PUPIL: International Journal of Teaching, Education and Learning

ESTABLISHING THE RELATIONSHIP BETWEEN TEACHERS’ SELF – EFFICACY AND FORMATIVE ASSESSMENT: A LITERATURE REVIEW

2025-02-10T09:04:27+00:00

The contribution of formative assessment in teaching and learning process has been widely proven to be very important. The role of teachers in its implementation is also really crucial. However, the way in that formative assessment is implemented in the educational context is not satisfactory for many reasons. Although personal and contextual factors are really important in order for teachers to apply formative assessment practices, it seems that studies and systematic analysis about this topic are rare. This literature review aims to shed light on the relationship between self-efficacy as an important personal factor in implementing formative assessment and formative assessment itself. The results of this literature review showed that more studies need to be carried out in order to gain a better understanding.

SUCCESSFUL SELF-EMPLOYMENT RE-EMPLOYMENT AMONG MIDDLE-AGED AND OLDER ADULTS IN TAIWAN: AN ADULT LEARNING PERSPECTIVE

2025-02-25T08:48:08+00:00

Global aging presents a significant challenge, leading to the rise of the concept of "encore career," where continue working after retirement benefits individuals, families, and society. This study aims to explore the re-employment process of middle-aged and older adults in Taiwan through self-employment. Using qualitative research methods, 33 successfully self-re-employed individuals were interviewed, with an average age of 57.3 and an average self-employment duration of 5.6 years. Findings include: (1) External factors for re-employment include meeting economic needs and ensuring financial security, while intrinsic motivation centers on self-fulfillment; (2) Learning motivation stems from acquiring knowledge and experience in new work; (3) Participants overcame employment challenges through self-empowerment, consulting experts, persistent efforts, and leveraging past experiences and resources; (4) Benefits of re-employment include a sense of achievement, expanded social networks, and enhanced quality of life. These findings provide insight for policymakers and middle-aged or elderly individuals considering self-employment.

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN SECONDARY EDUCATION IN THE ARAB SECTOR: PARENTAL ATTITUDES AND THE CHALLENGES OF THE DIGITAL DIVIDE

2025-03-21T09:39:02+00:00

The integration of Information and Communication Technology (ICT) in education is vital for
enhancing learning, expanding resource access, and fostering digital skills. This study explores
parental attitudes toward ICT implementation in Arab high schools in Israel, focusing on its
impact on learning, teaching, and school management processes. The research identifies key
barriers, including cultural perceptions, limited infrastructure, and insufficient digital skills,
which hinder effective ICT adoption.Using qualitative research methods, data was collected
from interviews with 22 parents of high school students across 11 schools in northern and
southern Israel. Findings indicate a dual perspective among parents: while recognizing the
potential of ICT to enrich educational experiences, they express concerns about over-reliance
on technology, health risks from prolonged screen time, and the erosion of traditional teacherstudent interactions. A significant digital divide was also observed, disproportionately
affecting underprivileged households. This study introduces a novel focus on high school
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parental perspectives within the Arab sector, emphasizing the need for targeted interventions.
Recommendations include parent training programs to improve digital literacy, enhanced
infrastructure support, and culturally sensitive strategies to bridge the gap between digital and
traditional learning. These efforts can foster a balanced and inclusive educational
environment, leveraging ICT’s benefits while addressing its challenges.

LEADERSHIP, PLANNING, AND CULTURAL VALUES: THEIR IMPACT ON ICT ADOPTION IN ARAB SECTOR HIGH SCHOOLS

2025-03-21T10:02:26+00:00

The Arab society in Israel faces unique challenges stemming from complex socioeconomic realities, educational disparities, and cultural and traditional barriers. These challenges are particularly pronounced among disadvantaged populations, including high schools in the Arab sector in northern Israel and the Bedouin sector in the south. This study examines the impact of management patterns on the implementation of Information and Communication Technologies (ICT) in these contexts, focusing on the interplay between school leadership, teachers, and parents as key drivers of change. The study adopts an integrative approach, involving surveys conducted with 373 high school teachers and 44 semi-structured in-depth interviews—22 with teachers and 22 with parents of students in grades 10–12. Findings highlight the critical role of structured planning, effective communication, monitoring, evaluation, and supervision in the ICT implementation process. Cultural adaptations and strengthened collaboration between parents and teachers emerged as essential factors for success. Furthermore, the study reveals significant gaps in digital literacy among teachers, parents, and students, alongside challenges related to limited access to digital tools and resources. Community-based programs were found to be instrumental in fostering collaboration within the school environment and mitigating cultural and traditional barriers. The study recommends implementing culturally tailored systemic strategies that integrate community collaboration, technological training, and institutional support to enhance ICT integration and reduce educational inequities.

INVESTIGATING THE EFFECTIVENESS OF VARIOUS MODES WITHIN FLIPPED CLASSROOM INSTRUCTIONS IN MATHEMATICS IN HIGHER EDUCATION

2025-03-25T05:49:46+00:00

This study investigated the effectiveness of various modes within flipped classroom instructions on students' academic performance in mathematics courses in higher education. The study explored various factors when implementing the flipped classroom model, including delivery modes, revision sessions, proportions of problem-solving and discussion classes, types of discussions, course levels, target student groups, and core versus elective courses. A quasi-experimental design was employed to compare exam results and final letter grades of students in mathematics courses taught by the same instructor using different flipped classroom modes. The sample consisted of 1107 students across seven selected courses from 2020 to 2023. The sample provided a comprehensive analysis of student outcomes in diverse contexts. The findings highlighted the positive impact of dual-mode classes and the importance of balancing revision sessions. Additionally, a balanced mix of problem-solving and discussion activities, student-initiated discussions, and tailored instruction for different course levels and target student groups were found to enhance student performance. The study provides valuable insights for educators and curriculum designers on the implementation of the flipped classroom instructions in mathematics higher education. The findings support that educators can optimize the effectiveness of the flipped classroom instruction and enhance student performance in mathematics education in certain ways. Those include incorporating dual-mode classes, minimizing reliance on revision sessions, striking a balance between problem-solving and discussion activities, promoting student-initiated discussions, tailoring instruction to different course levels and target student groups, and offering elective options. These findings contribute to the ongoing exploration of innovative teaching methodologies, ultimately improving educational practices and fostering student success in mathematics in higher education.

FACTORS RELATED TO DECISION-MAKING WITHIN INTERPROFESSIONAL TEAMS: A SCOPING REVIEW EXTENDED TO AN ONLINE ENVIRONMENT

2025-03-26T09:50:13+00:00

This scoping review provides a comprehensive synthesis of the various factors associated with interprofessional team decision-making. This review is unique in that it includes a broad number of factors relevant to a variety of health settings and professionals involved in team decision-making. Arksey and O’Malley’s methodological framework was used to explore empirical studies following the established protocol. First, clearly developed and inclusive search criteria were specified to find studies on interprofessional team decision-making. This review located 34136 abstracts; a total of 218 met the inclusion criteria. Second, the variety of factors were classified broadly as occurring at the individual, interpersonal, and organizational levels. These factors were further grouped as individual: attitudes, gender, expertise, personality characteristics, and professional identity; interpersonal: communication, coordination, hierarchy, leadership, role definition, shared understanding, team characteristics; and organizational: evaluation and feedback, organizational structure/culture, procedures, and resources. Our next study draws on these findings to determine how decision-making occurs in an online case consultation environment. Specifically, our goal is to examine the role of expertise and hierarchy, found in our scoping review to affect decision-making. Social work and school psychology students (low expertise) will be invited to participate in online case consultations. Upon hearing an incorrect diagnosis given by students in other professional programs, including medicine (higher status hierarchy), we will observe whether they change their correct diagnosis to the same incorrect one that was stated by another team member. Clinical case consultations are a typical training activity (i.e., occur weekly) and a typical professional activity within all professional fields. Thus, it is important to determine how individual and interpersonal factors might affect clinical decision-making.

CONSUMERS' VISUAL ATTRACTIVENESS TO DMS IN TRAVEL ADVERTISEMENTS: AN EYETRACKING TEST

2025-04-02T10:48:57+00:00

In recent years, with the booming development of sightseeing tourism, the dissemination of tourism information has become more rapid and extensive, and tourism advertising DM has become one of the important marketing tools to attract customers. Different designs of travel advertisement DMs will have an impact on consumers' purchase intention. In this study, we used eye-tracking tests to investigate the visual attractiveness of DM travel advertisements and to analyze the eye-movement responses of secondary school teachers when they viewed such advertisements. The content of the advertisements consisted of four main elements, namely, the main headline of the tour, the promotional image, the price and the brand name of the tour company. 53 secondary school teachers were invited to participate in the eye-tracking test. The results of the study showed that teachers' eye-movement responses and visual attractiveness were mainly influenced by the main headline of the travel advertisement and the promotional image, whereas branding and price had less influence. Therefore, the design of the main headline and images in travel advertisements plays a key role in attracting consumers' attention and influencing their decision-making time.

A STUDY ON SENIOR HIGH SCHOOL TEACHERS' ACCEPTANCE OF COMMUNITY-BASED LOCAL ENROLLMENT

2025-04-02T11:04:18+00:00

The community-based approach to high schools and vocational schools considers the convenience, necessity, geographical relevance, and suitability of students enrolling close to home. It aims to construct a reasonably defined "suitable learning community" by facilitating inter-school collaboration among high schools and vocational schools, as well as resource sharing with junior high schools, colleges, and social welfare organizations. This includes sharing curricula, teaching staff, and both software and hardware resources, thereby providing diverse and suitable learning opportunities for high school and vocational students. This study aims to explore high school teachers' acceptance of community-based local enrollment through the lenses of social change, industrial change, and career development, to understand how these changes influence career development and subsequently teachers' attitudes towards local enrollment implementation. The subjects of this study are high school teachers, and a convenience sampling method was used to collect data. A total of 230 questionnaires were distributed, with 203 valid responses returned. The data were analyzed using AMOS 20 for confirmatory factor analysis. The results indicate a highly significant positive correlation between industrial change and social change, a significant positive correlation between industrial change and career development, and a significant negative correlation between career development and attitudes towards local enrollment implementation.