Journal of Education and Learning

Journal Information
ISSN / EISSN : 1927-5250 / 1927-5269
Current Publisher: Canadian Center of Science and Education (10.5539)
Total articles ≅ 915
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Latest articles in this journal

Pongsakorn Kanoknitanunt, Prachyanun Nilsook, Panita Wannapiroon
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p112

This study aimed at developing an imagineering learning process model with logical solutions by using documentary research and relevant experts’ viewpoints with regard to the process of Imagineering Learning—problem-based learning (PBL) involving logical and computational thinking. The data were then synthesized in order to find the relationship of learning theory to achieve an Imagineering Learning process by solving logic problems. The analysis of related documents and research revealed that the Imagineering Learning process involving logical problem solving consisted of 6 important steps as follows: 1) the problem-solving stage, 2) the problem-solving design stage, 3) the innovation development stage, 4) the innovation presentation, 5) the innovation improvement stage, 6) the evaluation stage. The aforementioned learning process can also result in the development of students’ innovative skills, and encouraging learners to develop such skills. The emphasis in terms of the Imagineering process is to create inspiration for the imagination of things that do not yet occur. The process then continues with innovation development by using the PBL process in which students learn solution thinking, focusing on logically-prioritizing problems and their causes and effects. This creates structural and systematic learning through practice, so that students can develop the ability to seek knowledge and develop problem-solving abilities.
Recep Öz, Murat Tolga Kayalar
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p122

The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.
Mustafa Özdere
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p96

This article explores the process, reasons, and determinants of private tutoring as perceived by the high school students in Şanlıurfa, Turkey. This is a survey study and the quantitative data for the study was collected with a questionnaire from 1329 high school students during the spring semester in 2019. According to the findings, almost half of the participants reported having received private tutoring at private teaching institutions in the last year. The most popular subjects for private tutoring were math, science, and Turkish. Exam-focused learning, poor classroom teaching were reported as the most important reasons behind receiving private tutoring. The individuals who referred most of the participants to private tutoring were the parents. Besides, it was determined that as age, grade, father and mother’s education level, level of income, and parents’ belief in the need for education increases, the likelihood of receiving private tutoring increases; as satisfaction level with the school decreases, students are more likely to participate in private tutoring. Also, it was found out that female students spent on private tutoring more than male students. It is concluded that the demand for private tutoring in Turkey is high, and this may be due to the university entrance system based on high-stakes testing.
Yaron Ghilay
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p55

The Text-Based Video (TBV) model is a particular case of the more general Video-Based Learning (VBL) model in which an instructor’s curriculum is fully covered by high-quality videos and texts. The aim of this study is to test the effectiveness of the TBV model by examining and comparing its two main components: Videos and texts. The model is based on the creation of high-quality texts which form the basis for high-quality video clips. It is designed to improve learning in quantitative courses in higher education. The research was based on a sample of students  who enrolled in the course Mathematics for Business Administration at the Neri Bloomfield School of Design and Education, Haifa, Israel that was based on the TBV model. The course was given during the five academic years 2016-2021 using different teaching formats: face-to-face learning, distance learning and blended learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of TBV. The findings show that although students preferred watching videos based on texts over reading those texts alone, students opined that the combination of video and text was by far the most effective instructional method. All results were identical regardless of whether face-to-face, distance or blended learning was used.
Einat Heled, Nitza Davidovitch
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p64

The current study focuses on the concept of professional identity in the school counseling profession, its definition and measurement. According to the definition in this study, the concept of “professional identity” is divided in two: personal professional identity, which is the practitioner’s sense of belonging to and solidarity with the profession, and group professional identity, which includes the features attributed to the profession, both by those who belong to it and by those who do not practice it, and makes it possible to discern between professions. The school counseling profession, occupied mainly by women, is contending with a lack of clarity regarding its role definition, role boundaries, and demands. Therefore, despite the change in the status of the profession in recent years, various issues impede the group professional identity of school counseling and the personal profession identity of its practitioners. This study is the first to examine the professional identity of school counselors on two levels: personal and group, among school counselors in Israel. The study included 174 school counselors who completed two professional identity scales constructed for the purpose of the study. Each scale underwent factor analysis, and a significant association was found between the two scales and the factors they comprised. The research findings indicate that the personal professional identity of school counselors is affected by their group professional identity, and vice versa. The research findings indicate the need to distinguish in future studies between personal and group professional identity, both in the school counseling profession and in other professions, particularly in a world characterized by professional mobility where current professions will become irrelevant while others will be in demand and there may be a need to define the personal and group professional identity of workers.
Tivapron Kombusadee, Jurairat Kurukodt
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p48

It is widely known that systematically developed training manuals can be used to improve knowledge and practical skills and promote positive attitude of trainees. This research thus aimed to develop a training manual to help reduce the use of pesticides by para rubber farmers in Nonkheng Sub-district, So Phisai District, Bueng Khan Province, Thailand. The research was divided in to 3 stages. The first stage investigated the scenarios in which pesticides were used of the para rubber famers while the second stage dealt with the development of a training manual for promoting the reduction of the use of pesticides and hazardous chemicals by the farmers. The final stage was the evaluation for the efficiency of the developed training manual by applying it with 48 volunteered para rubber famers for 2 days. The findings revealed that the training manual had an efficiency of index at 80.38/80.89. After training with the manual, the farmers’ levels of knowledge increased tal 67.40%, while the overall post-test scores on knowledge, attitude, and practice skills in reducing the use of pesticides were found to be significantly higher (p < 0.05) than those of the pre-test. It can be concluded that the developed training manual can be effectively used to improve the knowledge, attitude, and practical skills of the trainees.
Elizabeth A. Gilblom, Hilla I. Sang
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p1

This study builds on previous research investigating management organizations (MOs), charter school locations, and closure by examining the effects of MO type (EMO, CMO and freestanding schools), racial enrollment, student achievement, and the community characteristics surrounding each charter school in Ohio’s eight largest counties with the largest urban school districts on the likelihood of closure between 2009 and 2018. We conducted a discrete-time survival analysis using life tables and binary logistic regression. Findings indicated that freestanding charter schools experience higher risks of closure than EMO and CMO managed charter schools in those counties. Although they are more likely to close, freestanding schools have higher student achievement in math and reading. Higher math proficiency reduces the likelihood of closure by 2.8%. However, community and enrollment characteristics are not statistically significant predictors of closure.
Miri Ben-Amram, Nitza Davidovitch
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p27

This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence (M = 3.54), emotional-personal presence (M = 2.96), and instructional-cognitive presence (M = 2.73). The research findings might have an effect on policy makers in education with regard to maintaining an “innovative pedagogy” aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.
Charin Mangkhang
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p17

The objectives of this study are: 1) to study problems and the needs in community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand 2) to develop and find the efficiency of handbook of community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand and 3) to examine the implementation results of the handbook. This research is based on the research foundation of a mixed method in education research. The population involved in this study included 1) educational connoisseurship of area-based who are selected by means of purposive sampling, from not less than 5 persons and 2) social studies teachers in the Northern-region provinces of Thailand who are selected by means of accidental sampling, from not less than 334 persons. The research instruments are: 1) a questionnaire on problems and the needs in community-based transdisciplinary learning 2) an appropriateness assessment form on the handbook and 3) an evaluation form of teacher professional competence in community-based transdisciplinary learning. The qualitative data are analyzed and shown on content analysis and descriptive analysis. The quantitative statistics employed for data analysis are mean and standard deviation through statistical program. The research findings revealed as follows; 1) Problems and the needs: teacher professional competence needs to be improved in community-based transdisciplinary learning through 7 skills, namely; Integrated learning Management, Technology Integrated Learning, Integrating Ethics Learning, Community Resource Management, Transdisciplinary Innovation Integrated Learning, Creative Educational Measurement Design, and Competency of Networking skill. 2) The result of handbook development: “SOCIAL Action Learning Model”, includes 6 steps, should be implemented in community-based transdisciplinary learning for social studies teachers. Due to the evaluation of the handbook, the result is at the highest level of appropriation (x = 4.58, S.D. = 0.57) 3) The result of handbook using: the handbook of community-based transdisciplinary learning for social studies teachers found the evaluation result at a high level (x = 3.96, S.D. = 0.89)
Andrew Lee Hock Cheong, Pravinjit Kaur Harter Lochan Singh, Natasya Saat, Jasmine Low Hong Hoon
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n3p39

Student retention is of key importance to many private higher education institutions in Malaysia. This paper discusses the factors influencing a selected group of former pre-university students’ decision to continue their undergraduate studies in the same university where they had completed their pre-university studies. In-depth interviews were conducted, and three major themes of student retention were identified namely, the educational quality at the institution, educational quality at pre-university level and the overall conducive study and support environment. The findings provide insights on retention related challenges and issues faced by this group of students. This study also suggests ways on how the university could successfully improve its student retention.
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