Showing papers in "Education Research International in 2021"
TL;DR: In this paper, a study assessed factors affecting students' online learning outcomes during the COVID-19 pandemic through interviews with 404 students who were subjects of the survey using the convenience sampling method via questionnaires.
Abstract: The COVID-19 pandemic, a public health crisis of worldwide importance, announced by the World Health Organization (WHO) in January 2020 as an outbreak, has made distance education through the E-learning system an urgent and irreplaceable requirement. The study assessed factors affecting students’ online learning outcomes during the COVID-19 pandemic through interviews with 404 students who were subjects of the survey using the convenience sampling method via questionnaires. The study utilized the reliability analysis through Cronbach’s Alpha and the Bayesian Exploratory Factor Analysis (BEFA). The evaluation results of the research scales showed that 28 observed variables were used to measure 7 research concepts. Test results of the hypotheses showed that students’ online learning outcomes are affected by 6 factors in the descending order, respectively, learner characteristics, perceived usefulness, course content, course design, ease of use, and faculty capacity.
25 citations
TL;DR: In this article, a cross-sectional study among medical students in Marrakesh during June-July 2020 was conducted to investigate the students' perspectives toward the online educational approach implemented during the COVID-19 pandemic and investigate the factors that might affect the implementation of online teaching.
Abstract: Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.
20 citations
TL;DR: In this paper, the effect of job satisfaction on the performance of employees working in private sector organizations of Peshawar, Pakistan was studied and it was concluded that satisfied employees were better in performance as compared to dissatisfied employees, thus contributing significant role in the uplifting of their organizations.
Abstract: The aim of the present research was to study the effect of job satisfaction on the performance of employees working in private sector organizations of Peshawar, Pakistan. For that purpose, one hundred and eighty employees (N = 180) were selected as a sample from private organizations of Peshawar. An equal number of employees, i.e., (n = 60), were selected through random sampling method from three types of organizations, viz., hospitals, banks, and universities. A Minnesota Satisfaction Questionnaire (MSQ-short form) developed by Weiss et al. (1967) and a self-constructed Performance Evaluation Form (PRF) were used as instruments for the study. Initially, the reliability statistics of both the instruments was calculated to know the significance of the scales. According to the findings of the study, the type of occupation has been shown significant correlation with job satisfaction. Similarly, the positive relationship of job satisfaction with performance of employees was also confirmed. Therefore, it is concluded from the study that satisfied employees were better in performance as compared to dissatisfied employees, thus contributing significant role in the uplifting of their organizations. As there are unstable economic and political conditions of Peshawar, it is therefore necessary for every organization to make their employees motivated and satisfied towards high performance by adopting different techniques and methods.
19 citations
TL;DR: The authors investigated the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabularies development of English as Foreign Language (EFL) students.
Abstract: CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.
16 citations
TL;DR: In this article, a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students' experiential learning is presented, where the authors explore and understand the effect of virtual reality on students' experiences and their learning by reviewing twenty-six selected articles.
Abstract: Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students’ experiential learning. This review aims to explore and understand the effect of virtual reality on students’ experiential learning by reviewing twenty-six selected articles. The selected studies have followed various methodologies and are from different contexts. This review study aims to present a systematic literature review for understanding and exploring the effect of virtual reality as a pedagogical tool for enhancing students’ experiential learning. Nine themes were identified, which are (a) virtual reality as pedagogical tool, (b) virtual reality as emerging educational technology tool, (c) virtual reality as digital transformation, (d) virtual reality as teaching-learning model, (e) virtual reality as architectural pedagogy, (f) virtual reality for communication skills, (g) virtual reality for reading and writing skills, (h) virtual reality for social learning, and (i) virtual reality for experiential learning. Thus, it is found that virtual reality is used as a pedagogical tool for various subject areas for encouraging involvement. It is helpful in medical, engineering, language, and social learning, as it provides a chance to get first-hand experience of the environment. Also, it helps learners to engage in a presented virtual environment and experience the sense of presence in it and enhances students’ experiential learning. Therefore, this review found virtual reality as an essential pedagogical tool for strengthening students’ experiential learning.
13 citations
TL;DR: In this article, the authors explored the moderating role of teachers' academic support between students' satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan.
Abstract: The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.
12 citations
TL;DR: In this article, the authors evaluated the effect of using computer simulation on students' performance in teaching and learning physical science, particularly the electrical Ohm's law, and found that urban students were more successful than the rural ones.
Abstract: The aim of this study is to determine the effect of using computer simulation on students’ performance in teaching and learning physical science, particularly the electrical Ohm’s law. A sample of 182 students classified into two groups–experimental (92) and control (90)–from two middle schools in Meknes city (one in the rural area and the other urban area) was the subject of a pretest and posttest evaluation. The outcomes of the administered test to both groups of students, control and experimental, were compared and analyzed using Student’s t-test and the Mann–Whitney U test with Statistical Package for the Social Sciences (SPSS). The results obtained suggest that the experimental group register the best performances after the posttest than the control group ( ). While no difference, in terms of performance, was signed according to gender in the experimental group ( ), the urban students were more successful than the rural ones, with and without the use of simulations. In this respect, this study recommended using and practicing simulation software to improve and develop the performance of middle school students.
12 citations
TL;DR: In this article, a study placed on examining learner-oriented monitoring and evaluation practices in integrated functional adult education programs was conducted. But the focus was limited to report learners' enrollment data and mere attendance in literacy class.
Abstract: Monitoring and evaluation practice of adult education by its flexible nature highly needs effective and continuous professional support based on a bureaucratic system that accomplishes expectations using a hierarchical arrangement. The central essence of adult education monitoring is conceptualized as the continuous comparison of implementation progress against the predetermined principles. As well, another common vital task is evaluation. Such practice can provide formative and summative information about program implementation and outcomes for concerned stakeholders. This study placed on examining learner-oriented monitoring and evaluation practices in integrated functional adult education programs. In doing so, a qualitative research approach and case study design were employed. Purposive and available sampling techniques were used to select 83 respondents. Data were collected through interviews, FGD, and document analysis. The collected data were analyzed using thematic analysis. Results showed that integrated functional adult education monitoring practice was limited to report learners’ enrollment data and mere attendance in literacy class. Narrow emphasis is given to monitoring and evaluation activities that can enhance adult learners’ academic performance and ability in relation to their life skills and practical learning needs have been largely forgotten.
10 citations
TL;DR: In this paper, the authors carried out a systematic review of the existing scientific literature on the prevalence of Burnout in university professors in the time period 2005-2020, and concluded that the presence of high levels of burnout in a sample of 2,841 university professors was necessary to implement psychosocial intervention programs to prevent this syndrome and promote the personal and professional accomplishment of teachers.
Abstract: The purpose of this research is to carry out a systematic review of the existing scientific literature on the prevalence of Burnout in university professors in the time period 2005–2020. For that purpose, an exploratory review through the Web of Science (WoS) and Scopus related to this psychosocial syndrome under the PRISMA methodology has been made. After the application of the inclusion and exclusion criteria, a final group of 12 studies were obtained. The results show the presence of high levels of Burnout in a sample of 2,841 university professors in the period studied, which makes it necessary to implement psychosocial intervention programs to prevent this syndrome and promote the personal and professional accomplishment of teachers.
10 citations
TL;DR: In this paper, the authors investigate the challenges and obstacles faced by undergraduate women in Saudi Arabia universities while using online-only learning during the COVID-19 pandemic outbreak and provide some recommendations to address these challenges from undergraduate women's perspectives.
Abstract: The latest COVID-19 pandemic is a specific and unusual event. It forced universities to close their doors and move fully to distance education. The sudden shift from traditional education to full distance education created many challenges and difficulties for universities, faculty members, and students. This study aims to investigate the challenges and obstacles faced by undergraduate women in Saudi Arabia universities while using online-only learning during the COVID-19 pandemic outbreak. Moreover, this study provides some recommendations to address these challenges from undergraduate women’s perspectives. The study used a qualitative research methodology to investigate the challenges and difficulties. The participants were undergraduate women selected using random purposive sampling technique from the population of College of Computer and Information Sciences (CCIS) at Princess Nourah Bint Abdulrahman University (PNU), Riyadh, Saudi Arabia. The final sample consisted of 68 undergraduate women who responded to a predesigned open-ended questionnaire that was sent via e-mail to targeted respondents. The data gathered from the questionnaire were analyzed using qualitative content analysis. Results of the research revealed that the most obvious challenges identified by the participants were technical issues, lack of in-person interaction, distractions and time management, lack of a systematic schedule, stress and psychological pressure, missing the traditional university environment, limited availability of digital devices, and lack of access to external learning resources.
10 citations
TL;DR: Evidence is highlighted about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels to reduce student plagiarism and support the development of students’ writing skills.
Abstract: Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.
TL;DR: In this article, the authors investigated the factorial structure of the AMS using exploratory factor analysis (PCA) and confirmatory Factor Analysis (CFA) for Jordanian students.
Abstract: It seems that the academic motivation structure is affected by cultural factors. Many studies have examined the factorial structure of the academic motivation scale (AMS), and the results showed different factorial structures of AMS (e.g., Taghipour Ali Hosein et al. (EL-yazidi and Louzani, 2017) concluded that the scale consists of two dimensions; Natalya and Purwanto (2018) concluded that it consists of three dimensions; Alruaili (2020) concluded that it consists of four dimensions; Abu Awad (2009) concluded that the scale consists of six dimensions). The AMS is one of the most widely used academic motivation measures across the world. It was built on the basis of the self-determination theory. The current study aimed at investigating the factorial structure of the AMS using the exploratory factor analysis (PCA) and the confirmatory factor analysis (CFA). The AMS was applied to a sample of 401 university students. The results of PCA suggested a three-factor solution (intrinsic motivation, extrinsic motivation, and Amotivation), and CFA was conducted for three competing structures (three factors, five factors, and seven factors); the results confirmed the three-factor solution for the AMS. The results also showed that the AMS dimensions had good alpha coefficient values which were greater than the acceptable cut-off value of 0.7. In conclusion, the Jordanian version of the AMS is a valid scale that consists of 24 items loaded on three factors (intrinsic, extrinsic, and Amotivation) for measuring academic motivation.
TL;DR: In this article, the authors investigated the association between resilience and academic burnout among nursing and midwifery students and found that resilience was significantly inversely correlated with academic burn out in nursing students.
Abstract: Background. Nursing and midwifery students have relatively high levels of academic burnout. One of the mechanisms to combat this issue is resilience. The results related to the association between academic burnout and resilience indicate a negative association, but various studies have reported different correlation coefficients. Therefore, the current study was aimed to investigate the association between resilience and academic burnout among nursing and midwifery students. Methods. A total of 240 nursing and midwifery students were recruited in this cross-sectional study using stratified random sampling. Data were collected by a demographic information questionnaire, the Connor–Davidson Resilience Scale (CD-RISC), and the Maslach Burnout Inventory-Student Survey (MBI-SS). Data were analyzed by SPSS-16 using t-test, ANOVA, Spearman’s correlation coefficient, and linear regression analysis. Results. The mean scores of academic burnout for nursing and midwifery students were 41.4 ± 14.8 and 41.2 ± 12.3, respectively, but the difference was not statistically significant ( = 0.368). The mean scores of resilience for nursing and midwifery students were 58.1 ± 13.3 and 52.9 ± 13.9, respectively, which showed a statistically significant difference ( = 0.004). Resilience was significantly inversely correlated with academic burnout in nursing and midwifery students (r = −0.04, < 0.001). Conclusion. Academic burnout was moderate in nursing and midwifery students, but resilience was relatively high. Given the negative correlation between resilience and academic burnout, it is necessary to strengthen resilience skills and reduce factors that cause academic burnout.
TL;DR: This study considered the development, awareness, adoption, and usage of digital library resources at the university level and the design of the DL discovery system was developed through Blacklight open-source software.
Abstract: This study considered the development, awareness, adoption, and usage of digital library (DL) resources at the university level. To develop and implement a successful electronic library resource system, it is vital to review the success factors and identify the most important technological aspects of DL resources. Electronic library information technology was described and grouped into several categories that influence user satisfaction in a DL context. These are open access to information, the facility of access, uncomplicated interface design, high quality of the communication process, Internet performance, performance assurance service, ease of communication via social network, and patron-driven acquisition. With these important features of DL services, the simplicity of accessing online information and the performance of DL utilities have become of paramount importance. Several research works were therefore reviewed and evaluated to determine the usability of DL services; thereafter, the design of the DL discovery system was developed through Blacklight open-source software.
TL;DR: In this paper, the authors investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners' vocabulary knowledge and found that there was a significant difference between the posttests of both groups in favor of the experimental group.
Abstract: During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.
TL;DR: Results show that experiential pedagogy is the optimal solution to develop the soft skills demanded by the job market.
Abstract: The purpose of this study is to apply multicriteria decision-making (MCDM) methods, namely, analytic hierarchy process (AHP) for selecting the best pedagogical method able to develop the soft skills required by the job market with respect to the preference level assigned by employers to each soft skill. The evaluated pedagogical strategies are experiential pedagogy (EP), project-based learning (PjBL), problem-based learning (PBL), serious games (SG), Harvard case method (HCM), and lecture course (LC). Ten criteria (soft skills) were identified from a previous quantitative content analysis of engineering job ads in Morocco in order to identify the extent to which soft skills are required by employers. These skills include communication, efficiency, adaptability, decision-making, innovation, problem resolution, team working, project management, professional responsibility, and using technology in engineering practice. After pairwise comparisons between all the evaluated alternatives with respect to each criterion, results show that experiential pedagogy is the optimal solution to develop the soft skills demanded by the job market.
TL;DR: In this paper, the authors explored the relationship between sensation seeking, peer influence, and risk-taking behavior in adolescents and moderating role of peer influence for sensation seeking and risk taking behavior.
Abstract: This research was conducted to explore the relationship between sensation seeking, peer influence, and risk-taking behavior in adolescents and moderating role of peer influence for sensation seeking and risk-taking behavior. A sample comprised 200 adolescents with age range 10–18 years (M = 17.57, SD = 0.98). Assessment measures included Resistance to Peer Influence Scale (Steinberg and Silverberg (1986)), Brief Sensation Seeking Scale (Prinstein et al. (2003)), and Stimulating and Instrumental Risk questionnaire (Ravert et al. (2009)) and a demographic information sheet. Findings of Pearson product moment analysis revealed that there was a significant positive relationship between sensation seeking and risk-taking behavior in adolescents and there was a significant positive relationship between peer influences and risk-taking behavior in adolescents. Gender differences were observed; male participants scored higher on sensation seeking and risk-taking behavior than female participants, but on peer influence, females scored higher than males. Moderation analysis through hierarchical regression was conducted and findings of this analysis revealed that sensation seeking positively predicted risk-taking behavior and peer influences also positively predicted risk-taking behavior in adolescents but no interaction effect was observed between sensation seeking and peer influence in predicting risk-taking behavior. Moreover, subscales of sensation seeking, i.e., adventure seeking and disinhibition, predicted risk-taking behavior. Results are discussed in terms of their implications.
TL;DR: In this article, a study was conducted to find out what current challenges successful principals in Estonia and Finland identify in developing their schools The strategies used in dealing with these challenges were also analyzed within the framework of "growth-mindset pedagogy" as an educational approach to school leadership.
Abstract: The purpose of this study was to find out what current challenges successful principals in Estonia and Finland identify in developing their schools The strategies used in dealing with these challenges were also analyzed within the framework of “growth-mindset pedagogy” as an educational approach to school leadership The principals were interviewed, and the resulting data were analyzed by means of both inductive and deductive content analysis The similarities among and differences between principals from Estonia and Finland were compared and discussed in the context of high-achievement-oriented but culturally different educational systems According to the results, the challenges are similar in both countries, relating to the principals’ professional development, as well as developments in the curriculum and the learning community The Estonian principals identified more challenges related to developments in the learning community than their Finnish peers, although in both countries they tended to use strategies related to growth-mindset pedagogy in dealing with them Preparation and development programs for principals should pay more attention to their mindset and their views on teaching and learning, which may have a strong impact on the whole school community
TL;DR: In this article, the authors investigated students' level of knowledge, attitudes, and practices towards COVID-19 at Tamale Technical Institute, Ghana, and found that the significant role of health education in improving students' knowledge, attitude, attitudes and practices.
Abstract: Background The COVID-19 pandemic has brought about significant challenges to Ghana’s education system, leading to the closure of schools for months On 31 May 2020, the government of Ghana took a bold decision based on expert advice to reopen schools for final-year students amid the COVID-19 pandemic However, data for students’ knowledge, attitudes, and practices towards COVID-19 are limited We sought to investigate students’ level of knowledge, attitudes, and practices towards COVID-19 at Tamale Technical Institute, Ghana Methods A cross-sectional study was conducted among 175 final-year students from June to August 2020 A validated questionnaire adapted from previous studies was distributed to the students in their various classes by the researchers Data were analysed using descriptive statistics, analysis of variance, and multivariate logistic regression All analyses were significant at a p value of less than 0 05 Results The mean age of the study participants was 21 1 years (SD = 2 67), with more males (72 0%) than females participating in the study The majority (69 7%) of the students trust traditional media sources, i e , television and radio to receive COVID-19-related information Awareness about COVID-19 was high (98 3%), and in total, 62 9% (n = 110) had good knowledge, 58 3% (n = 102) had positive attitudes, and 54 9% (n = 96) had good practices towards COVID-19 Factors associated with knowledge were receiving education on COVID-19 (AOR = 0 23;95% CI: 0 01, 0 55) and mother level of education (AOR = 0 13;95% CI: 0 02, 0 66) Positive attitudes towards COVID-19 were 63% less likely among students who did not receive education on COVID-19 (AOR = 0 37;95% CI: 0 15, 0 90) Students who received education on COVID-19 exhibited good practice towards COVID-19 than students who did not receive education on COVID-19 (p = 0 014) Conclusion Final-year students of Tamale Technical Institute possess good knowledge, attitudes, and practices toward COVID-19 Our findings demonstrate the significant role of health education in improving students’ knowledge, attitudes, and practices towards COVID-19 We recommend continuous and targeted health education to mitigate the widespread misconceptions about COVID-19 through the use of traditional media such as television and radio
TL;DR: In this paper, the authors investigated the relationship between students' attitudes toward programming, gender, and learning performances, and found that low performing students have the lowest attitude toward programming in dimensions of interest in programming, self-efficacy, and creativity.
Abstract: The purpose of this study was to investigate the relationship between students’ attitudes toward programming, gender, and learning performances. The survey used for measuring students’ attitudes toward programming consisted of 20 questions on a five-point Likert scale in five dimensions (meaningfulness, interest in programming, self-efficacy, creativity, and collaboration). Ninety freshmen who had basic programming experience by using block-based programming in the Innovation in Educational Technology course were asked to take the survey. The overall reliability of the survey was found to be 0.93. The results showed that there was no significant difference between male and female freshmen in attitude toward programming, but there was a significant difference among different learning performances in dimensions of interest in programming, self-efficacy, and creativity. We performed pairwise comparisons at the same level of significance by using Fisher’s least significant difference (LSD) method to test which group differs from the other groups. The results found that low-performing students’ attitudes toward programming in dimensions of interest in programming, self-efficacy, and creativity were the lowest of all types of students. This is a challenge for instructors in planning learning activities to encourage low-performing students to have a more positive attitude toward programming.
TL;DR: In this article, the authors investigated the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation, and found that learning achievement is one of the significant factors conducive to optimal learning.
Abstract: Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.
TL;DR: In this paper, the authors investigated the role of counseling teachers in fostering self-resilience among students with special needs in inclusive schools and found that counseling teachers use three roles, namely, modifying behavior, giving instructions repeatedly and providing options according to students' interest.
Abstract: Previous studies show that self-resilience was significantly improved in students with special needs by supporting the social environment and the learning system. Additionally, support for the role of counseling teachers in inclusive schools fosters self-resilience. In this regard, this study aimed to understand the role of counseling teachers foster self-resilience among students with special needs in inclusive schools. The grounded theory approach was applied to produce theories related to these issues. The participants included eleven counseling teachers and the special needs students drawn from three schools in West Sumatra and Bengkulu, Indonesia. The data collected were analyzed based on three stages of grounded analysis, including open coding, axial coding, and selective coding. The findings indicated that self-resilience among students with special needs grows when the counseling teachers use three roles, namely, modifying behavior, giving instructions repeatedly and providing options according to students’ interest.
TL;DR: In this article, the integration of indigenous knowledge into adult education practices is explored, from the perspectives of learning material development and utilization of the facilitation methodology, and a case-study design was employed.
Abstract: Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.
TL;DR: In this paper, the validity and underlying structure of students' evaluation of the higher education teaching effectiveness scale used by all public universities in Ethiopia were evaluated using data collected from 1397 students at Debe Markos University.
Abstract: Introduction. Student evaluation of teachers’ effectiveness is one of the most common tools used as a measure of teaching performance and accountability by various universities across the globe. The major purpose of this study was to evaluate the validity and underlying structure of students’ evaluation of the higher education teaching effectiveness scale used by all public universities in Ethiopia. Methodology. Data collected from 1397 students at Debe Markos University were used for this analysis. Cronbach’s alpha values and average interitem correlation were used to study the internal consistency reliability of the scale. Composite reliability, average variance extracted, hetero trait-mono-trait ratio, maximum shared variance, average shared variance, and interconstruct correlations were used to assess the construct validity of the scale, and exploratory factor analysis and confirmatory factor analysis were performed with 20 items to test the hypothesis which introduced a four-dimensional construct for teachers’ evaluation scale. We used different goodness-of-fit indices to measure the fit of the models. Results. The scale was shown to have good internal consistency and convergent validity but lacked discriminant validity. Furthermore, confirmatory factor analysis indicated that the four-factor model produced inadequate fit indices, revealing that the original factor structure of the scale changed. Conclusions. The results showed that Student Evaluation of Teaching Effectiveness did not measure what it was supposed to be measuring. Moreover, the exploratory factor analysis and confirmatory factor analysis results indicate that a two-dimensional model is better than the four-dimensional model to explain the data structure, which places limitations on its use.
TL;DR: In this paper, the authors explored the constituent moves and move patterns of research article abstracts published in a local (Iranian Journal of English for Academic Purposes) and an international (The Journal of EAF) journal in the field of applied linguistics.
Abstract: Research article (RA) abstracts play a pivotal role in settling the fate of the academic papers. Despite the abundance of research on investigating the generic structure of this academic genre, the variations in its move patterns between the two venues within a single area of research seem to have remained untouched. The current study attempted to explore the constituent moves and move patterns of RA abstracts published in a local (Iranian Journal of English for Academic Purposes) and an international (The Journal of English for Academic Purposes) journal in the field of applied linguistics. Drawing on Hyland’s (2000) five-move model, the RA abstracts were analyzed. The results indicated that the abstracts published in the two journals included the conventional moves. Furthermore, the most frequent moves were the purpose, method, and product in the two corpora. Moreover, although the results of the chi-square test pointed to no significant difference in terms of the frequency of the moves in the abstracts, the analysis divulged variations in the move patterns across the two sets of articles. The findings carry pedagogical implications for the academic writing course designers, materials developers, and instructors to enhance the novice researchers’ familiarity with the writing conventions to facilitate their accommodation by the scientific communities.
TL;DR: In this paper, a cross-sectional study was carried out on medical students and conducted between May and August 2020, where a predesigned DREEM questionnaire written in English containing five subdomains was adopted to achieve the purpose of the study.
Abstract: Dundee Ready Education Environment Measure (DREEM) inventory has been exhaustively used to evaluate the education environment (EE), especially in the health sector to identify the strengths and weaknesses of the program. This study was designed to investigate the medical students’ perceptions about the education environment (EE) of the College of Medicine (COM), Jeddah. This cross-sectional study was carried out on medical students and conducted between May and August 2020. A predesigned DREEM questionnaire written in English containing five subdomains was adopted to achieve the purpose of the study. A total of 220 students responded to the dispensed survey with a mean age of 21.97 (SD = 1.28). Male and female students represented 64.5% and 35.5% of the respondents, respectively, while most of them were in the fourth year of medical college (109, 49.5%), and the majority belonged to phase II (basic sciences) of the college (144, 65.4%). The overall total DREEM score for EE was 129.64 (SD = 31.81; 64.82%), and all the five subdomains of DREEM scored above 60% with the highest score by students’ academic self-perception (SASP) (21.22; 66.31%) and the lowest by students’ perception of learning (SPL) (30.16; 62.83%). Also, SASP2 was the highest scoring item with a mean of 3.13 (SD = 0.96), while SPA8 was the lowest with a mean score of 1.99 (SD = 1.38). We also compared our study with the available literature for contextual interpretations. The students’ assessment for EE of the medical program was positive; however, we identified a need for an improvement plan for six-weak scoring areas and one of the weak domains of DREEM i.e., students’ perception of teaching (SPT).
TL;DR: In this article, a mixed methods study of the reputation of Addis Ababa University using data from a random sample of teacher training students of science, social science, and humanities and languages backgrounds under the College of Education and Behavioural Sciences (CEBS).
Abstract: The evidence base continues to confirm the leveraging effect of reputation in higher education as an important strategic resource influencing a university’s visibility, attractiveness, credibility, impact, and competitive position nationally and internationally. From their expressed interest in their relative national and continental rankings, Ethiopian universities seem to have started sensing the relevance of their reputational position. In this article, we report a mixed methods study of the reputation of Addis Ababa University using data from a random sample (N = 153) of teacher training students of science, social science, and humanities and languages backgrounds under the College of Education and Behavioural Sciences (CEBS). A piloted and validated university reputation scale with open-ended items was used to illicit student opinion. In addition to descriptive statistics, inferential designs that involved correlation and ANOVA procedures were employed. Ratings for global reputation, quality of academic programs, quality of external performance, and emotional engagement are reported. Limitations and directions for further research are indicated.
TL;DR: In this article, an institution-based cross-sectional study was conducted in Arba Minch College of Health Sciences (AMCHS) students and staff from all departments to assess the quality of education and its associated factors for the future improvement in the study site.
Abstract: Introduction. Over the decades, improving the quality of education has been pronounced frequently in many studies. It became a political argument in different media across the globe and the theme of courtesy among scientists. The concern about education is not something you ignore or consider later, so the attempts to improve are increasing with the quality matter going longer and continuing to date. Thus, the primary aim of this work was to assess the quality of education and its associated factors for the future improvement in the study site. Methods. An institution-based cross-sectional study was conducted in Arba Minch College of Health Sciences (AMCHS) students and staff from all departments. Ethical clearance was received and verbal consent was secured beforehand. After processing, data was entered into Epi Info and then transferred and analyzed in SPSS 25.0. Result and Discussion. The overall quality of education in the college was 2.87 ± 1.12. Administrative services, reading places, and resources took a larger share of poor quality. Accessibility, friendliness of staffs to each other and students, availability of clear guideline of conduct, presence of effective, accurate, and promotive services, high standard administrative buildings, availability of standard catering service, availability of standard laboratories, communication, and exchanges with similar level colleges in the region, weekly time table, weekly load, distance, etc. and some sociodemographic factors were associated with poor quality of education. Thus, the college inquired to welcome the aforementioned shortcomings improvement and to provide enough solutions.
TL;DR: It is found that medical students in their final years may be negatively affected by the corona virus disease of 2019, where high levels of depression and anxiety coincide with concerns about the effect of the pandemic on the next phase of their vocation.
Abstract: The corona virus disease of 2019 (COVID-19) pandemic has vastly impacted individuals worldwide. Millions have contracted the disease thus far; however, the ramifications of containment measures such as quarantine and lockdown have affected many more. This study aimed to explore the prevalence of self-reported anxiety and depression among a cohort of Saudi medical students, as well as graduating medical students’ concerns, during this pandemic. This cross-sectional study utilized an online survey that collected demographic data, scores on validated anxiety, and depression scales, as well as the graduates’ concerns. The Generalized Anxiety Disorder 7-item (GAD-7) and the Public Health Questionnaire 9-item (PHQ-9) scales were used. Cutoff scores for anxiety symptoms were (GAD-7 ≥ 8) and for depression (PHQ-9 ≥ 10). Out of 83 graduates, 55 completed the online survey. Anxiety symptoms were present in 34%, depression was present in 26%, and 19% had both depression and anxiety symptoms. Female graduates experienced higher anxiety symptoms (54 vs. 15%, ). The highest-ranked concerns were the possible effect of the pandemic on the forthcoming internship year and on the impact on the current academic course. We found high levels of anxiety and depression symptoms during the pandemic among our cohort of medical students in their final year of study. Our findings suggest that medical students in their final years may be negatively affected by the pandemic, where high levels of depression and anxiety coincide with concerns about the effect of the pandemic on the next phase of their vocation.