Journal of Education and Learning

Journal Information
ISSN / EISSN : 1927-5250 / 1927-5269
Total articles ≅ 1,016
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Keith E. Benson
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n4p1

Abstract:
The recent fervor over Critical Race Theory (CRT) in American public schools is the result of a confluence of contributing factors including: an eroded news media apparatus operating within a capitalist framework where an increasing portion of the American populace consume news through hyper-partisan cable news networks and social media that comports with their individual ideological preference; the decrying of CRT in schools as the latest iteration of historically-reliable White Backlash; and a highly-effective conservative messaging apparatus skilled in fomenting White Rage based on disinformation. In this essay I will, first, briefly survey America’s collapsing contemporary news media industry before discussing contextualizing White Rage throughout American history. From there, I will transition the article’s focus to the modern conservative media machine pushing fake news highlighting the (non-existent) issue of CRT in primarily suburban public schools as an exemplification of White Rage to protect whiteness and its hegemony for political gain.
Samruan Chinjunthuk, Putcharee Junpeng, Keow Ngang Tang
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p95

Abstract:
This paper aims to describe the design and inspection of the quality of a digital learning platform to diagnose mathematical ability levels of seventh-grade students with regard to the topics of Measurement and Geometry. A total of 517 seventh-grade students from 23 schools in four regions, namely north, northeast, central, and south of Thailand were randomly chosen took part as test-takers. The researchers employed a design-based research approach incorporating three stages starting from designing a digital learning platform as an assessment model to diagnose students’ mathematical ability levels, up to employing a Multidimensional Random Coefficient Multinomial Logit Model to inspect the quality of the seventh-grade students’ mathematical abilities assessment model. The research tool consisted of three subjective questions and 15 multiple-choice questions which were used to develop two five-level construct maps ranging from unresponsive to tactical intelligent for the mathematical procedure dimension, and prolonged intellectual structure for the conceptual structural dimension. The findings verified that there were three forms of evidence to support the quality of the mathematical abilities assessment model. The results of the intersection of a mathematical procedure and conceptual structural dimensions’ transition point from levels 1 to 5 as ranging from the lowest to the highest levels at -1.41, -0.69, 0.49, 1.34 and -0.98, 0.14, 0.44, 1.70 respectively. Finally, the empirical findings indicated that the digital learning platform was at a highly appropriate level in terms of its usefulness, suitability, and accuracy except for in terms of feasibility which was at a moderately appropriate level. In conclusion, the digital learning platform can be used to provide substantial information when it comes to diagnosing seventh-grade students’ mathematical ability levels.
Withamon Khajonmote, Kittipong Chinsook, Sununta Klintawon, Chaiyan Sakulthai, Wicha Leamsakul, Natchanok Jansawang, Thada Jantakoon
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p105

Abstract:
The system architecture of big data in massive open online courses (BD-MOOCs System Architecture) is composed of six components. The first component was comprised of big data tools and technologies such as Hadoop, YARN, HDFS, Spark, Hive, Sqoop, and Flume. The second component was educational data science, which is composed of the following four parts: EDM, ERS, AA, and S/II. The third component was a description of three basic elements of a big data system: data capture, management, and analysis. The fourth component was that MOOCs were classified as cMOOCs, xMOOCs, quasi-MOOCs, hMOOCs, and other related. The fifth component included the steps of MOOC development: design, delivery, and assessment. Finally, MOOCs present educational data science challenges such as analyzing student interactions, estimating dropout risk, grading, and making recommendations. Overall, the BD-MOOCs system architecture design was suitable at the highest level.
Prayoon Wongchantra, Kannika Sookngam, Uraiwan Praimee, Suparat Ongon, Likhit Junkaew, Phanadda Ritsumdaeng, Surasak Kaeongam, Thongchai Pronyusri, Kuantean Wongchantra, Wutthisak Bunnaen
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p77

Abstract:
The purposes of this research were to develop learning plans for dam management in the Northeast of Thailand using case study-based learning being efficient and effective, to study and compare the knowledge, attitude, and environmental ethics concerning dam management in the Northeast of Thailand before and after learning, and different gender. The sample was 72 2nd-year students in Environmental Education program, Faculty of Environment and Resources Studies, Mahasarakham University, being selected by purposive sampling. Research tools were learning plans for dam management in the Northeast of Thailand, knowledge test, attitude test and an environmental ethics test. The statistics used in the research were frequency, percentage, mean, standard deviation, Paired t-test, and One-way ANOVA. The results of the research were found that: 1) The efficiency of learning plans was equal to 86.38/84.17, and the effectiveness index of learning plans was 0.7466. It showed that the students increased knowledge and resulted in the students progressing from their studies as 74.66 percent. 2) After the learning, the mean score of knowledge, environmental attitude, and environmental ethics of students were significantly higher than before the learning at the .05. 3) There was no different knowledge, environmental attitude, and environmental ethics between students with an different gender.
Suchart Homjan, Krapan Sri-Ngan, Wanida Homjan
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p88

Abstract:
The objectives of this research were to construct and verify a mathematics diagnostic assessment on addition and subtraction basis for grade 4 students in Buriram Primary Educational Service Area Office 3. The research samples consisted of 440 Prathomsuksa 4 students selected by adapting the multi-stage random sampling method. The research instruments employed in this research comprised of two types of examinations constructed according to strand 1: number and algebra in Mathematics 1.1. The tests were to examine test and diagnostic test. The examining test was a subjective test, consisted of 80 items which divided into addition part for 40 items and subtraction part for 40 items. The diagnostic test was a multiple-choice with 4 choices tests, consisted of 48 items which divided into addition part for 24 items and subtraction part for 24 items. The diagnostic test. The results showed that the content validity, determined by the expert, had the IOC score at 0.60-1.00. The addition part in the 1st test had a difficulty score of 0.21-0.79, the discrimination score at 0.23-0.89, and the reliability score at 0.89. The subtraction part in the 2nd test had the difficulty score at 0.31-0.72, the discrimination score at 0.32-0.72 and the reliability scores at 0.32-0.81.
Doreen Ahwireng
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p64

Abstract:
Resuming in-person teaching and learning during the COVID-19 pandemic implies that schools must deploy strategies to enforce adherence to the safety protocols to help contain and reduce the spread of the corona virus disease amongst school children. Thus, the current qualitative study adopted a case study design to explore strategies that were deployed to enforce adherence to the COVID-19 safety protocols among elementary school students. A semi-structured interview guide was used to gather data from 30 teachers enrolled in a one-year master’s degree in Educational Leadership and Management program at a public university in Ghana. The study showed that strict compulsory handwashing before entering the school was deployed to ensure adherence to handwashing safety protocol and provision of veronica buckets. Also, interventions that were deployed to enforce social distancing were spacing of desk, having mealtime in class, eating meals in turns, suspension of assembly and other social gatherings, split class for shift system. Additionally, schools enured students wore nose masks by providing nose masks to students who could not afford.
Grace Lin
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n2p112

Abstract:
Reviewer Acknowledgements for Journal of Education and Learning, Vol. 11, No. 2, 2022
Alaa Mamoun Saleh, Zilal Meccawy
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p47

Abstract:
The global spread of online learning is noticeable and has further expanded due to the COVID-19 pandemic. Although this mode of learning is effective, several concerns have been raised by teachers. This qualitative study aimed to explore English as a Foreign Language (EFL) teachers’ perceptions of the online learning environment in order to uncover the challenges they face while teaching online. To achieve this objective, semi-structured interviews were conducted with 25 EFL teachers from the Preparatory Year Program (PYP) at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia to examine their perceptions of online teaching. The transcribed interviews were coded using NVivo®, after which a thematic analysis was employed to reveal the emerging themes. The results showed challenges related to four main themes: students; institution; teachers; and the system, as well as a number of sub-themes. This study found that the most significant challenge that EFL teachers faced in an online learning environment was related to students, specifically their participation, motivation, tendency to cheat during online exams, and not taking responsibility for their learning. Another major challenge was the result of copying face-to-face learning to the online learning environment without making suitable adjustments. This research also shed light on some of the negative consequences of online learning for EFL teachers; its findings could help institutions and policymakers to modify content and support teachers by training them to develop their online teaching skills.
Bruna Lima Carvalho, José Falcão Sobrinho, Raimundo Lenilde de Araújo
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p58

Abstract:
This work aims to understand the importance of relief and how it is addressed in geography teaching. Supporting, including its different meanings. To carry out this work, a wide bibliographic research was carried out on the theme. As results it was possible to perceive that the theme relief presents a significant contribution to the student’s education, in addition this theme can be studied at different levels and contexts, having the possibility of even relating to the reality of the student, in order to situate it and provide a critical and reflective thought of the environment in which it lives. It is concluded that the use of teaching practices auxiliary to the textbook are necessary for a significant predizing.
Sacha Stoloff, Nancy Goyette
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n3p1

Abstract:
At a time where education seems submerged by crisis, some teachers manage to be resilient in order to innovate to adapt and meet educational expectations. This research’s objectives are twofold: 1) to report on their pedagogical innovations and 2) to describe their professional well-being during this unprecedented time. A multi-case study with 20 teachers working in Quebec, in primary and secondary schools, made it possible to present 1) the guidelines teachers followed which directly affected their work context and modulated their professional task, 2) the practices specific to planning, teaching and evaluating, and 3) the evolution of professional well-being, shown alongside with the findings.
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