through Building Websites

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    During the COVID-19 pandemic, many college students, including low-income and racial minorities, experienced stressors related to their physical and psychological health, relationships, finances, and academic status. Moreover, most students had possessed difficulty previously in writing about their personal and communal identities and needs; exploring place-related rhetorics; and engaging in digital composition practices, including creating a website. This article presents an exploratory case study, which applies a mixed-methods approach employing a convergent-parallel strategy, involving an assignment where students used digital composition practices to build a website about a place, such as their hometown or a local park, that was important to them during the pandemic. The study involved 65 low socioeconomic status (SES) students from a rural university with a Native American subpopulation. For the assignment, students explored their identity and background, as well as how they and their location of choice were impacted by the pandemic. As outcomes of formulating a website about two difficult topics for the students to raise, their identity and the pandemic’s impact upon themselves as part of the greater, epic crisis, students learned to think critically; examine their personal and cultural pandemic-related concerns; research information about their place of choice; make creative decisions about their website; draft, compose, and revise digital work; and reflect upon their project. In completing a website about an important location as the study’s aim, students became more willing to consider their background and the pandemic’s impact on them and to gauge the 24 potentially related stressors they experienced tied to their physical and mental health, familial and social relationships, financial outlook, and academic goals. The author delineates the website assignment’s objectives, and both students and faculty raters measured students’ writing outcomes upon completing their site

    Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance

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    The demands for virtual learning have exponentially increased because of the COVID-19 pandemic. The aim of the research was to explore learners’ expectations towards virtual learning and its effect on mathematics achievement. A total of 2,350 students from basic to university levels in Nepal participated in the cross-sectional survey. T-test, ANOVA, and SEM were employed for data analysis. The findings indicate that the expectation of learners towards virtual learning from the government, educational institutions, teachers, and parents found to be significantly high. Parents’ level of education, gender, and the types of educational institutions are key predictors of the expectation of learners. Expectations of learners towards virtual learning from government, institutions, and parents have negative and expectations from teachers have a positive effect on mathematics performance

    K-12 Teacher’s Appropriation of Digital Technologies and Innovative Instruction Across EU: A Scoping Review

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    The K-12 education has lived an upsetting period where teachers have been forced to incorporate technologies intensively, bringing to light numerous issues and opportunities, whose assessment can result in educational renewal. This scoping review’s objective is to examine the positive impact of the pandemic on digital technologies appropriation and innovative instruction across EU from K-12 teachers’ point of view. Within a total of 77 articles, published between 2020 and 2022, research showed that K-12 teachers perceived the lockdown as an opportunity to increase their competences to teach through digital tools and apply novel instructional strategies. Additionally, they have progressed on digital appropriation for assessing and interacting with students and colleagues. K-12 teachers consider the pandemic as an opportunity for professional development in terms of establishment of new digital skills, despite the lack of necessary equipment and the psychological well-being creating challenges in distance education. In conclusion the Covid-19 pandemic enabled K-12 teachers to expand their professional skills to respond to the needs of future schooling

    The Effects of Inquiry-based Learning Activities to Understand the Nature of Science of Science Student Teachers

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    Understanding the nature of science (NOS) is one of the main components for science students to be science literate people. It is also important for science teacher students to develop their NOS understanding to be relevant to an informed view. Therefore, this study investigated the effects of Inquiry process learning activities through a reflective explicit approach and the history of scientists on science student teachers, understanding NOS through mixed-method research. The samples were 35 science student teachers in the general science program at Yala Rajabhat University, Thailand. The research instruments included (1) inquiry-based learning through the reflective explicit approach and the history of scientists lesson plans, (2) the NOS understanding questionnaire, and (3) a semi-structured interview about the NOS understanding. The data were statistically analyzed in terms of percentage, mean, standard deviation, t-test dependent samples, and content analysis. The results revealed that the mean scores of the NOS understanding of the science teacher students taking part in the inquiry-based learning activities through the reflective explicit approach and the history of scientists after learning were higher than those before learning, with the statistical significance at .05. After the learning, most of the students had informed view (IV) of all NOS aspect. The research suggests that Inquiry-based learning activities through the reflective explicit approach and the history of scientists can promote an understanding of the nature of science. It should be used in science learning management to develop students' understanding of the nature of science

    Professional Development and Coaching in the Science of Reading: Impacts on Oral Reading Fluency in Comparison to National Norms

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    The purpose of this 5-year longitudinal study was to examine the rate of growth of oral reading fluency (ORF) scores in response to professional development and coaching related to the Science of Reading (SoR) in one urban public school district in the northeast United States. A non-random sample of all grade 1-5 students (n=434) enrolled in the school over a five-year period was used. Analysis of the growth in ORF scores was conducted using a latent growth curve analysis within a structural equation model framework. This model allowed comparison of growth between the sample and established national norms. Results indicate that across the grades over time, the sample demonstrated significantly greater growth (9%) when compared to the national norms (6%), despite interrupted instruction due to the covid-19 pandemic. These results suggest that repeated Professional Development (PD) and ongoing coaching to implement the SoR can lead to longterm growth in student ORF. The implications support SoR as an effective instructional framework which may mitigate against loss of instructional time in the classroom and serve as a protective factor against school interruptions, especially for at-risk learners

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