Journal of Education and Learning

Journal Information
ISSN / EISSN : 19275250 / 19275269
Current Publisher: Canadian Center of Science and Education (10.5539)
Total articles ≅ 815
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Latest articles in this journal

Grace Lin
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p187

Abstract:
Reviewer Acknowledgements for Journal of Education and Learning, Vol. 9, No. 3, 2020
Oguzhan Kaan Esenturk, Nuri Berk Gungor
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p163

Abstract:
The aim of this study was to investigate the effect of peer-mediated adaptive physical activity program on problem behaviors of mentally handicapped students. Eight mentally handicapped students and eight peer students with normal development participated in this study, which was designed according to a sequential descriptive design. In the research, peer education program was applied to the peer students in line with the skills expected to be exhibited during the practices. In the study, Problem Behavior Sub-Scale (PBS), which is one of the subscales of Social Skills Rating System (SSRS) developed by Gresham and Elliot (1990) and Turkish adaptation by Sucuoglu and Ozokcu (2005) was used as a quantitative data collection tool. As a qualitative data collection tool, semi-structured interview form was used. The Friedman test was used to analyze the quantitative data, and Wilcoxon Signs test was used to determine the source of the difference. Significance value was determined as 0.05. In the analysis of qualitative data, content analysis was applied. The quantitative findings of the study showed that the peer-mediated APA program was effective on the problem behaviors of mentally handicapped students and that the skills acquired as a result of the practice were maintained by the children three weeks after the completion of the practices. In the qualitative findings, the teachers stated that after the peer-mediated APA program, there were positive developments in the ability of mentally handicapped students to experience push-pull, touch discomfort, fear, trust, power control with their peers and to act in accordance with the instructions. The obtained qualitative and quantitative findings showed that peer mediated APA program had positive effects on the problem behaviors of mentally handicapped students.
Nancy Akhavan, Nichole Walsh
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p123

Abstract:
This article explains a mixed methods study utilizing multiple cases in which answers to the question of how cognitive learning theory can influence instruction that maintains the central role that teachers have in the classroom, responding to students’ learning needs as they work on authentic tasks. The researcher investigated the responses of teachers to training around a model of instruction incorporating cognitive learning theory. What emerged from the inquiry was a model of instruction based on cognitive apprenticeship titled Cognitive Apprenticeship Learning Approach (CALA). This paper outlines the analysis of CALA based on the fidelity of teachers implementing carefully constructed instruction to apprentice students in writing based on teacher observations and data on student writing after attending targeted professional development. The data were collected from a group of 132 classroom teachers spanning the grades of transitional kindergarten through eighth grade. One consistent finding is that instruction based on a lesson design that focuses on cognitive apprenticeship increases students’ ability to write in the early grades. The cross-case analysis revealed that teachers wanted to collaborate with peers or a coach so that it would be easier to write the lessons, and they would know which lessons were stronger than others. The analysis also revealed that teachers felt the CALA training increased their ability to teach writing and that their students’ writing had improved overall.
Siva Pr Muppala, Balasubramanyam Chandramohan, Chandramohan Balasubramanyam
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p106

Abstract:
In this work we focussed on assessment and quantification of students’ prior knowledge at the start of their classes and the learning and teaching feedback given by them after their classes. Using questionnaires, we collected data on prior-knowledge/Student Learning Abilities – SLAs and, students’ performance/Learning Outcomes – LOs. Our analysis shows that typically, in any classroom the SLAs follow a non-linear trend. This pattern, identified in group learning, requires proportionally distributed intervention by staff, with more support to those in need of help with learning. We show that the above approach, underpinned by an application of Multiple Intelligences and e-learning facilities, supports weaker students and helps them to achieve higher pass percentages and better LOs. This innovation in terms of evidence-based identification of need for support and selective intervention helps in optimal use of staff time and effort as compared to a one-method-fits all approach to learner development and academic achievement.
Selin Kulegel, Unsal Umdu Topsakal
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p154

Abstract:
The aim of this research is to investigate the effects of outdoor learning environments such as space camp on the perceptions of secondary school students about astronomy, career choices, and development of 21st century skills. Izmir space camp trip was organized in 2019. Qualitative study was conducted with secondary school 5th grade students attending the space camp (N = 24). Semi-structured interview form, focus group interview, space camp evaluation form and researcher observation notes were used as data collection tools. Data analysis was evaluated with content analysis and open coding. Students participated in the program of stars and planets adventure. In this program, the participants had the opportunity to use astronaut training simulators that give the feeling of living and working in space, to perform simulated shuttle missions, to learn new information from experts in the field and to get more detailed information about the professions. At the end of the study, it was revealed that out of school learning environments such as space camps had a positive effect on students. As a result of the study, it has been observed that the students perform their duties in a team collaboration in shuttle mission and develop their critical, questioning and thinking skills by experiencing the discussions about the subject with the experts. In addition, the misconception about Pluto was also determined.
Dincay Koksal, Gulten Genc
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p143

Abstract:
The research aimed to investigate the current cultural stance and the attitudes of prospective EFL teachers towards culture teaching. For this purpose, 200 teacher candidates (73 males 127 females) studying at a teacher training program of a state university were involved in the study. A demographic information form and two questionnaires were used to collect the data. The participants’ cultural intelligence profile was assessed under four sub-dimensions. Statistical analyses such as descriptive statistics, independent samples T-tests, Pearson Correlations, and ANOVA were used in analyzing the quantitative data. According to the results of the study, EFL student teachers had positive attitudes towards teaching culture in foreign language classes. They were also seen to have varying degrees of cultural intelligence. As for the effect of gender, age, and the year of the study at the faculty, the analyses revealed that gender and age were not related significantly to the attitudes towards culture teaching and cultural intelligence. The year of the study at the faculty seemed to have a significant relationship with the attitudes towards culture teaching and cultural intelligence. The last two years of undergraduate study at the ELT departments were seen to be significant on prospective EFL teachers’ culturalist or interculturalist stances. Finally, the researchers discovered a positive relationship between prospective teachers’ attitudes towards culture teaching and their meta-cognitive, motivational, and behavioral dimensions of cultural intelligence. Some recommendations were presented for future researchers and practitioners relying on the research findings.
Yasemin Acar-Ciftci
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p174

Abstract:
The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces. Perfect teachers, well-designed courses, and proper facilities, provision of necessary resources are required for an excellent education, but not enough. This study aims to evaluate child development associate degree program students in their learning during their summer internships the scope of Raelin’s Work-Based Learning Model. The individual level of this model takes place two types of learning (theory and practice) and four types of individual learning (conceptualization, experimentation, experience, and reflection) that arise from a matrix of two forms of knowledge (explicit and implicit). This research was designed as a case study, one of the qualitative research methods. Depending on the tradition of qualitative research, observation, semi-structured interview, and document review strategies were used to increase the reliability of this study. In the analysis of the qualitative data, the descriptive analysis technique was used to define and interpret the data in line with the predetermined themes. The findings obtained in this study revealed that although the students made various observations and practices during their internships, it has been identified that these studies did not include the learning types in the context of the model.
KaziM Kaya
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p99

Abstract:
The aim of this research study is to investigate the lifelong learning tendency levels of sport sciences faculty students concerning some variables. The research group was consisted of 662 students who were attending the Faculty of Sport Sciences, Erciyes University, during the 2018-2019 academic year and were randomly sampled. The research was conducted with the survey model. The data of the research were collected using the Lifelong Learning Tendency Scale. SPSS program was used in the analysis of the data. According to the results of the research, it was determined that the lifelong learning tendency levels of sport sciences faculty students are at the medium level. Moreover, the lifelong learning tendency levels of the sports sciences faculty students were compared concerning certain variables such as gender, sports branch, age, department, grade level, and GPA, and it was determined that there was statistically no significant difference.
Ratchanee Potchana, Wirot Sanrattana, Paisan Suwannoi
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p92

Abstract:
Background of the study: Leadership is needed when one must deal with education management which means the relationship of influence between the leader and followers who have the same goal, to make a change. It can be used as a guideline in the planning and creating evaluation criteria to improve the adaptive leadership of teachers at Boromarajonani College of Nursing which consistent with the theory and the research result as well as the vision from scholars and organization. Objective: The objectives of this research were to (a) develop a theoretical model of structural relationship of major components, minor components and indicators of adaptive leadership, (b) test the fitness of the model was developed from theoretical model and empirical data, and (c) verify the factor loading value of the major components, minor components and indicators. Materials and Methods: The descriptive research collected by using the 5-level rating scale questionnaire. The population consisted of 1,740 teachers in Boromarajonani college of nursing under Boromarajchanok Institute. The data analysis using AMOS statistical program was done with the 617-return questionnaire. Results: The results showed that the theoretical model was consistent with empirical data with the following statistical metrics: relative Chi-square (CMIN/DF) < 3.00, root mean square error of approximation (RMSEA) < 0.05, goodness-of-fit index (GFI), adjusted goodness-of-fit index (AGFI), comparative fit index (CFI), and normed fit index (NFI) 0.90-1.00 were in accordance with the criteria from both the first and second order of confirmative factor analysis. The major components had factor loading ranging from 0.71 to 1.00, which is higher than the criterion as 0.70. The minor components and indicators had factor loading are higher than the criterion as 0.30. Conclusion: The finding can be used as a guideline in the planning and creation of evaluation criteria to improve the adaptive leadership of teachers at Boromarajonani College of Nursing which is consistent with the theory and research results as well as the vision from scholars and organization. This will help improve the performance efficiency of the teachers at Boromarajonani College of Nursing which will affect the education management and education improvement.
Erin D. Besser, Timothy J. Newby
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n3p79

Abstract:
A recent educational trend has been the increasing focus on validating and credentialing learning taking place outside of traditional academic settings. Digital badges have the potential to address various concerns within formal education settings. Digital badges have been heralded for having the ability to show mastery of content, and more accurately reflect the actual knowledge and skills of learners (Mehta, Hull, Young, & Stoller, 2013). Digital badges have been shown to increase motivation (Light & Pierson, 2014; Lin et al., 2013), increased student learning outcomes (Newby & Cheng, 2019; Wonder-McDowell et al., 2011), and overall comprehensiveness of learning (Mettler, Massey, & Kellman, 2011). Formative assessment through instructor feedback is crucial to mastering content and displaying achievement. Feedback delivers important information regarding desired learning and perceived learning and affords opportunities to decrease that gap. A common misconception is that all digital badges are automated, however, in many teaching and learning settings, feedback is provided by instructors. The authors provide a set of optimal feedback suggestions to aid in Mastery Learning and digital badge instruction and consider the implications these actions in education.
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