International Journal of Education and Practice
ISSN / EISSN : 2311-6897 / 2310-3868
Published by: Pak Publishing Group (10.18488)
Total articles ≅ 298
Latest articles in this journal
International Journal of Education and Practice, Volume 10, pp 107-127; https://doi.org/10.18488/61.v10i2.2978
Issues related to academic achievement of deaf and hard of hearing (DHH) students in higher education has led to the need of deep understanding about factors that are related to academic achievement among DHH students. However, studies related to the relationship between educational factors, teaching expertise, and academic achievement among DHH students in Saudi universities are still scarce. To fill the gap, this study aimed to examine the relationship between educational factors and the academic achievement of DHH students in Saudi universities along with the mediating effect of teaching expertise on this relationship. The simple random sampling technique was employed to identify the target participants for this study. Using a quantitative survey approach, data were collected from 298 DHH students from Saudi universities. All questionnaires were analyzed by using structural equation modelling (SEM) via AMOS. The results indicated a statistically significant relationship between educational factors, teaching expertise and the academic achievement. Results revealed a statistically significant relationship between educational factors and teaching expertise. Moreover, a mediating role was found for teaching expertise in the relationship between educational factors and the academic achievement. These findings would offer perception for policy-makers in future planning for such programs, which can positively reflect on the performance of educational institutions, thus improving the academic achievement of DHH students. The study suggests that the teaching expertise and educational factors should be employed to improve academic achievements of DHH students in Saudi universities.
International Journal of Education and Practice, Volume 10, pp 96-106; https://doi.org/10.18488/61.v10i2.2954
Distance Education Learning for higher levels depends on multiple factors which entail pedagogical and technical dimensions. This research focused on an assessment study of materials contained in an educational platform, showing results on the factors causing significant intervention in the ways of learning in Virtual Learning Environments. The study contemplates a sampling for the educational platform operating at the Autonomous University of the State of Mexico. It was conducted following a transversal descriptive methodology, assessment of 19 independent study guides, and analyses of 13 fundamental indicators for each of them. For the research design, descriptive and correlational statistical techniques were used to analyze the foundation of the model. T tests were conducted to understand the discrepancy of those factors that should be showing a convergence. Results showed that there were areas of opportunity in terms of contents, learning activities, activity evaluation with feedback and materials content. The main inference found was that, in order to be able to build a distance educational model, the main components for learning should score a minimum of 7 out of the 10 possible points to be able to guarantee quality education materials in educational platforms. The recommendations include the prioritization of not replicating a traditional educational model deposited in virtual form, implying the support of the integration of educational materials with the Virtual Learning Environments.
International Journal of Education and Practice, Volume 10, pp 69-83; https://doi.org/10.18488/61.v10i2.2942
An international comparative study of mathematics textbooks is essential in identifying trends in international mathematics education, developing textbooks and improving the quality of teaching and learning in mathematics. This study analyses and compares the contents of the probability and statistics curricula in the high school textbooks of Vietnam and Germany. It highlights the similarities and differences in the contents and the way they are presented, consolidated and deepened in textbooks of the two countries. The probability and statistics curricula in Vietnamese textbooks are much less than that of German textbooks. The Vietnamese textbooks focus on the mathematical content whereas the German textbooks focus on applications of the content in real life. Vietnamese textbooks tend to force students to accept probability and statistics knowledge while German textbooks encourage students to explore knowledge. Because of this, contexts relating to the contents in German textbooks are more detailed and more natural. German textbooks mainly use an inductive approach to present the contents whereas Vietnamese textbooks often use a deductive approach. In addition, German textbooks unlike those of Vietnam, always take advantage of realistic situations in exploring the contents, encourage co-operative learning and promote statistical reasoning by implementing several project works and provide an opportunity for practical experience and experiment by using the simulations of probability and statistics situations. The comparison shows the strengths of probability and statistics contents in German textbooks that Vietnamese textbooks can learn for the development of textbooks in future.
International Journal of Education and Practice, Volume 10, pp 182-203; https://doi.org/10.18488/61.v10i2.3006
This study examined whether instructional humor (IH) was not just another type of seductive detail when covariates such as humor pre-disposition, prior-knowledge, and working memory capacity were controlled. Participants were students (N = 228) from universities who were randomly assigned two stimuli conditions in the classic experimental design. The data analysis involved a MANCOVA in SPSS and ANCOVA in R-WRS2 package (for DVs with non-homogenous variances) to control the covariates. The data from both null hypothesis significance testing and Bayesian factor design analysis showed that the data were in favor of outcomes which demonstrated that although IHCALM was funnier (p < .01) it was not another type of a seductive detail that harmed learning (p > 0.05). It was less interesting (p < .01), yet made the participants more aware of what they did not learn (p < 0.01). The practical and theoretical implications of teaching with IHCALM were also discussed.
International Journal of Education and Practice, Volume 10, pp 150-159; https://doi.org/10.18488/61.v10i2.3003
Teachers’ pedagogical beliefs play a vital role in the process of teaching and learning. These beliefs are often reflected in their practices which lead to the formation of their instructional decision making. Pre-service teacher education programs are offered in many universities of Pakistan with the aim to prepare professional teachers with strong beliefs in the value of teaching profession. Therefore, this qualitative case study aimed to explore the transformation of pre-service prospective teachers’ beliefs regarding teaching skills during a Bachelor of Education (B.Ed.) program in the context of Khyber Pakhtunkhwa (KP). The data were collected from eight participants through semi-structured interviews in two phases: before teaching practice and after teaching practice. Findings revealed that pre-service teachers joined B.Ed. program with certain traditional beliefs about teaching skills that were rooted in their past experiences as students. The transformation of those beliefs took place at the time of teaching practice in a real classroom. The paper concludes that only coursework of pre-service teacher education might not be sufficient to transform prospective teachers’ beliefs, rather the teaching practice should be a contributory factor in transforming their pedagogical beliefs. This could mainly be attributed to the prospective teachers’ practical experiences in real classroom situations during the teaching practice. The study has important implications for teacher educators and educational researchers in terms of highlighting the important role of teaching practice in the professional preparation and development of prospective teachers.
International Journal of Education and Practice, Volume 10, pp 128-149; https://doi.org/10.18488/61.v10i2.2994
Despite a growing body of research, Speaking Anxiety (SA) reduction has been a prominent issue in Second/Foreign Language (S/FL) learning, especially among undergraduate students. The complexity and variety of features of Speaking Anxiety Interventions (SAI) make the synthesis and application of their findings in practice challenging. This study systematically reviews the existing evidence on SAI between January 2015 and mid-June 2021 to summarize and clarify the field’s current state and offer directions for future research in the context of undergraduate learners. Seven established inclusion criteria were used to select studies. The study identified 2280 potentially eligible studies through Scopus, WOS, and Science Direct, 16 of which were eventually included. The studies applied a range of methodological designs and different types of interventions with various durations. This systematic review resulted in two main categories of SAI, namely direct and indirect, according to the mechanism used to intervene with SA. In addition to exploring innovative methods to promote effective SAI, future research should examine the cause of SA and learners’ speaking English proficiency levels before selecting or applying any SA reduction approach that may significantly impact the success or failure of SAI.
International Journal of Education and Practice, Volume 10, pp 171-181; https://doi.org/10.18488/61.v10i2.3005
In an era where teachers are increasingly expected to perform at their level best, issues of self-efficacy and professional development continue to be an area of continuous debate. A random sample of primary and secondary school teachers in five cities in mainland China was selected to respond to the self-evaluation questionnaire, and 300 valid questionnaires were collected. The research was carried out to (1) investigate the levels of self-efficacy of music teachers in primary and secondary schools, (2) determine the factors that influenced music teachers' self-efficacy, and (3) explore the relationship between teachers’ self-efficacy and professional development. The data were analysed using descriptive statistics, T-test, analysis of variance, and regression. First, the results showed that the mean value of music teachers’ self-efficacy was 7.16. Second, the middle school teachers reported lower self-efficacy compared to teachers in the primary schools. Third, although teachers aged between 20 to 50 years old reached their highest level of self-efficacy, it decreased to a lower value after an extended period. Additionally, the study also revealed a significant difference in self-efficacy among teachers with different teaching experiences. Although educational backgrounds, gender, and training hours did not influence self-efficacy, a positive correlation was reported between self-efficacy and professional development. Prospective research might better consider developing music teachers’ self-efficacy and education across primary and secondary schools.
International Journal of Education and Practice, Volume 10, pp 160-170; https://doi.org/10.18488/61.v10i2.3004
A review of literature on mobile technology in EFL learning environment has indicated the growth, trends and practices of smartphones and mobile apps adoption both in classroom and outside classroom settings. However, little has been known on how EFL teachers perceived such trends and current practices and how they plan for future teaching. This study attempted to explore teachers’ responses to trends and practices of mobile technology adoption and their future teaching plan. To this end, a qualitative design was adopted with two consecutive research procedures: a systematic review on the selected trends and practices analysis studies on mobile technology for language learning practices and a survey through a semi-structured interview. Five EFL teachers (three females and two males) from secondary school level were interviewed using six open-ended questions. Findings of the study revealed that teachers perceived positively towards the trends and practices of mobile technology in and outside language learning classroom. Teachers perceived motivation as a main driver to incorporate mobile technology. Some of motivations frequently cited in the interviews with the sampled teachers revealed the current trends and practices of blended learning practices among Indonesian teachers, including the perceived benefits of mobile technology adoptions and the effect of mobile technology on teaching and learning practices and students’ characteristics. Three challenges were identified when technology was incorporated for learning namely infrastructure related issues, teacher technological knowledge and education policy.
International Journal of Education and Practice, Volume 10, pp 204-213; https://doi.org/10.18488/61.v10i2.3046
The attitude towards scientific research of university students is a determinant index of the education quality in an institution, and it is fundamental to consolidate the profession as a science. The aim of this study was to describe the attitudes towards scientific research of the Peruvian students of the professional program of psychology. The research approach was quantitative, non-experimental design of basic and field type. The sample consisted of 546 undergraduate students of the professional program of psychology. A sociodemographic form and the Index of Attitude towards Research were used to collect information. The results show that psychology students have an unfavorable attitude towards research. Likewise, they have a low opinion about their self-assessment of research skills, the quality of human resources in teaching research and the promotion of research by the university where they study. In conclusion, it is essential to promote strategies to improve students' attitudes towards research, reinforcing the quality of research courses and selecting teachers with knowledge of research and potential for scientific production.
International Journal of Education and Practice, Volume 10, pp 84-95; https://doi.org/10.18488/61.v10i2.2946
In connection with the policy of education of the Republic of Kazakhstan (RoK), there is a need to solve in the near future the problems of the lack of scientific justification of a special methodology for the formation of communication skills of primary school students by learning English. The purpose of this study was to study the formation of communication skills of younger schoolchildren in one of the schools in Almaty, Kazakhstan. This study employed a cross-sectional, full study design. A convenient sampling strategy was used to select the research object. We conducted a practical experiment among schoolchildren of the 3rd grade of primary schools. The experiment involved N=127 schoolchildren, including 58 girls, 69 boys, parents and teachers. We identified the actual problems of the formation of communication skills of primary school students through the study of English. The effectiveness of our proposed methodology for forming communicative skills of Primary School students through teaching English was proven in the results.