PUPIL: International Journal of Teaching, Education and Learning

NOTE-TAKING DRILLING TO IMPROVE ACADEMIC LISTENING SKILLS IN THIRD SEMESTER STUDENTS, UNIVERSITAS MUHAMMADIYAH SURAKARTA

2022-05-10T08:27:17+00:00

This study aims to reveal the role of note-taking in improving listening skills and exposing learning resources besides TED.COM. The skill of note-taking in academic activities is subject to the incompetency of note-taking in standard form. This research was a classroom action research approach for third-semester students at the Universitas Muhammadiyah Surakarta that focused on TED.COM’s contribution to students’ skills. The results of the initial research found obstacles, first, students were getting to know note-taking and TED.COM for the first time. Second, the high speed of native speakers impacts lost vocabulary understanding. Third, the tone, accent, and intonation are also separate challenges. The results of the cycles showed first, there was a positive change since the students got an extra note-taking theory and variations of audio listening. Second, students have varied learning resources, so it is recommended for educators to also understand student learning resources. In conclusion, TED.COM contributed to the academic listening improvement and in the future, the Podcast program can be explored for note-taking drilling besides TED.COM.

DEVELOPMENT AND USE OF DIGITAL INTERACTIVE OBJECTS IN ELECTRONIC TEACHING MATERIALS

2022-03-15T09:13:44+00:00

The article reveals the significance of creating flexible scenarios for individual lessons in modern education. Analysis of scientific publications and the existing experience of business education has shown the need to increase the role of organizing the interaction and communication between subjects of the learning process. Traditionally, these are webinars, binary lectures, virtual tutorials, creative activities, work in small groups, etc. The article defines digital interactive objects (DIO) as the means to apply various interactive teaching methods using e-learning technologies. Considering the DIO as a didactic teaching tool, we distinguish several interactivity levels of teaching tools that allow us to choose the required form of educational content and to achieve learning goals. In the current study, DIO of business education has been developed. They are represented by sets of interactive objects for the implementation of various interactive methods and didactic teaching techniques according to the certain pedagogical scenario of the distance learning course. The relevance of the new pedagogical and technological scenarios for DIO results in the development of algorithms and methodological recommendations to be used by organizing training sessions in economic and business disciplines.

PERCEPTIONS OF ENGLISH LANGUAGE TEACHERS ON CODE-SWITCHING APPROACH TOWARDS LANGUAGE DEVELOPMENT

2022-03-15T04:41:49+00:00

This paper explores how code-switching can be meaningfully used as an empowerment approach towards improving learners’ performance in the English language. In cultures with people using more than one language for communication, code-switching exists. Bilinguals as speakers of many languages, code-switch, using their languages resourcefully at conveying meaning in a variety of ways. Code-switching occurs every day during teaching and learning as most subjects in the curriculum are offered in the English language. Teaching and learning the English language in South Africa is characterized by serious challenges because the government is advocating for use of home languages for all subjects of lower grades in primary schools. However, teachers still encounter challenges when using English as a medium of instruction in preceding grades because learners fail to comprehend challenging concepts and terminologies presented to them in a language besides their home language. This qualitative study revealed that using code-switching can be a worthwhile approach for use in bilingual classrooms. A possible recommendation is that English language teachers should utilize code-switching as an approach to assist language development as learners in schools investigated emanate from diverse cultures, underpinned by different linguistic backgrounds and linguistic constituencies.

GENDER DIFFERENCES LEARNING VALUE: A CASE STUDY OF PLAYING MOTORCYCLE GAME LEARNING

2022-03-15T09:52:56+00:00

This study investigated the gender differences in vocational high school for playing the 3D motorcycle digital game on the tablet and the participants who don’t have the license of motorcycle driving yet. A questionnaire, relevant to the items of gameplay anxiety, cognitive anxiety, learning value and continuance intention, is conducted after playing the digital game simulated at the regulation of riding the motorcycle on the road, correctly riding behaviour and the interference with another unexcepted driving behaviour. The finding of this study is that the gender difference significantly of the gameplay anxiety, cognitive anxiety, learning value (attitude and behaviour), and the feeling of females are more than male.

SELF-DIRECTEDNESS IN NON-FORMAL ONLINE BUSINESS ENGLISH COURSES: ADULT LEARNERS’ PERSPECTIVES

2022-03-15T10:13:47+00:00

Self-directedness is vital to adult learners as it allows them to stay motivated and achieve effective results while learning online and balancing between family and work. This research aims to determine Lithuanian adult learners perceived self-directedness while learning English for Specific Purposes (ESP) in non-formal online courses. To this end, their approaches towards the factors of self-directedness were investigated. The indicators defined by Khiat (2015), including Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Final Test Preparation, Note-taking Capability, Research Capability, Technical Readiness, Online Class Readiness, and Stress Management were involved in a detailed analysis to establish which variables were the most meaningful ones in terms of learners’ self-directedness. The study revealed that adult students are highly self-directed while learning Business English in non-formal online courses at a language school. The findings confirmed that the application of self-directedness and its development in learning processes leads to higher levels of motivation and successful learning outcomes. Based on the findings, these adult learners’ perspectives could contribute to larger-scale surveys in formal and informal forms of education to enhance learners’ self-directedness and achieve successful learning results.

A STUDY OF THE STUDENTS’ PARTICIPATION MOTIVE IN HIGH SCHOOL SPORTS CLUB

2022-03-15T10:36:04+00:00

The purpose of this study was to explore students’ participation motive in High school sports clubs in a qualitative research manner. The research participants included 15 High school students who joined the sports club. The research was performed using conducting one-to-one deep interviews through semi-structured questionnaires. The interview data were analyzed in combination with field notes and focus group interview data to construct a mental process of the High school students in joining the sports club by utilization of a grounded theory approach. The results showed that: there were four high-order topics of the students for joining the sports clubs, namely Self-Demand, Social Support, Interpersonal Interaction and Self-Actualization. The Self-Demand contains four low-order topics; interest, pressure resistance promotion, physical fitness promotion and focused promotion. Social Support contains three low-order topics; peer influence, family support and teacher support. Interpersonal Interaction contains two low-order topics; cooperation and respect. Finally, Self-Actualization contains two low-order topics; the inspiration of potency and sense of accomplishment. It was concluded that the High school students joined the sports club due to meeting the self-demand, being influenced by the social support, suffering from the interpersonal interaction with good learning students, and inspiring the possibility of self-actualization.

EXPLORING EXPERIENTIAL LEARNING PRACTICES TO IMPROVE STUDENTS’ UNDERSTANDING

2022-03-16T09:03:54+00:00

The addition is the first mathematics skill to which most students are introduced. The ability to add numbers gives students a framework for learning mathematics, initially in kindergarten and, subsequently in elementary school. This paper aims to examine the impact exerted by experiential learning on students’ level of academic performance on addition problems. This study arises out of research in a school where students aged between seven and nine, had experienced substantial difficulty in problem-solving in mathematics. The study was designed to discover why such a large body of students had so many difficulties in solving simple arithmetic problems. In the study, 27 students were given a few simple arithmetic problems to determine and comprehend the difficulties that their teachers had indicated their students were having when learning mathematics. The problems involved stories in which a quantity was increased by or combined with a certain quantity to form a total. The quantities involved small natural numbers not exceeding 20. The findings disclosed several problems with learning mathematics. Our results derived that fostering experiential learning strategies favors the students’ understanding of theoretical concepts and leads to the attainment of superior performance

ONLINE LEARNING AMONGST UNIVERSITY OF NAIROBI UNDERGRADUATE STUDENTS AMID COVID-19 PANDEMIC, KENYA

2022-03-16T09:18:33+00:00

Acquisition of Education is crucial in an individual and society’s development which cuts across different stages of human growth with specific and achievable goals. The survey sought to establish the extent to which the Corona Virus Pandemic influenced the adoption of Online learning among undergraduate students of the University of Nairobi. The study had five objectives which focused on learners’ attitudes towards the adoption of virtual learning, how they learned online while coping with online challenges. A total of 232 students were used while the Spear-man Coefficient of Correlation Formula was applied to test research instruments’ reliability. Data was analyzed and presented in tabular, graphic, and percentages forms. The study established that 109 respondents forming 46.98% didn’t know online learning existed, while 34 forming 14.66% felt it was impossible to learn online. Further, 45 respondents forming 19.40% felt the method was not suitable for examinations while 44 (18.96%) preferred face-to-face teaching. Respondents used Google Meets and Google Classroom to learn. Despite the university ensuring learning continued online, 151 students forming 65.09% faced unreliable electricity, internet unreliability, and unfavorable study environments. The survey recommended that strategies were urgently needed for building a Resilient Education System to enhance learning in the university

GENDER BIAS IN CHOOSING STEM STUDIES

2022-03-16T09:24:11+00:00

The gender bias in STEM exists, and this work intends to make this reality visible. The principal objectives of the study are to reduce the gender gap in STEM studies and learn about experiences lived around the STEM field reported by women. For this, a qualitative research method has been created in the form of an interview, which helps us answer the questions raised from the life stories told by the fourteen girls and women interviewed, all of them belonging to different age ranges, to be able to observe and analyze gender bias when choosing STEM studies. The data resulting from the research are the least bleak in the framework of the development of gender equality. A minimum change could be expected. However, the changes we observe are specific. We must remember that most of the participants have alluded to society and culture to explain the bias. The generational shift that is observed through the interviews is minimal. Although the educational administrations seek absolute equality and promotion of research and development of ICT among girls and adolescents, we must make visible that these actions need a more significant effort to be part of the educational community.

EDUCATION 4.0: HYBRID LEARNING AND MICROLEARNING IN A SMART ENVIRONMENT

2022-03-24T10:16:52+00:00

The term "4.0" refers here, as in all areas whether Industry 4.0, Work 4.0, or Society 4.0, to the paradigm of digitalization and support through new technologies. In the last few years, education and training are becoming more closely related to the labor market, and so the goal is to foster competent learners to meet the core skills for life and work in the 21st century. Building such a future-ready education system requires the design of curricula, that impart the necessary knowledge and skills for the modern workplace. The various pedagogical and technological innovations in recent years have created new concepts of learning environments, that optimize learners' ability to learn. They are commonly referred to as "smart learning environments". Innovative education based on advanced technologies should focus on stimulating thinking and creativity and address the individual differences of learners. The purpose of this paper is twofold. First, combines some educational concepts such as micro and hybrid learning with the support of immersive technologies to develop smart learning environments for a personalized and gamified seamless learning experience. Second, demonstrates how the concept of Micro-hybrid-immersive learning enables a seamless transition between school and the world of work and achieves educational inclusion.

THE UTILIZATION OF MIND MAPS TO ASSIST A STUDENT WITH AUTISM SPECTRUM DISORDER

2022-03-28T09:36:33+00:00

Everybody has the right to get an education; a student with autism spectrum disorder (ASD) is no exception. The researcher had an ASD student in his Curriculum and Material Development class. It turned out that the student struggled to comprehend and memorize the materials. Therefore, the researcher decided to use mind maps to assist him. Action research was conducted to investigate the challenges and benefits of using mind maps. The research employed three gathering techniques namely, observations, content analysis, and an interview. The findings suggest that the ASD student often forgot how to make an effective mind map and he found it difficult to make a mind map without getting any help. Hence, repetitions and assistance from lecturers in making mind maps are of utmost importance. With the help of the lecturers, the ASD student found it easier to comprehend and memorize the materials.

DEVELOPMENT OF PROFESSIONAL COMPETENCIES IN TEACHERS: THE ROLE OF TUTOR AND MENTOR

2022-04-06T08:22:13+00:00

The purpose of this article is to identify the role played by tutors and mentors in accompanying novice teachers within a specialization course aimed at supporting teachers for the classroom inclusion of students with disabilities. The specific aim of this qualitative research was to investigate the expert teachers’ features and how they (in the role of tutors and mentors) perceive the distinct role they play in the development of novice teachers’ professional competencies through peer review. In particular, the focus was on two different but interconnected activities: a) a direct internship supervised by a tutor; and b) an indirect internship supported by a mentor. Qualitative data were collected through semi-structured interviews with ten expert teachers and were analyzed using a grounded theory approach. Results show a wide proposal of features that characterize a good tutor and mentor in accompanying novice teachers’ growth. Secondly, the collected data provided an important contribution in that they helped identify the most important and useful activities (referring to the direct and indirect internships) for the development of competencies in future support teachers.

THE PLACE AND ROLE OF ARTIFICIAL INTELLIGENCE CHATBOTS IN ADULT EDUCATION AND TRAINING OF ADULT EDUCATORS

2022-04-06T08:48:48+00:00

Artificial intelligence chatbots are becoming the new trend of technology in the education sector and competitively changing teaching and learning environments with innovations. Artificial intelligence is a field of science studying and producing machines that think, behave, and solve specific human problems. The study explained the place and role of artificial intelligence chatbots in adult education and the training of adult educators in Nigeria. The article also explored the likely challenges to limiting the successful implementation of artificial intelligence chatbots in adult education. The study concludes with recommendations for policy, practice, and future studies on artificial intelligence chatbots in adult education and the training of adult educators

TEACHER EDUCATION FOR SINGLE-GRADE TEACHING DISQUALIFIES MULTI-GRADE TEACHING FOR RURAL EDUCATION

2022-04-06T09:14:31+00:00

This paper examined the collision of teacher education for single-grade teacher classroom practices with multi-grade classroom teaching. Teachers educated for the normal situation of single-grade classroom teaching are not linked to the competencies required to practice and teach multi-grade classrooms. Of the current models of teacher education, none pays attention to the multi-grade teaching of rural education but only focuses on monograde classroom teaching. The paper used a qualitative research methodology. The researchers felt it vital to use a qualitative approach as the paper studies the life experiences of teachers in their natural and context-specific settings. Participants were selected through purposive sampling because of their common defining characteristics in the problem under study. Data collection came through semi-structured interviews and observation. When analysing data, a narrative analysis was used. The results of this paper indicated that the current crop of teachers in multi-grade schools does not possess the pedagogical knowledge required. This finding concludes that teachers have no specialised knowledge that would improve learner outcomes from the quality of teaching workforce and the quality of teaching.

GULAYAN SA PAARALAN AND ITS IMPLICATION TO LEARNERS’ NUTRITIONAL STATUS AND ACADEMIC PERFORMANCE

2022-04-08T06:02:44+00:00

This study aimed to determine the implications of the utilization of yield from Malaban Elementary School Gulayan sa Paaralan Project (GPP) through the School-based Feeding Program (SBFP) on the learners’ nutritional status and academic performance. A descriptive research design was employed in this study. The respondents of the study were the 123 severely wasted and 400 wasted learners from Kinder to Grade VI of Malaban Elementary School, School Year 2018-2019. Based on the results of the study after the GPP utilization through SBFP, the nutritional status of the learners in terms of BMI showed improvement from severely wasted to wasted, and from waste to normal, some were from severely wasted to normal, together with their height and weight. Likewise, an improvement was also observed in the academic performance of the learners. Consequently, the GPP utilization through SBFP has positive implications on the nutritional status as indicated in the BMI, height, weight and academic performance of the learners. Hence, the researcher recommended that GPP needs to continue for it helps the schools in achieving the goals of the government in promoting and maintaining health and wellness among Filipino learners, for malnutrition is one of the biggest problems encountered by our country that affects the academic performance of the learners.

THAI VENDORS’ ENGLISH COMMUNICATION SKILL NEEDS

2022-04-08T06:56:35+00:00

The aim of the study was to examine the needs and problems of Thai vendors in employing English in their workplace and their needs regarding English training, and subsequently to create an English training course to enhance their professional skills. The subject of the present study were 160 vendors selling food and drinks, clothes, accessories, souvenirs, and other things at the Indochina Market, Thailand. The data were collected by using a questionnaire. Descriptive statistics were used to analyze the data, involving frequency, percentage, mean, and standard deviation. The result revealed that respondents tended to have English communication problems with foreign customers. They found that low English language proficiency is a problem when communicated with foreign customers. Most of them were interested in attending English training, particularly learning English online. Speaking and listening skills were considered the most important skills for these Thai vendors. For an English training course, they wanted to emphasize speaking, listening, writing, and reading, respectively. They desired to improve their English in everyday life and work.

EFL FUTURE ENGINEERS’ LANGUAGE ANXIETY: FINAL PROJECT PRESENTATIONS AND ORAL EXAMINATIONS

2022-04-12T08:22:02+00:00

For many years, undergraduate students’ foreign language anxiety (FLA) has been investigated. These students have experienced different levels of FLA due to several variables leading them to feel anxious during final summative examinations. In this context, several EFL future engineers show anxiety when performing classroom final project presentations and oral examinations at ESPRIT, School of Engineering, Tunisia. Despite the significance of FLA for research and researching, few studies missed the correlation between anxiety and final oral assessments in Tunisian academic settings. Thus, the researchers in this study were interested in reviewing the factors and causes of anxiety as experienced by EFL students so that the right strategies can be implemented. This study collected data from 129 participants of both electromechanical and civil engineering second-year students through an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, et al. (1986). The results show eight factors and six causes impeding undergraduate students from speaking their minds orally. It follows some implications for language teaching are offered to reduce EFL Future Engineers’ English Language Anxiety while performing Final Project Presentations and Oral Examinations.

MANAGEMENT OF INTERACTION IN THE EDUCATIONAL COMMUNITY NETWORK

2022-04-12T08:55:39+00:00

The aim of the study is to develop the concept of a knowledge management system that integrates educational content into a single environment of university knowledge using an extensible mathematical model of the subject area of university knowledge in the form of an ontology. The study is being carried out as part of the development of a pilot project on the development of business education at the Institute of Business of the Belarusian State University, and a project in the State Research Program "Methods for updating the content of education based on semantic technologies" (state registration number 20212245). The research methodology is based on the development approaches to modeling knowledge areas of the network educational community of the Institute of Business of Belarusian State University and the ontological model of the subject area of business education. As a result, the architecture of the educational content management system was developed within the framework of the knowledge management system of the university. This proved the effectiveness of online educational communities in business education, a significant increase in the quality of content through the use of a learning content management system.

DEVELOPMENT AND EVALUATION OF MATERIALS FOR CHILDREN TO REDUCE THE TABLET DEVICE OPERATIONAL PROBLEMS

2022-04-12T09:39:56+00:00

In Japanese schools, there is a problem that teachers are overburdened. Therefore to reduce teachers’ workloads, this study developed online video teaching materials to assist students to troubleshoot their tablet device operational issues. To develop the teaching materials, we first conducted a questionnaire survey among teachers to understand what kind of operational problems were occurring with tablets in the classroom. We then developed the teaching materials based on the results. The evaluation of the teaching materials was conducted through questionnaires and interviews with teachers. The results suggested that the video teaching materials were able to resolve many of the students’ problems and reduce the need for the teachers to deal with all tablet device technical problems.

REACHING MATURITY: TEACHING HIGHER EDUCATION STUDENTS POLITICAL SCIENCE IN THE 2020S

2022-04-21T08:53:14+00:00

Purpose of the research: This article discusses the different aspects to consider when deciding the pedagogical choices by which various political sciences can be taught and learnt. Pedagogy is the educational process a teacher uses to teach a learner a new skill. Pedagogy can be teacher-centred or learner-centred, the latter focussing on students having an active role in the learning process. Research methodology: This critical review was written by conducting several internet searches using clearly relevant keywords. Grey literature, policy documents from numerous state actors, associated democratisation, higher education practitioners and stakeholders, feature extensively in this critical review. Findings: Political science students could be taught using experiential learning-centred pedagogy, to learn how equality, diversity and inclusion affect political processes. A basic understanding of political science concepts e.g., agenda-setting and media manipulation, are crucial in conceptualising the politic of equality, diversity and inclusion. Conclusions: Three factors that have caused a significant increase in political science degree applications: The 2008 election of Barack Obama as US President heralded digital democracy and E-government participation.; the rise to prominence of Greta Thunberg, climate activist with the environmentalist movement Extinction Rebellion; the #BLM social movement, re-ignited by the death of George Floyd.

INSTAGRAM AS A TOOL IN PHENOMENON-BASED LEARNING: AN EDUCATIONAL DESIGN RESEARCH

2022-05-18T08:16:03+00:00

The use of Instagram in education consists of technological, educational, and social affordance. Despite positive reports on using social media for learning, there are no reports on using Instagram as a teaching tool in phenomenon-based learning (PhenoBL) for engineering and science courses. This study seeks to understand students’ motivation and perception and their perceived learning outcomes using Instagram for PhenoBL. The findings provided empirical evidence that students had a positive perception of the Instagram activity and were motivated to complete the activity, leading to a positive learning outcome. Through these findings, good practices of using Instagram in PhenoBL to provide better learning motivation and perception in engineering and science courses were proposed.

THE IMPACT OF THE CONSTRUCTIVIST TEACHING MODEL IN ENHANCING READING SKILLS

2022-05-19T03:54:24+00:00

The aim of the study was to examine the impact of the constructivist teaching Model on the reading skills of third-grade children in the Galileel region. The study use quasi-experimental approach. The study sample consisted of all third-grade students from Hussein Yassin Primary School in the Galilee region, with a total of (39) female and male, who were divided into two groups: the control group (20) students and the experimental group (39) student. The study's findings revealed statistically significant differences in the performance of the study group. As a result of the constructivist learning strategy's effectiveness in improving reading comprehension, the results favored the constructivist learning model (experimental group). The researcher suggests that Arabic language curricula include applied models and lessons based on constructivist theory strategies, particularly constructivist teaching; it also indicates that Arabic language teachers benefit from it in their teaching and that field studies be conducted to reveal the preferred constructivist learning environments, particularly for students at all academic levels.

THE CASE STUDY RESEARCH OF EXAMINING THE USEFULNESS AND PERCEPTION OF THE ONLINE TEACHING PREPARATION PROGRAM

2022-05-25T08:29:21+00:00

During the COVID-19 period, most of the classes were shifted from in-person to online learning for many universities across the globe. Some university instructors may have no or limited experience in online class settings and delivery. Many institutions provided training on how to develop and deliver online classes to their instructors, but the covered topics were scattered. This qualitative research was aimed to investigate the needs of the program, its usefulness, perceptions, and scope of topics that should be covered in online teaching preparation program. As result of this research, the skills and characteristics of effective online teachers were identified and discussed as well as details on mandatory topics that should be included in the training for online teaching in higher education institutions. The information on how to better prepare new online instructors was also presented. The research findings were applied to the existing DSU online teaching program or "Online Learning Academy" to enhance the preparation for online instructors, and they can also be applied and utilized to similar professional development at other institutions.