Journal of Education and e-Learning Research

Application of the collaborative learning model to improve 21st-century civic skills

Suyato, Yayuk Hidayah, Lutfia Septiningrum, Iqbal Arpannudin — Wed, 26 Jun 2024 00:00:00 +0000

The study examines the application of the collaborative learning model to improve 21^st-century civic skills. The 21st century presents a number of unique challenges in the world of education. Rapid changes in technology, economics, and politics have placed new demands on individual learning and development. One of the key aspects of preparing students for these challenges is the development of strong civic skills. These skills include not only an understanding of the duties and rights of citizens but also the ability to collaborate with diverse individuals and groups in order to create positive change in society. The application of the Collaborative Learning Model has emerged as a highly relevant approach to developing civic skills in the modern era. This model emphasizes cooperation, active engagement, and knowledge sharing between students, which encourages them to collaborate in solving social problems, understanding cultural differences, and designing innovative solutions. In this study, the research method he research method in this study was a pseudo-experiment with a non-equivalent control group design. The data analysis technique used is the independent sample t-test with a significance level of 5%. Results showed that the model applied significantly influenced students' 21st-century citizenship skills, and collaborative learning models effectively improved these skills. This study concludes that the Collaborative Learning Model can be used to improve students' 21st-century civic skills.

Psychosocial barriers to promoting self-directed and autonomous learning: The perception of students and lecturers in Malaysia

Fri, 19 Jul 2024 00:00:00 +0000

It can be difficult to align with the present theoretical change in education from teacher-centered to student-centered learning especially in high-power distance cultures like Malaysia that are communal. This study aims to investigate the perceptions of students and lecturers regarding the psychosocial barriers to promoting self-directed and autonomous learning in the Malaysian context. The qualitative research method was chosen based on the research questions. Qualitative research allows the researcher to understand people's beliefs, attitudes, perceptions and behaviors. This study used purposive sampling and semi-structured interviews were conducted with thirteen students and four lecturers at a Malaysian public university. The study found two types of challenges: personal (within the student) and environmental (surrounding the student). Personal obstacles include ideas about the value of education such as an emphasis on grades and diplomas as well as attitudes towards life, such as a propensity for hedonism and a need for spoon-feeding. Environmental barriers include a lack of encouragement for critical thinking, the development of student dependency, issues with university regulations, family and lecturers' attitudes and teaching methods. These challenges were explained using Hofstede's, self-determination and ARCS theories. The study highlights how important it is for teachers to modify their pedagogical approaches and attitudes in order to encourage student-centered learning as well as how important it is for students to get more assistance and support.

Teachers’ perceptions, attitudes and knowledge of online learning for students with disabilities in Saudi Arabia

Ahmed Aldousari, Weili Yuan — Fri, 19 Jul 2024 00:00:00 +0000

This study investigates how Saudi Arabian special education teachers believe about online learning for students with disabilities evaluating their familiarity with the subject and identifying factors affecting their preparedness to adopt this mode of instruction. Researchers aim to understand educators’ perceptions of delivering special education through online platforms in Saudi Arabia through a cross-sectional analysis of quantitative data complemented by responses to three open-ended questions. The study involves 130 in-service special education teachers currently employing online methods to teach students with disabilities. The research findings reveal key insights: Firstly, most participants (79%) viewed online learning as beneficial for their students, echoing prior research highlighting its feasibility for students with disabilities. Secondly, many teachers indicated gaps in their knowledge (34%) and confidence (31%) related to online instruction emphasizing the need for tailored professional development. Lastly, challenges related to internet access (36%) and software availability (35%) underline infrastructure barriers requiring attention to facilitate effective online education for individuals with disabilities in Saudi Arabia. These findings underscore the importance of ongoing professional development and infrastructure enhancements to optimize the online learning experience in Saudi Arabia. This paper concludes by outlining practical implications and suggesting avenues for future research.

Developing a model for life skills training through the enhancement of academic, personal, social, and career competencies for middle school students

Thu, 25 Jul 2024 00:00:00 +0000

The objective of this research is to develop a model for life skills training through the strengthening of academic, personal, social, and career competencies for middle school students. We designed this model to equip students with the necessary skills to navigate the complexities of life’s challenges. Design-Based Research (DBR) serves as a research methodology, encompassing four stages: identification and analysis of practical problems, solution design, iterative testing cycles and solution refinement, reflection, and producing the final design. Validation testing of the model was conducted with four experts, including one developmental guidance and counseling specialist, one developmental psychologist, one adolescent psychologist, one curriculum and learning specialist, and eight guidance and counseling teachers or practitioners. The results of expert and practitioner validation indicate that the life skills training model is worthy of further experimentation to develop student’s life skills. Recommendations for future research emphasize the importance of developing new skills or competencies for the younger generation and educators to address the challenges and dynamics of the digital era. Globalization and societal shifts toward digitally automated services underscore the need for teacher preparation in imparting life skills that not only adhere to conventional norms but also integrate technological skills into student education.

Adopting e-learning technology as a mode of instruction: How prepared are tertiary institutions in Cross River State, Nigeria?

Wed, 31 Jul 2024 00:00:00 +0000

This study investigates the level of preparedness among tertiary institutions for adopting e-learning as a mode of instruction in Cross River State, Nigeria. This study investigated institutional preparedness to adopt e-learning mode instruction based on the following indices: availability and accessibility of e-learning facilities, staff acquisition of e-learning skills, institutional provision for staff e-learning needs and institutional maintenance of e-learning facilities. This study adopted a descriptive survey research design and data was collected from 400 lecturers from the four tertiary institutions in Cross River State. The validated instrument was titled “Preparedness of Tertiary Institutions for E-Learning Technology Instruction Mode Questionnaire” (PTIETIMQ).” Descriptive statistics, percentages, mean and standard deviation) were used to answer the research questions while the population t-test of one sample mean was used to analyze the hypotheses. The results obtained from the analysis showed that some technologies required for implementing e-learning modes of instruction were mostly unavailable. However, the few available ones were inaccessible due to their disproportionate ratio to the student population and poor maintenance of the available e-learning facilities. Teaching staff proficiency in e-learning-related activities and institutional provision for their e-learning needs is significantly low suggesting that tertiary institutions are unprepared for e-learning modes of instruction. We recommend that institutional heads provide an enabling environment for e-learning technology to be embraced by teaching staff and students as a mode of instruction in line with global best practices.

Reliability and separation index analysis of mathematics questions integrated with the cultural architecture framework using the Rasch model

Muh Fitrah, Anastasia Sofroniou, Ofianto, Loso Judijanto, Widihastuti — Thu, 01 Aug 2024 00:00:00 +0000

This research uses Rasch model analysis to identify the reliability and separation index of an integrated mathematics test instrument with a cultural architecture structure in measuring students' mathematical thinking abilities. The study involved 357 students from six eighth-grade public junior high schools in Bima. The selection of schools was based on average school exam scores and considered the effectiveness of the learning process that used cultural settings to explore mathematical content. Data analysis was conducted using Microsoft Excel to calculate the content validity of Aiken's index with four experts and the jMetrik software to measure reliability and the separation index. The research results indicate that the mathematics test instrument passed validation by mathematics experts and measurements with a valid content validity level. Rasch model calibration shows a very high level of instrument reliability. Separation analysis on the logit scale indicates the instrument's ability to differentiate students with different ability levels with good homogeneity in the distribution of test items and individual abilities. Scale quality statistics show good item response variability, low error rates and a high separation index. This study has limitations because it focuses solely on multiple-choice questions. Similar research must be conducted using other types of questions (such as those used in PISA, namely open- constructed and closed-constructed questions) and integrating other mathematical materials within relevant cultural architectural structures.

The Influence of Social Identity, Self-Concept and Learning Motivation on the Motor Ability of Elementary School Students

Ahadin, Intan Safiah, Muhammad Yunus, Razali, Masri — Wed, 31 Jul 2024 00:00:00 +0000

This study aims to examine the factors that influence the motor abilities of elementary school students. The following aspects were explored: 1) The influence of social identity on students' motor abilities. 2) The influence of self-concept on students' motor abilities. 3) The influence of learning motivation on students' motor abilities. 4) The simultaneous influence of social identity, self-concept and learning motivation on students' motor abilities. In this study, a quantitative method was employed to investigate the relationship between the three aforementioned factors and motor ability among 128 elementary school students in Banda Aceh City. The data collection process involved the use of structured questionnaires which were employed to gather relevant information. Multiple regressions were used to analyse the data with the use of SPSS version 23 software. The obtained results from this study showed that both social identity and learning motivation positively and significantly influenced the motor ability of the observed students while self-concept had no discernable impact. However, when simultaneously considering these variables altogether, it was found that they did significantly influence the skills of the students. In a nutshell, the results of this study indicated that there was a positive relationship between social identity and the motor ability of the students. The implications of this research show that to improve students' motor abilities, efforts must also be made to increase social identity and learning motivation.

Effects of interactive learning module technology on Kazakh as a second language learners’ achievement and communication skills

Wed, 31 Jul 2024 00:00:00 +0000

This study aimed to investigate the effectiveness of interactive learning module technology (ILMT) in teaching Kazakh as a second language in secondary schools in the Republic of Kazakhstan. This research was carried out at Russian-medium secondary schools during the academic year 2021-2022. There were two groups in the sample: the experimental (n=63) and control (n=61). The experimental group received an education based on the ILMT while the control group received an education based on the curriculum's traditional technique. The study used a mixed research design and was divided into two sections: quantitative and qualitative. A semi-experimental pre- and post-test control group design was adopted in the quantitative section. The qualitative section employed phenomenology. The quantitative data were acquired using the students' knowledge assessment test and analyzed using comparative analysis. An interview questionnaire and observations were used to obtain qualitative data which was then evaluated using content analysis. The experimental group outperformed the control group in terms of mean post-test knowledge assessment test scores. The ILMT in teaching Kazakh as a second language is efficient in improving the quality of mastering Kazakh language by Russian-speaking students. Content analysis showed that the ILMT helps to reduce students' anxiety and increase independence which is necessary for the development of students' communication skills.

Saudi faculty online assessment experience: Evidence from the COVID-19 era

Taghreed Abdulaziz Almuqayteeb, Wessam Mohamed — Wed, 07 Aug 2024 00:00:00 +0000

E-learning has taken the lead over face-to-face instruction in higher education as a response to the COVID-19 pandemic. This shift forced faculty members to adapt to new roles and responsibilities to design and apply online instruction and assessments that require specific skills. This research aims to examine faculty experiences with online assessments during the COVID-19 pandemic at Imam Abdulrahman bin Faisal University (IAU). We used the quantitative study method to analyze faculty experience with online assessment practices during the pandemic using a structured questionnaire composed of 24 items to assess five main areas: faculty awareness, faculty satisfaction, challenges, best practices and suggestions for improvement. This study included one hundred and fifty-five faculty members between September and December 2020. The data obtained were analyzed using descriptive statistics including means, standard deviations, frequencies and percentages. Findings demonstrated high faculty awareness and satisfaction with IAU online assessment practices. However, they expressed they were challenged by their need to receive more faculty development programs on using online assessment and accurately assessing learning outcomes. Moreover, participants pointed out several best practices such as investing in learning management system tools for assessment and student feedback provision. Finally, the primary recommendation for enhancing online assessments was to provide faculty access to professional development training programmes. This study provides a reference for future research on student-centered online learning and assessment practices, accreditation of online assessment practices and strategies for assessing and compensating for learning loss during the pandemic.

Social skills in primary education: Influential variables in intercultural contexts

Eva Maria Aranda Vega, Maria Tome Fernandez, Jose Manuel Ortiz Marcos — Thu, 15 Aug 2024 00:00:00 +0000

This study examined the most common social skills among elementary school students in an intercultural environment with contextual diversity, taking age, gender and place of birth into consideration. A total of 803 students (aged 6 to 12) were assessed using the previously validated “social skills questionnaire for intercultural students in primary education”. Data were analyzed by descriptive and comparative statistics using the most recent version of SPSS software taking into account sociodemographic variables about social skills. The results indicate that gender exhibits different levels of social skills. Specifically, boys present higher scores than girls to reject and end interactions as well as in the ability to make suggestions to others. Students' social skill development is influenced by their nationality since social interaction within a community and the development of specific social skills are determined by the traditions and customs of every country. It is necessary to consider the diverse profiles of students as priority targets for educational interventions aimed at fostering these types of skills which will contribute to social integration in diverse contexts. The practical implications of this study suggest that educational programs should be adapted to address gender and nationality differences in the development of social skills. Better social and cultural integration in diverse school environments help students interact effectively and develop essential social competencies in a globalized world.

Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study

Fri, 30 Aug 2024 00:00:00 +0000

The success of a school centers on teachers' ability to create well-aligned educational tools. The Merdeka Belajar curriculum requires adapting assessments, including Higher-Order Thinking Skills (HOTS) questions for real-world problem-solving scenarios. This study explored contexts proposed by teachers in Papua for developing Mathematics HOTS questions. A phenomenological approach within a qualitative framework was employed involving 24 mathematics teachers from public and private schools in focus group discussions. Participants included twenty teachers from Papua, two from Central Indonesia and two from Western Indonesia. Additionally, five teachers from Papua participated in in-depth interviews. Data was analyzed using Creswell’s model with Atlas.ti software. Teachers developed HOTS assessment instruments based on daily life, scientific and social contexts. However, no cultural contexts were incorporated into these instruments by the interviewed teachers. This study highlights the importance of teacher preparedness in aligning contextual learning with the Merdeka Belajar curriculum and reveals a significant gap in using cultural contexts for HOTS assessments among teachers in Papua. These insights contribute to the discourse on math education in Indonesia advocating for the integration of cultural elements into the freedom to learn initiative.

Evidence of the need for developing an integrated model of mathematics teachers' readiness as agents of change

Sharida Abu Talib, Nurfaradilla Mohamad Nasri, Muhammad Sofwan Mahmud — Fri, 30 Aug 2024 00:00:00 +0000

This study aims to identify the need to develop an integrated model of the readiness of mathematics teachers as agents of change. Teachers' readiness is crucial for the effectiveness of the teaching process and the enhancement of pedagogical innovation. This study employs a qualitative methodology. A semi-structured interview was conducted with 14 study participants to ensure that the proposed model fits the demands of users. This includes education and teaching experts from Malaysia’s southern and central regions. The interview data were transcribed and analyzed thematically using ATLAS.ti24 software. Results indicate a need to develop an integrated model of mathematics teachers' readiness as agents of change. All study participants emphasized the significance of addressing mathematics teacher readiness. Three main themes have been identified: (1) pedagogical needs, (2) strengthening mathematics teacher competence and (3) the configuration model as a guideline and checklist. The findings emphasize the importance of addressing mathematics teachers' readiness. An integrated model based on professional knowledge and pedagogical skills was proposed to support teachers in acting as agents of change. This study provides valuable insights for mathematics teachers and stakeholders. The findings indicate directions for future research particularly in the systematic development and design of the proposed integrated model which aims to enhance teacher readiness and pedagogical innovation.

Undergraduates’ challenges as predictors of their readiness for online learning during COVID-19 in Botswana

Bright Samohembo, Som Pal Baliyan — Fri, 30 Aug 2024 00:00:00 +0000

This quantitative study identified challenges undergraduates faced in Botswana and predicted their readiness for online learning during COVID-19. A descriptive and correlational survey research design was adopted using the Technology Acceptance Model (TAM). A questionnaire was constructed for data collection from a randomly sampled 75 agriculture undergraduates (n=75) at the Botswana University of Agriculture and Natural Resources. A one-sample t-test demonstrated that undergraduates needed to prepare for online learning. They faced several significant challenges including slow personal laptops and devices, lack of interaction between students and teachers, lack of social interaction within a class, lack of immediate feedback and interruptions in lessons, disturbances during lessons, limited broadband data and frequent technology failures. A one-way ANOVA and independent t-test revealed no age, gender and study year differences among undergraduates for the readiness and challenges. Regression analysis determined lack of interaction in class, lack of suitable infrastructure and insufficient training to use the system are the challenges that predicted undergraduates’ readiness for online learning. The preparation of undergraduates for online learning can be enhanced by improving the interaction during online lessons, developing the infrastructure required for online teaching and learning and offering training on the use of online teaching and learning systems.

Aspects of mobile phone use and behavioural intentions for learning in rural South African schools

Mc Donald Van Der Merwe, Tariro Bonyongwa — Fri, 30 Aug 2024 00:00:00 +0000

This paper focuses on a study conducted in two historically disadvantaged schools (deep-rural and semi-urban) in South Africa where the rising access to mobile technology implies that the long-standing promise of mobile learning is becoming accessible despite the lack of recent research. This research aims to investigate the relationship between the type of school and various aspects of mobile phone use as well as differences in behavioural intention constructs to use mobile phones for learning. After a literature review, several hypotheses were developed. Using non-probability sampling techniques and the survey method, data was obtained from 128 participants, 79 from the deep-rural school and 49 from the semi-urban school. The semi-urban school exhibited slightly higher percentages in all aspects of cell phone use. Outside of mobile phone ownership and Internet access, all associations were significant. Significant differences were reported in favour of the semi-urban school for all constructs regarding the behavioural intention to use mobile phones for learning. However, the future of m-learning appears to be more promising than reported in earlier research by reporting positive behaviour from students in both schools. Critical stakeholders in education should take note and move from the goals of improving broad access to explicit objectives to implement m-learning in rural schools.

Feasibility of a problem-based social constructivism learning model to improve higher-order thinking skills among primary school students

Sarnoko, Asrowi, Gunarhadi, Budi Usodo — Fri, 30 Aug 2024 00:00:00 +0000

This research aims to demonstrate the results of an experiment on how the Problem-Based Social Constructivism Learning Model (PBSCL) can be developed to effectively promote Higher-Order Thinking Skills (HOTS) among primary school children. The methodology employed in this study was developmental research which involved thorough preliminary studies, meticulous product development and comprehensive product testing stages. Respondents for this study included model experts, language experts, content specialists and practitioners. Data collection instruments used were detailed questionnaires served during the feasibility test. In addition, product testing involved rigorously confirming the findings of product development through extensive expert validation, including learning model expert validation, content or material expert validation, language expert validation and practitioner validation. The results of the assessment on learning design expert validators for the PBSCL learning model indicated that they had high qualifications with the average score being 3.29. Consequently, learning design experts ensured that the criteria were meticulously met by the PBSCL learning model for HOTS improvement. Additionally, subject matter specialists confirmed the appropriateness and effectiveness of using the PBSCL learning model for HOTS improvement. The findings suggest that the PBSCL learning model has significant potential to substantially enhance HOTS among primary school students. However, further investigation is needed to fully validate its effectiveness and practical application in diverse educational settings.

The effectiveness of science encyclopedia-assisted project-based learning integrated with the STEM approach in enhancing pre-service elementary teachers’ scientific literacy

Amiruddin Badaruddin, Agus Setyo Budi, Mohamad Syarif Sumantri — Fri, 30 Aug 2024 00:00:00 +0000

Scientific literacy plays a crucial role for elementary teachers in developing the strategies of science learning and implementing them in the classroom. Nevertheless, the scientific literacy of college students in elementary education has not been optimal. Science encyclopedia-assisted project-based learning (PjBL) integrated into the science, technology, engineering and mathematics (STEM) approach is hypothesized to enhance scientific literacy. The present study describes and examines the effectiveness of science encyclopedia-assisted STEM-PjBL in enhancing pre-service elementary teachers’ scientific literacy. Quasi-experimental research using a pre- and post-tests control group design was applied to this study. 56 pre-service elementary teachers at the University of Halu Oleo were involved in this study whereby they were equally distributed to two groups. A test of scientific literacy was adapted and used to measure scientific literacy. Descriptive and inferential statistics were used to describe and analyse the data of scientific literacy. Results revealed that science encyclopedia-assisted STEM-PjBL had a positive modest effect on the achievement of scientific literacy. The scientific literacy of college students in elementary education who received science encyclopedia-assisted STEM-PjBL had moderate enhancement. Additionally, a science encyclopedia-assisted STEM-PjBL significantly enhanced scientific literacy. Educational practitioners can implement a science encyclopedia-assisted PjBL integrated STEM approach to enhance scientific literacy resulting in high achievement in science education.