568 research outputs found

    Measuring student attitude and knowledge in technology-rich biology classrooms

    Get PDF
    The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students’ attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students’ Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males

    IEA International Civic and Citizenship Education Study 2022: Assessment Framework

    Get PDF
    The International Civic and Citizenship Education Study (ICCS) investigates the preparation of young people to undertake their roles as citizens. It gathers and analyzes data from representative national samples on students’ conceptual knowledge and understanding of civics and citizenship, as well as their attitudes to, and engagement with, aspects of civics and citizenship. ICCS builds on a succession of IEA studies in this field dating back to 1971, and especially since 2009. The 2022 study has been developed to build on previous perspectives on, and monitor changes in, such enduring issues as: levels of civic knowledge and understanding; patterns of and dispositions toward civic engagement; attitudes to citizenship and equal rights; and schools as spaces for learning about citizenship. In addition, ICCS 2022 encompasses new developments such as increased globalization and migration; the implications of increasing social diversity; the roles of digital technologies in civic engagement and exchanging information; changing attitudes to traditional political systems; and the disruption to schooling associated with the COVID-19 pandemic. The assessment framework provides a conceptual underpinning for the international instrumentation for ICCS 2022. It needs to identify and define those aspects of cognitive and affective-behavioral content that should be considered important learning outcomes of civic and citizenship education, as well as contextual factors that are setting the context for students’ civic learning. It should be noted that within the context of this framework, the term “learning outcomes” is used in a broad way and that it is not intended to confine civic and citizenship education to school learning or any specific theoretical perspective. The way students develop civic knowledge and understanding, as well as affective-behavioral dispositions towards civic and citizenship issues, potentially depends on many factors, including those beyond the learning environment at schools

    Gender differences in e-learning satisfaction

    Get PDF
    In line with recent research, the question this paper raises is whether or not gender differences also exist in e-learning. This study is based on a sample of 1,185 students who are doing on-line courses at the Universidad de Granada in Spain. The main conclusion is that female students are more satisfied than male students with the e-learning subjects that make up the sample. Furthermore, we find that female students assign more importance to the planning of learning, as well as to being able to contact the teacher in various ways.: Gender Studies; Evaluation Methodologies

    Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

    Get PDF
    Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their implementation. Improving our understanding of FA buy-in has important implications, since buy-in can potentially affect whether students fully engage with and learn from FAs. We investigated FAs in 12 undergraduate biology courses to understand which student characteristics influenced buy-in toward FAs and whether FA buy-in predicted course success. We administered a mid-semester survey that probed student perceptions toward several different FA types, including activities occurring before, during, and after class. The survey included closed-ended questions aligned with a theoretical framework outlining key FA objectives. We used factor analysis to calculate an overall buy-in score for each student and general linear models to determine whether certain characteristics were associated with buy-in and whether buy-in predicted exam scores and course grades. We found that unfixed student qualities, such as perceptions, behaviors, and beliefs, consistently predicted FA buy-in, while fixed characteristics, including demographics, previous experiences, and incoming performance metrics, had more limited effects. Importantly, we found that higher buy-in toward most FA types predicted higher exam scores and course grades, even when controlling for demographic characteristics and previous academic performance. We further discuss steps that instructors can take to maximize student buy-in toward FAs

    Gender differences in e-learning satifaction

    Get PDF
    In line with recent research, the question this paper raises is whether or not gender differences also exist in e-learning. This study is based on a sample of 1,185 students who are doing on-line courses at the Universidad de Granada in Spain. The main conclusion is that female students are more satisfied than male students with the e-learning subjects that make up the sample. Furthermore, we find that female students assign more importance to the planning of learning, as well as to being able to contact the teacher in various ways

    HIGH SCHOOL STUDENTS’ READINESS FOR DISTANCE LEARNING

    Get PDF
    The purpose of this study was to determine high school students for distance learning. Mainly due to the study a multidimensional instrument for high students’ readiness for distance learning (HRD) developed and validated. The study adopted qualitative research method based on quantitative data. The participants of the study comprised 191 high school students who were selected using randomly sampling model. The data were collected via readiness for distance learning scale (HRD) and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the HRD model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of distance learning. Through confirmatory factor analysis, HRD was validated in three dimensions: communication, access and motivation. In this study, high school students’ mean scores in three dimensions are all higher than the theoretical mean of 3, ranging from 3.60 to 4.37 on a 5-point scale as X̄= 40.64 (SS=8.80).This finding means that the current study’s sample of high school students has the highest readiness in the dimension of access X̄=16.98 (SS=4.64), followed by motivation X̄=12.86 (SS=4.66); communication X̄=10.79 (SS=2.45. The significant differences were observed that high school students are those who study at 9. grade had greater readiness than high school students are those who study at 11. grade in high schools whereas high school students are those who study at 11. grade in high schools had greater readiness than high school students are those who study at 10. and 12. grade in high schools according to means score of HDR. It was also found out that perception of students’ self-confidence while using computer caused significant statistical differences in three dimensions of HRD; the students who had higher level (very good, good) of self-confident while using computer exhibited significantly greater readiness than those who had lower level of self-confident while using confidence. Meanwhile, high school students are those who had study habit reached greater point from HDR scale than high school students who had not study habit (t (188) = 5.29, p = .00,d=.08)

    IEA International Civic and Citizenship Education Study 2022: Assessment framework

    Get PDF
    The International Civic and Citizenship Study (ICCS) 2022 continues IEA’s investigation into the ways in which young people understand and are prepared to be citizens in a world where contexts of democracy and civic participation continue to change. This assessment framework provides insight into the study’s conceptual background, cognitive, affective-behavioral and contextual content, and assessment design. It also describes content relevant for the measurement of the United Nations’ Sustainable Development Goals (SDGs) that is related to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). Countries that participated in ICCS 2009, ICCS 2016, and ICCS 2022 will be able to monitor changes in their students’ civic knowledge, attitudes, and engagement over time

    Can gamification improve the benefits of student response systems in learning? an experimental study

    Get PDF
    Student response systems (SRSs) are becoming popular among instructors in nearly all levels of learning. The benefits of using SRSs in terms of attendance, attention, participation, or motivation have been shown in many studies. Moreover, several studies demonstrate that the use of some kind of gaming techniques in education are useful to stimulate students to learn in wider, longer, and deeper ways. This paper analyzes whether the integration of both SRSs and gaming techniques leads to better results in motivation, attention, engagement, and learning performance than SRSs alone. For this purpose, a new tool has been developed for conducting an experimental study with students from different subjects and from different academic levels. A randomized post-test-only control group analysis was conducted to evaluate the impact of the gamified SRS
    • 

    corecore