This study is conducted in the post-Covid 19 era and focuses on diagnostic assessment at a distance and online self-training in the Regional Centers for Education and Training, in French “Centres Régionaux des Métiers de l`Education et de la Formation” (CRMEF). At the CRMEF, the diagnostic assessment is conducted at the beginning of the training year to identify the pre-acquired knowledge and skills of the trainees. This study is conducted with 43 trainees, school laboratory preparers, from the class of 2022 who have passed the entrance exam (written and oral) to the CRMEF. In order to diagnose the pre-acquired skills of these trainees in Information and Communication Technologies (ICT), we carried out a distance pre-test. Furthermore, we measured through a post-test conducted online, the impact of self-training via an adaptive remote platform, which we realized with the Padlet tool, on the degree of acquisition and progress of the trainees in ICT. In order to determine the trainees` perceptions of these innovative practices, an online questionnaire was made available to them using the Google forms tool. The results showed a saving of time and effort for the trainer with the help of automated correction of diagnostic assessments carried out remotely, a rate of commitment and involvement of the trainees during the online self-training phase.

Self-regulated learning strategies play a crucial role in learning progress and academic achievement of different groups of students. The purpose of the present study is to investigate differences in the use of self-regulatory strategies among a sample of 1,495 students, aged 12 to 15 years, representing three groups: gifted students, students with special needs, and other students. The theoretical framework for the study is Pintrich`s (1991) model of self-regulated learning. Data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ). Results indicated that gifted students scored significantly higher on the MSLQ subscales of motivation and learning strategies than students with special needs and other peers. Special needs students reported lower intrinsic and extrinsic goal orientation and weaker self-efficacy in learning and achievement than other students. There were no significant differences between these two groups on the MSLQ learning strategies subscales. Positive and statistically significant associations between the MSLQ subscales and final grades in three school subjects (Slovenian, mathematics, and foreign language) were also confirmed. We discuss the implications of our findings for future research and the educational context that contributes most to the development of self-regulated learning in all groups of students.

Usability refers to the system`s functionality by the user, allowing the system to be used with ease of learning, efficiency in carrying out tasks and satisfaction. The article presents the design and development of an online course about structural mathematics concepts with a project-based learning approach. With this study, we intend, through the development of an online course, to explore the contribution of project-based learning to approach mathematical structural concepts. The methodological option was development research, fulfilling the following phases of the protocol: (1) preliminary investigation, (2) theoretical embedding, (3) empirical testing and (4) documentation, analysis and reflection on process and outcomes. We started with an exploratory analysis aimed at identifying a group of teachers` knowledge about structural mathematical concepts and the potential of a project-based learning to support students in apprehending these concepts. Based on the data obtained, the design and development of the online course were carried out. Then, heuristic evaluation tests were conducted with experts and usability tests with the target audience to assess the adoption of the online course. The online course was designed to involve teachers in learning mathematics concepts through a project methodology. In the preliminary investigation, all teachers showed interest in knowing the project learning methodology and identified concepts that, from their practice, are usually difficult for their students. In the heuristic evaluation test with the experts, linguistic, structural and course content corrections were made. The results allow us to say that the online course with the projectbased learning approach responded to the target audience`s needs, arousing their interest in using project learning in teaching mathematics structural concepts.

During the socialization process, educational influences on the child determine their personality development fundamentally, so getting to know the educational practices of parents’ is one of the central issues in educational science. The aims of our study, focusing on the parenting styles of parents raising children aged 0-7 living in Hungary, were: (1) to refine a quantitative research tool, (2) combine it with a qualitative tool and (3) to relate the results of two studies carried out with different methodologies. Prior to the questionnaire survey, as part of this research focus group interviews occurred, in which a total of 93 parents attended. The recorded opinions from the focus group interviews provided an opportunity to explore deeper connections. During the questionnaire data collection, a total of 980 parents were included in the study after representative sampling for type of settlement and age group. To explore their parenting style the modified version of the Child-rearing Practices Report (CRPR) was applied. After learning about the scale characteristics of parenting style, our attention was directed to the main characteristics of parenting style and the differentiating factors of parenting practice. Among the parents involved in the research caring, flexible child-rearing attitudes and practices were pronounced.

Teacher education programs are critical for creating a new generation of skilled English teachers in Thailand. The interdisciplinary learning process is an important measure for developing expertise in English, enhancing competency-based learning, and improving the quality of learning and teaching skills. This study aimed to 1) determine whether AI-enhanced phenomenon-based learning instruction facilitates the development of preservice teachers’ interdisciplinary understanding and English-speaking skills, and 2) compare interdisciplinary understanding and speaking skills development between the experimental group and the control group. Participants were monitored through subjective and speaking tests conducted before and after learning instruction. Descriptive statistics (mean scores, standard deviations, and percentage) and inferential statistics through multivariate analysis of variance (normality test, Levene’s test, Bartlett’s test, and Box’s test applied for assumption test and Wilks’ lambda applied for hypothesis testing) were employed to analyze quantitative data collected in this study. Relative gain scores were also analyzed. The findings demonstrated that 1) AI-enhanced phenomenon-based learning instruction improved the interdisciplinary understanding and speaking skills of preservice teachers, and 2) the experimental group participants gained higher interdisciplinary understanding and speaking skills than the control group participants, as indicated by the increase in the performance mean scores across the pretest and posttest.

The covid-19 pandemic has disrupted the way teachers and students interact in the classroom. The pedagogy approach has been pushed to transform into Andragogy. Current research aims to investigate the student experiences with the andragogy approach and its potential impact on students` self-regulated learning. Andragogy, heutagogy, peeragogy, and cybergogy principles used by the teacher as part of distance learning during the pandemic will be modelled to check their effect on the student`s self-regulated learning. The results show that andragogy, heutagogy, cybergogy, and peeragogy have significant effects on self-regulated learning. Andragogy is proven to be based on heutagogy, peeragogy, and cybergogy since it has a strong effect on these 3 approaches. The least path coefficient among them is shown by the path between andragogy and cybergogy. Andragogy also has a significant indirect effect on self-regulated learning through the approaches. The results may lead to a conclusion that andragogy, heutagogy, cybergogy, and peeragogy can be used as an effective way to improve the student self-regulated learning.

The purpose of this study is to discover the cost effective context and general components of the instructional system design model that might contribute positively to the Problem-Centered Thinking Skill (PCTS) Model for Science Lesson in Bandung, Indonesia and Selangor, Malaysia in Bandung. In total, there were 200 secondary school science teachers from those two locations participating in the study. The primary tool for gathering data was an open-ended Google form. Triangulation was used to increase the reliability of the data by conducting both participant observations and individual interviews. Researchers found that pupils did not acquire the material because of the teacher`s inadequate explanations that did not follow a scientific learning process that applies critical thinking to higher order thinking skills. Furthermore, due to signal and quota restrictions during online learning, individuals were unable to study well at home. In order to help students in Bandung and Selangor enhance their higher-order reasoning skills, it needs a current model that is flexible and uses technology tools to integrate critical thinking and scientific reasoning. Problem-Centered Thinking Skill (PCTS) as a new way of thinking about science education is called for in this study, offering for a new model of scientific learning.

Little research has investigated the constructs of in-class and out-of-class language anxiety in Thai universities where English is used as a lingua academia – medium of instruction in a content class and language of communication out of class. This paper reports the level of language anxiety experienced by students enrolled in full English-medium-instruction engineering programs, establishes the relationship between and among the two anxiety constructs, year level and specific and general English language proficiency, and elicits factors of in-class and out-of-class anxiety. Descriptive statistics was used to compute the extent of anxiety engineering students experienced in and out of class. Meanwhile, correlational statistics were used to explore the relationships between and among year level, language proficiency, in-class anxiety, and out-of-class anxiety. Finally, factor analysis was used to elicit factors. Data have shown that engineering students feel anxiety when English is used both in and out of class. They feel pressured to prepare well for the English-medium class in the classroom. Outside the classroom, they feel very anxious when the interlocutor seems unwilling to communicate. In addition, some significant relationships were found between variables. Factors in in-class anxiety were fear of failure, cognitive processing anxiety, lack of preparation, lack of confidence, fear of speaking, dislike of the English-medium class, negative peer evaluation, and feeling of discomfort. Meanwhile, out-of-class anxiety has three factors, including language processing difficulty, accentedness of speech, and fear of being corrected. Pedagogical implications were discussed to help alleviate students’ feelings of anxiety in in-class and out-of-class settings.

This research aims to analyze differences in science concept mastery, creative thinking skills, and environmental attitudes based on students’ achievement levels after implementing Ethno-STEM learning. The method used in this study was quasi-experimental with one group pretest-posttest design. The population in this study was 194 seventh-grade students of SMP Negeri 2 Pekalongan. With the convenience sampling technique, 64 seventh-grade students were selected as samples and divided into upper, middle, and lower-achievement groups. Data were collected through an objective science concept mastery test, essay creative thinking skill test, and environmental attitudes scale. The results showed significant differences in science concept mastery in the upper and middle-achievement groups in the moderate category, while the lower-achievement group was in a low category. There were also significant differences in creative thinking skills for the upper and middle-achievement groups in the moderate category, while the lowerachievement group was in a low category. The environmental attitude test showed no significant difference between the pretest and posttest for all achievement groups.

The internationalization of university has brought with it the need for specific teacher education programs. This study aims to analyze the impact of an online, transnational teacher training program on the professional growth of 3 participating teachers. Relying on semi-structured interviews and their thematic analysis, this qualitative research uses the interconnected model of teacher professional growth to examine these teachers’ self-reported patterns of change and growth as well as the mechanisms that mediate such patterns. Findings highlight the crucial role played by critical reflection and the sharing of personal teaching experiences among colleagues for teacher education programs and teaching and professional growth models. In addition, the study also emphasizes the importance of following up teachers’ change and growth as the result of their participation in continuous professional development programs.

This research seeks to develop an improved teaching method in the Thai-listening comprehension through feedback and peer-assisted learning. The researchers studied the developing result of Chinese students who had different roles and levels of self-regulation in the learning. Single subject research has been adopted in this research with 31 undergraduate Chinese students participating in the study. These students were 2nd year students majoring in the Thai language. They had all registered in the Listening course at - Level 2. The researchers measured the student’s abilities and self-regulation to make precise conclusion in their listening comprehension over 9 practices. To data were analyzed using content analysis and repeated measurement with independent variables. The research result revealed that using feedback providing method for homework No. 1 - 9 given to individual and using learning method as peer-assisted in doing homework for No. 4-5. After that, let each student did his/ her homework by himself/ herself or No. 6–7 and back to learning method using peer-assisted again on doing homework for No. 8-9. The developing result of listening comprehension shown that in general, the students have improved in listening comprehension skill. The “High and Medium” student group develops better listening comprehension skill than “Develop and Low” student group. The students with different self-regulation had the diversified scores for 9 homework not statistically significant.

Lean management encourages shard responsibility and shard leadership among leader and the rest of the organization, because it focuses on respecting customers and making continuous improvement in the work environment. This study aimed to identify (a) the level of lean management adoption by public high school principals in the capital city of Jordan, Amman, and (b) lean management relationship with teachers` job performance. The sample consisted of 342 teachers completed lean management scale and teacher job performance scale. Results showed that the level of lean management was high, and no statistically significant differences in the level of lean management were revealed in association with the classifying variables of gender, year of experience and academic qualification. The results showed the level of teacher job performance was high, and no statistically significant differences in the level of teacher job performance were revealed in association with the classifying variables of gender and academic qualification. However, there were statistically significant differences in the level of teacher job performance associated with year of experience in favor of teachers with more than ten-year experience. Finally, results showed a positive correlation between the degree of lean management and the level of teachers` job performance. The authors recommend emphasizing the concept of lean management, encouraging its adoption and increasing its practice as this affects the effectiveness of different educational institutions, hence teachers` the job performance.

Interactive digital media is a product or service to present children`s literature learning materials expected to motivate students in class. However, in actual conditions, the existing learning facilities have not presented interactive digital media, such as PowerPoint, learning videos, and e-books. Children`s literature materials are focused on the age range from 5 to 13 years. This research employed a mixed method approach involving a sequential exploration. Researchers began by exploring qualitative data and used the analyzed research results to develop the secondary data incorporating a quantitative method. The research respondents were 117 lecturers in literature education at five different universities. Due to time and cost constraints and total samples that should be above 30% of the population, researchers involved 54 participants. In this regard, the simple random sampling technique was employed, in which all individuals in the population had the same opportunity to participate. Randomization was chosen because the target population was homogeneous. The sampling procedures consisted of (1) preparing a list of all population members and marking each with numbers 1 to 117 and (2) selecting the samples randomly using a table of random numbers from 1 to 54. The findings revealed that interactive digital media was needed in digital transformation in the modern era. The education sector could not avoid digitalization which promoted changes in the learning system, especially in Indonesia. Therefore, educators should incorporate interactive digital media into their learning plans to engage students and ensure positive learning outcomes.

Education for good coexistence sustained in social skills in school life is a great challenge for the educational community. If daily habits are formed in students that lead to the promotion of social skills, it will become a good management practice for good coexistence, adequate mental health, and effective social integration. The objective of the study is to develop an educational program to strengthen school coexistence and social skills in elementary school students in a public school in Lima, Peru. It is a quantitative, applied research with a pre-experimental design. The sample was non-probabilistic and consisted of 40 students. The instruments used for data collection were the School Coexistence Observation Guide and the Social Skills Observation Guide, which were validated and have a high degree of reliability. The results showed that the Educational Program for the Strengthening of School Coexistence and Social Skills has been effective after obtaining pretest and posttest results with significant differences in eight dimensions: Perception of coexistence, school conflict, Basic Social Skills, Advanced Social Skills, Social Skills related to feelings, Social Skills for Aggression Alternatives, Social Skills for Coping with Stress and Social Skills for Planning.

The development and use of the KARA module can help students fully understand learning three dimensions of geometry. This module applies the learning method of concrete experience, reflective observation, abstract conceptual, and active experimentation (KARA) to overcome abstract three-dimensional geometry and improve students` HOTS ability and motivation. This study aims to identify the KARA module`s effectiveness on the students` higher-order thinking skills (HOTS) and mathematical learning motivation. The design of this study is a quasiexperimental study with pre and post-test forms involving 164 secondary school students in Pekanbaru, Indonesia. The data were collected using open HOTS questions and a mathematical learning motivation questionnaire. The inferential statistical analysis involves Two-Way ANOVA and MANOVA. The experimental study`s findings showed a significant difference in mathematical HOTS based on the groups. There were significant differences and interactions between groups based on students` ability level for HOTS. The mean scores of students `mathematical learning motivation indicate significant differences and effects of interaction on students` abilities. Furthermore, there were significant differences in mathematics learning motivation between groups and genders. There are implications from the research data regarding education needed, teaching, learning practices, school, and theoretical terms. This study contributes to the KARA module, teaching and learning practices, instruments evaluation for the KARA module, HOTS, and mathematical learning motivation instruments.

Teacher’s training has become a multifaceted process comprising key competencies of which cognitive and educational competence holds paramount importance. The primary aim of teacher’s training is linked to determining the essence along with differentiating the key elements of the formation of the future teacher’s cognitive and educational competence. This study focuses on the development of a model of future teachers’ educational and cognitive competence in independent work. In pursuit of this objective, the researcher has incorporated a review-based design guided by the interpretivism paradigm involving the metasynthesis of extant academic literature. The researcher conducted a comprehensive review of the extant literature and seminal work to delineate the essential educational and cognitive competencies that must be demonstrated by the teachers to effectively perform their job roles. The article presents five educational and three cognitive competencies that must be mastered by the teachers for their educational and cognitive competence and to enhance their ability to work independently. The model is proposed to be used by the teaching and educational professionals as a competence-based criterion for the training and assessment of the teacher’s performance in Indonesia. The key limitations and strengths of the study were added together with important recommendations for relevant academics and practitioners.

This paper studies how pre-service primary school teachers construct and select mathematical definitions through the analysis of their discursive activity. Specifically, the theory of commognition (Sfard, 2008) is employed to determine whether the existence of different meta-rules always leads to the existence of a commognitive conflict. Moreover, we study the reasons that give rise to the commognitive conflicts found and whether they are resolved. To this end, we studied the discourse of 45 pre-service primary school teachers while they answered several questions on defining geometric solids. The data in this study consisted of audio recordings of their discussions and their written answers. In this paper, three vignettes showing different meta-rules are presented. In the first, discussions regarding the characteristics of a definition promoted the appearance of different meta-rules that existed in incommensurable discourses, which meant the existence of a commognitive conflict. This conflict highlights the fact that certain pre-service teachers confuse the processes of describing and defining. Both the second and third vignettes featured the appearance of two different meta-rules. However, in both cases, those meta-rules could coexist in the same discourse, and therefore a commognitive conflict could not be inferred.

The present study aimed at investigating the effectiveness of a training program based on mathematical thinking in mathematics on improving the academic achievement in mathematics among students of the upper basic stages in the governmental schools affiliated to Al-Salt district, Jordan. The study adopted the quasi-experimental research design that included a sample of 40 students who were randomly and equally distributed over a control group (n=20) and an experimental group (n=20). To collect data, the researcher developed a mathematical thinking skills tests (25 items) that was applied pre and post the training program. The training program based on mathematical thinking skills consisted of (6) sessions. The results revealed that there was significant statistical difference in the mean scores of mathematical thinking skills pre and post-tests among the experimental group participants who studied using the proposed training program. In addition, it was found that there was no significant statistical difference in the mean scores of mathematical thinking skills pre and post-tests among the control group participants who studied through the traditional method. Moreover, it was found that there was significant statistical difference in the mean scores of the mathematical thinking skills post-test between the experimental group who studied using the proposed training program and the control group who studied using the traditional method in favor of the experimental group. These practical implications of this study include the design of different training program that might assist in raising the level of mathematical thinking and mathematical achievement among school students at different stages.

Women in engineering represent a significant group within the profession, across a range of fields, including oil, mechanical engineering, and biomedical engineering. However, only a few female engineers and engineering students decided to enter and stay in the engineering field due to social stigma and stereotypes toward women in engineering. The purpose of this study is to understand and investigate the motivations, career decisions, and decision-making processes of a group of female engineers and Doctorate in Engineering (DEng) engineering students in the American university environment. Based on the social cognitive career and motivation theory, the research study wants to understand the motivations, career decisions, and decision-making processes of a group of DEng female students in the United States. The case study design with semi-structured interviews, focus group activities, and member-checking interviews were employed to collect data from ten participants. The results indicated that career development, upgrade the current practice and management in engineering, and gender is not an issue for women in engineering were categorised as the themes. The results of this study outlined the qualitative comments about the learning motivations of female DEng and the reasons why DEng would be their selection instead of the traditional PhD in Engineering programme. The results also filled the gaps in the areas of female engineering students and professionals’ motivations, career decisions, and decision-making processes after they completed the Professional Doctorate programme.

This study aimed to 1) develop picture storytelling books for enhance morality and word reading ability of student with special needs. 2) examine the effectiveness of picture storytelling books. The subjects were 40 students of grade 1 to 3 who had a learning disabilities or mild intellectual disabilities. The students were selected by using purposive sampling and were studying in the second semester of the 2021 academic year at eight government schools with special education programs: 1. Rajaprajanugroh 46 School 2. Wat Samuha Pradit School 3. Watnonsaparam School 4. Anuban Saohai School 5. Wat Sathu Prachasan School 6. Anuban Saradaeng School 7. Watkhaojumpa School 8. Anuban Saraburi School. The research instruments were employed: 1) the word reading test, 2) the lesson plan for word reading, 3) the awareness of morality evaluation, 4) the students’ happiness questionnaire, and 5) the teachers’ satisfaction questionnaire. Descriptive statistics (i.e., percentage, dependent sample t-test) were used to analyze the data. The main findings can be summarized as follows: 1) The picture storytelling books: The content was related to eight types of morality, which included diligence, saving, honesty, being disciplined, Manners, cleanliness, harmony and kindness. The CVI scores of stories 1, 4, and 7 were 0.97-1.00 and stories 2, 3, 5, 6, and 8 were 1.00. 2) the word reading ability of the students who had learning disabilities was excellent and mild intellectual disabilities was below average; 3) the word reading ability of both groups was higher; 4) the students’ awareness of morality and happiness was high; and 5) the teachers were strongly satisfied with using the picture storytelling books.

Being able to assess students` critical thinking disposition is a prerequisite for measuring students` achievements before and after corresponding instruction. This study provides an instrument that teachers can use to identify students` critical thinking disposition regarding the acid-base chemistry concept. The critical thinking disposition in the acid-base-chemistry instrument (CTD-AB) has been utilized by the 3D+1I model (defining, designing, developing, and implementing). Participants were 31 students` vocational high school (16 females and 15 males). Data from the implementation was analyzed by Rasch analysis and Confirmatory Factor Analysis to assess the psychometrical quality of the instrument. Factor analysis confirmed the CTB-AB model. Rasch analysis shows that the CTD-AB is unidimensional and has an acceptable fit. CTD-AB has good item reliability and good internal consistency. The results of this study indicate that CTD-AB is a reliable and valid measurement tool that can be used to measure students` critical thinking disposition regarding the acid-base concept. Further research should reveal cross-validation of the CTD-AB in a bigger sample (N>100) and different educational settings.

This study focuses on a central question: how do graduate students manage their roles as teachers and parents during the covid-19 pandemic? It specifically gathers the narratives of the seven participants in particular ways they employ to juggle multiple roles. The study utilized a phenomenological design as a qualitative research approach as it captures the shared meanings that the participants (as a parent, teacher, and student) of the study hold about their common lived experiences during the covid-19 pandemic. Findings revealed that participants employed three major strategies in managing multiple roles, which include separating and integrating, time managing, and prioritizing. Managing multiple roles amid a health crisis entails gigantic challenges that need to be urgently addressed. Pressing concerns are inevitably crucial since these multiple roles, especially those of parents and teachers impact the lives of children and students. Juggling numerous roles requires commitment and dedication so one’s self-care and well-being will also be guaranteed and uncompromised. Being a parent, teacher, and student all at the same time is indeed an uphill struggle and the health crisis has made the situation worse. A balancing act is central in these unprecedented times.

Competence of Community Learning Center (CLC) managers is a major aspect in improving the quality of Non-Formal Education (NFE) program services for the community. This study aims to understand the effectiveness of developing a conceptual training model in improving the competence of CLC managers. The approach used is research on the development of Analyze, Design, Develop, Implement and Evaluate (ADDIE) competency training for CLC managers. Data collection techniques used are tests, interviews, observations, and documentation. The data analysis technique used is quantitative and qualitative analysis.The results showed that the calculated r value (0.883) > r table (0.279) and the Sig-2 tailed value <0.05, there was a significant relationship between the conceptual training model and the increasing competence of CLC managers. The conceptual training model is effective to improve the competence of CLC managers which includes personality competence, social competence, professional competence, and managerial competence. The development of the competency training model is carried out in four stages; condition analysis, design training, develop designs, and implement and evaluate training.The conclusion is that the development of a conceptual training model can improve the personality, social, professional and managerial competencies of CLC managers.

The effects of cooperative learning on the promotion of critical thinking skills in college students are well documented, but not in conjunction with critical thinking dispositions. Since there are no studies on this topic in the Portuguese context, our aim is to verify whether cooperative learning using the Jigsaw and Group Investigation methods promote critical and creative thinking skills and dispositions in higher education. It was employed a quasi-experimental design with a pretest and posttest using the Critical and Creative Thinking Test (CCT) and the Critical Thinking Dispositions Scale (CTDS) with equivalent groups and a control group. The participants were 106 undergraduate students attending three different classes of the 3rd year of a university in northern Portugal. One class was Pre-service teaching and the others were Psychology undergraduates. The results demonstrate that only the intervention groups had significantly higher scores in the CCT posttest than in the pretest. Regarding dispositions, only the students having experienced the Jigsaw method improved. Implications and pedagogical suggestions are presented.

Learning models with integrated systems should be applied to learning activities in schools to ease students understand the interrelationships between various subjects. This study aims to determine: (1) student learning achievement by applying Entrepreneurship Learning Model based on Construction Building Project; (2) the level of Entrepreneurship Learning Model application; (3) the level of quality of simple home design planning in learning using Entrepreneurship Learning Model; (4) the level of quality of the final product of simple home designs in learning using Entrepreneurship Learning Model. This research is a quasi-experimental study with a sample of students at Vocational High School. To validate the instrument, this study used expert judgment; to validate the reliability of the instrument this study used the Cronbach alpha technique; to test the statistical difference, this study used the t-test; and to analyze the data, this study used descriptive analysis. The results of this study are: (1) student achievement in learning process using Entrepreneurship Learning Model is better than student achievement in learning process using Lecture Method; (2) the level of application of Entrepreneurship Learning Model is in good category according to students` assessment and is in very good category according to teacher`s assessment; (3) the quality of simple house design planning is in good category according to industry assessment and teachers` assessment; (4) the level of quality of the final product of simple house designs is considered very good according to teachers.

Large class size is a challenge in many countries, affecting student performance and concerning educators, parents, and society. In Vietnam, during the Covid-19 pandemic, all teaching and learning activities in large classes at universities have changed into blended learning or online learning. The article focuses on the problems being faced by teachers and students in online teaching and learning with large class sizes. The purpose of this research clarified the level that lecturers and students taught and learnt in large class and the effectiveness of lecturing and learning in large class under the students’ perspective. This quantitative research used a self-developed online questionnaire. Participants of this study were 655 first to final-year (i.e. fourth-year) students who enroled in the Bachelor of Education degree in Vietnam’s universities and joined in large classes through online, blended learning, offline classes. The results pointed out that large classes have both positive and negative influences on the activities of lecturers and students. The interaction between lecturers and students in large classes is limited. There are many difficulties in teaching and learning in large classes that are related to classroom management, policies of universities, and the activities of lecturers and students. The problem cannot be completely resolved immediately. However, it is necessary to balance enrolment argets with available facilities and teaching staff. Universities also need to consider sending more teaching assistants to support lecturers and students in the teaching and learning process.

It has been demonstrated that Levels of Inquiry (LoI) can enhance students` critical and creative thinking skills. However, time constraints make LoI less practical for high school biology classes. LoI can be integrated with the Reading, Questioning, and Answering (RQA) strategy to overcome this problem. Therefore, this study aimed to investigate the LoI and RQA integration (LoIRQA) impact on high school students` critical and creative thinking skills. This study employed a quasiexperimental design with three treatment groups: LoIRQA, LoI, and RQA. The study`s population involved all eleventh-grade students at a public high school in Mojokerto, Indonesia. The sample was determined using a random sampling technique, and 144 students participated in this study. The research data were collected using an essay test and examined using the ANCOVA and LSD tests at a 5% significance level. On the critical thinking post-test, LoIRQA students achieved a higher mean score (79.972) than LoI students (77.315) or RQA students (73.071). Similarly, on the creative thinking post-test, LoIRQA students showed the highest mean score (83.195), followed by LoI students (78.528) and RQA students (73.471). These findings indicate that LoIRQA was more effective in enhancing`students` critical and creative thinking skills than LoI or RQA.

Exposure to Covid-19 is a challenge for universities to implement an online learning system. The development of industrial technology, especially industry 4.0, requires every college graduate to have not only cognitive abilities but also problem-solving abilities. The research was in the mining engineering department, Faculty of Engineering, Universitas Negeri Padang, Indonesia. Therefore, identifying the elements that influence student readiness in online learning will enable universities to establish strategies to improve online learning quality. It is also the goal of this research. This study describes a model that measures student readiness in online learning in 3 dimensions: Self-management of Learning, lecturer quality, and access to technology. Besides, the impact of each construct on student readiness is estimated through the Partial Least Square Structural Equation Model (PLS-SEM). Then to identify the improvements in increasing student readiness, an Important-Performance Map Analysis (IPMA) is needed. From the 157 students, the R2 value was 0.582 (moderate), which affected online learning readiness. In addition, the quality of lectures was 0.351 (weak), and internet access needed to be improved. Thus, it is hoped that learning strategies can be applied to increase student activity in learning.

The novel coronavirus pandemic has disrupted everyday life infrastructure and greatly impacted educational systems worldwide in many ways. More specifically, Covid-19 confinement has significantly impacted students’ learning abilities and their academic performance as they adapt to remote learning. There are significant differences between online learning and a traditional face-to-face format. Pandemic induced remote-learning negatively impacted students’ access to education, most notably, low-income minority students. This research study aimed to examine the challenges students faced and the strategies they utilized to overcome them during the covid-19 transitioning to online learning. The investigation took place at the City College of New York, an urban, minority-serving institute. The number of research participants was 156 and our method of data collection comprised a survey made up of Likert-type and open-ended questions. Our findings suggest that students faced many challenges as a result of moving to online learning due to household distractions, technology issues, lack of socialization and interaction with peers and instructors, decreased motivation, increased feelings of isolation, and higher difficulty level of assignments and examinations. We should highlight that students found that online learning negatively impacted their mental health and increased their anxiety levels around science courses. However, students also reported positive aspects of transitioning to online learning.

The covid-19 pandemic is labelled as a worldwide health concern, chiefly impacting the process of education. E-learning becomes a significant substitute to reform and restructure the whole traditional learning system. With that being said, teachers and students are required to change their learning and teaching methods, related manners and behaviours, evaluation methods, or more of the same. This learning-based reform creates numerous benefits to the education process. However, these reforms still cause frustrations and tensions among both the teaching activities’ beneficiaries and the actors of the education process. The current study aims to analyse the perspectives of the students on the classroom education acquired through distance learning amid the lockdown period of the covid-19 pandemic. The results of the study show that students have a positive perception of using e-learning and thus accept this new learning system in schools and universities. Empirically, the results of the study demonstrate that e-learning is a significant choice of learning at the level covid-19 crisis and other crises in the future. The current research paper’s results give a hand in facilitating the mission of the educational institutions and policymakers so that this online-learning process is appropriately taken to the next level.

This paper aimed to investigate the challenges EFL learners face due to the availability of too much information. Teaching and learning without the internet are almost impossible in the 21st century. With the advancement of technology, the internet has made it accessible for all types of learners from all fields to get information. As a result, the availability of the internet has made learners’ lives easy, but at the same time, it throws them into an overwhelming situation. Accessing too much information can negatively affect the learners and burden them with it. Hence, to find out the attitudes of both teachers and students regarding this phenomenon, 22 EFL teachers and 65 students, both males and females at the Faculty of Languages & Translation, King Khalid University, Saudi Arabia were chosen randomly to participate in this study. Two separate questionnaires were administered to them. The results showed that teachers and students opined that too much information supported learners in their studies, but it was not without its drawbacks. Students find it challenging when they have access to too much information. Based on the study results, the paper concludes with some recommendations about how both teachers and students can collaborate to avoid being burdened with too many resources.

The school literacy movement is a cultural improvement program, especially reading, for students organized by the Indonesian government. This study aims to describe the implementation of school literacy after the covid-19 pandemic in high schools, Indonesia. The research approach used is a case study. Data collection techniques include interviews, questionnaires, and document studies. The data sources are principals, teachers, and high school students in Sukabumi, West Java, Indonesia. The data were analyzed quantitatively and qualitatively. The research findings show that the implementation of post-covid-19 school literacy in schools in Sukabumi Public High School, West Java, Indonesia, at the stage of habituation and development has been carried out optimally. The habituation activities carried out are: reading 15 minutes before learning, providing digital libraries and school libraries, teachers being examples in literacy, habituation with readathons. The development stage activities carried out were: making book reviews, writing works such as poetry, short stories, awarding outstanding students and teachers, visiting libraries, holding celebrations on certain days with the theme of literacy, participating in one book per month program, and holding book review. While at the learning stage has not been implemented optimally. This is because not all teachers understand and associate literacy with learning. Not all teachers can integrate literacy with learning. The teacher`s limitations are due to self factors that do not optimize and improve literacy skills and school factors that do not provide facilities for teachers to improve literacy skills.

Children`s good behavior on playgrounds is important to their overall social development. This study aimed to investigate the roles of parents and children`s prosocial behavior in the playground in the Singgalang Padang Complex. Furthermore, this study looked at the effect of training on their parents` prosocial behavior. This was a mixed-method research study in which the qualitative analysis used interviews and questionnaires on 20 parents to investigate their prosocial behavior. Following that, the parents participated in three training sessions to increase their understanding of improving their children`s prosocial behavior. The influence of the instruction on the children`s prosocial behavior was then assessed using a quantitative analysis based on a quasi-experimental design. The qualitative data revealed a scarcity of prosocial activities for early development in public facilities and playgrounds. However, quantitative data revealed a substantial change in children`s prosocial conduct before and after parental instruction (Cohen d = 1.13). On the other hand, the conduct of today`s youth has a considerable influence on the extent to which they have acquired their ability for prosocial maturity. If parents receive training to help their children develop prosocial behavior, they will be able to socialize with other children.

To help their children obtain higher scores in English and prepare them for a better future, many Vietnamese parents are likely to send them to a commercial English language center (CELC) for private lessons. Accordingly, the quality of CELC instructors’ teaching receives remarkable attention. It is crucial to explore what factors affect their teaching instructions as well as their choice of instructional strategies. This qualitative study used Grounded Theory to gauge a deep understanding of factors affecting 21 CELC teachers’ choices of teaching techniques which directly decide whether their teaching is good or bad. The data from 21 semi-structured interviews revealed that factors, including teaching conditions, teachers’ sense of technique’s effectiveness, teaching experience, time allotted, formal and informal professional training and development, and stakeholders’ influence, significantly affected their choice of teaching techniques used in the classroom. Additionally, the Grounded Theory study indicated that teaching beliefs were more influential, even above other factors. These beliefs can be tentatively classified into (i) conviction of the effectiveness of the teaching technique, (ii) pressure from stakeholders to use a particular teaching technique, and (iii) contextual factors that may affect the selection of techniques. The article discusses the findings in light of the theory of planned behavior and Vietnamese educational and socio-cultural values. It has implications for teacher training and teacher professional development.

The main objective of the study was to investigate the effect of digital graphic organizer via the use of LoiLoNote School Application (LS app) within a metacognitive approach on university students’ oral presentation (OP) performance and awareness of their self-regulation of learning. It was a mixed-method study involving 27 college students enrolled in one of the universities in Khon Kaen, Thailand. The participants completed both the OP performance and a questionnaire on self-regulation of learning scale before and after the intervention was implemented. The results revealed a significant difference between the students’ pre- and post OP performances in terms of the four components such as clarity, content, delivery, and fluency and coherence. Furthermore, the components on “clarity” and “content” were the most improved components while “fluency and coherence” and “delivery” were the least improved ones. Whilst four SRL components revealed a significant relationship with students’ OP performance (planning, self-monitoring, evaluation, and self-efficacy), the other two components (reflection and effort) did not. Qualitative results, on the other hand, showed that students felt that using a metacognitive-based digital GO aided them to facilitate their OP tasks effectively and helped them to be more aware of their self-regulation towards learning. Suggestions for future research agenda with regard to metacognitive-based digital GO are also proposed and practical implications are suggested.

Islamic boarding school is known as the oldest Islamic educational institution in Indonesia which has an important contribution in educating the nation. This study aims to examine the effect of Islamic leadership, coaching systems, and organizational climate on the work effectiveness of boarding school caregivers. This exploratory research uses an inferential quantitative approach. The subjects of this study were 80 caregivers of the modern Gontor Islamic boarding school in Kendari, Indonesia consisting of male caregivers. The selection of subjects used a stratified random sampling technique where samples were taken with a certain level. Data collection was carried out using a questionnaire instrument. The data analysis technique used path analysis to determine the correlation using the SPSS statistical program. The findings of this study indicate that increasing Islamic leadership can increase the effectiveness of caregivers` work. Improvement of the coaching system can increase the effectiveness of caregivers` work. Improved organizational climate can increase the effectiveness of caregivers` work. Increasing Islamic leadership can improve organizational climate. Improvement of the coaching system can improve the organizational climate. Islamic leadership can improve the coaching system. This finding means that the effectiveness of the work of Islamic boarding school caregivers can be influenced by Islamic leadership, coaching systems, and a good organizational climate.

The primary aim of this study was to determine the effects of the integration of game-based learning on students` academic performance in English. The respondents to the study were university students in Okinawa Prefecture, Japan. To assess the integration of game-based learning approach, the researcher used the game-based learning (GBL) approach questionnaire by Pires et al (2015) while a documentary analysis was conducted to gather data on students` academic performance in English. Data were processed using mean procedures and multiple correlation and regression analysis. The regression analysis results revealed that the three (3) variables of integration of the game-based learning approach affect students` academic performance in English to varying degrees, as evidenced by B coefficients of 0.561 (ludic characteristics), 1.198 (training learning component), and 0.629 (player profile). This suggests that for every unit improvement in the integration of the game-based learning strategy indicated, students` academic performance in English might improve by 0.561, 1.198, or 0.629. A closer examination of the acquired beta coefficients revealed that, of the three (3) variables of the game-based learning approach integration, the `training learning component` had the highest influence (beta = 1.198) on the students` academic performance in English.

This study aims to produce an instrument model for critical and creative thinking skills based on environmental socio-scientific issues and test the validity and reliability. First, field studies and needs analysis use a design and development approach. Namely: (1) problems, (2) goal setting, (3) model design and development, (4) model testing, (5) evaluation of the test results model, and (6) application model. Then, the planning and development stages are carried out using a literature study to obtain a formulation of indicators which are then developed into a grid and a prototype instrument. The trial sample describes 277 science teacher candidates from 3 universities in Indonesia. Proof of content validity using the Aiken formula by seven experts and getting a score of 0.84 in the excellent category. The measurement model reliability assessment includes Composite Reliability with a value of 0.89 in the reliable category. Confirmatory factor analysis shows that the instrument model is fit or the stated model is by the data obtained in the field and can be used in a wide range of measurements.

Even though the learning of English is no longer compulsory in the Slovak education system, it remains the dominant foreign language in most schools. It is usually taught from the third grade of primary school but is often taught from first grade and even in kindergartens. Research indicates that course books are heavily relied upon by those teachers teaching English, giving them a critical position in the process of language learning. However, most of the course books used are those produced for international markets and not those written with the specific needs of Slovak learners in mind. This paper analyses three English language course books for primary school learners and discusses their suitability for the needs of Slovak primary school learners. The research tools for collecting and processing data were qualitative document analysis, categorisation and comparative analysis (Flick, 2009). Data collected from the chosen course books were assigned and compared in the following categories: linguistic, sociolinguistic, pragmatic and non-verbal competences. Conclusions are drawn from the findings that English language course books should target the needs of specific learners and that national course books meet the needs of Slovak learners better in all four of the addressed categories.

When students who are confident in their abilities do not perform well in an important course, they are likely to experience surprise. This case study investigated engineering students’ experiences of surprise caused by test scores in foundational courses. Students taking Engineering Statics reflected on their surprise after completing tests by following a template that asked questions about how surprised they were (experiential indicator of surprise), how much they liked their scores (affective indicator), and how much they expected such scores (cognitive indicator). An inductive analysis of the reflections showed that students were at least moderately unpleasantly surprised and moderately pleasantly surprised in 34.6% and 13.5% of the reflections, respectively. Among all reflections, 34.6% showed that students did not like their scores, and 25% showed that they did not expect such scores. A major cause of unpleasant surprise was the disparity between the students’ high confidence in their understanding and their lower-than-expected scores. The other major cause was the disparity between the students’ high effort in studying for the tests and their scores that were lower than expected. More than half of these students prepared for tests by reviewing materials. The emotions associated with unpleasant surprise included feelings of being disappointed, frustrated, and upset, and those associated with pleasant surprise were happiness and relief.

This study aims to determine the emerging teaching and learning style patterns in a school-based learning action cell. The SLAC was institutionalized to nurture the teaching-learning process and to enhance pedagogy in addressing school-related problems in primary education. Typically, the activities involve the group’s leader acting as the specialist, and the members; identify the necessary competencies and practices to help improve student achievement. These collaborative learning sessions mimic the traditional teacher-learner classroom interaction as ‘specialistmember interaction’ and then harness their preferred styles. However, key challenges usually face the teachers, such as critical identification of actual classroom activities to be selected from and how to execute their agreed learning plans. Appending to the issue is the explosion of the Covid-19 pandemic, which affects all in-person educational activities, including the SLAC; it poses new challenges as it shifts towards virtual learning mode. To explore the style patterns, we adapted the Grasha-Riechmann integrated model, remodeled it, and fitted it into the SLAC context. The modified survey instruments were administered to 97 teachers randomly selected from 16 primary education institutions in the southern region of the Philippines. The specialists responded to the teaching styles inventory, while the SLAC members responded to the learning styles inventory. Exploratory factor analysis was used to determine the number of latent constructs from principal axis factoring and varimax rotation of factors with Kaiser normalization. The findings revealed a blended style facilitator-model-delegatorexpert for the specialist and collaborative-independent styles for the members. This research generates constructs for teaching styles as patterns described as professional learning and ethical practice, leadership mentoring, self-directed learning, leadership, confidence delegation, and encouraging responsibility.

The teachers` involvement became the problem are needed to solve immediately in Indonesia because their involvement is still not yet maximal. The Teacher involvement in classroom learning is an essential factor in increasing education`s success. This study finds a new structural model that describes what factors can affect the effectiveness or teachers` involvement in classroom management. These factors will determine the effectiveness of teacher involvement in classroom management in Yogyakarta Province primary schools, which will be the basis to develop policies dealing with effective classroom management. This study was conducted in a quantitative correlational approach. The sample in this study was partly primary school teachers in Yogyakarta Province who were taken in clusters. Data was collected through expert-validated and empirically validated questionnaires. Data analysis with SEM (Structural Equation Modelling) approach was used to determine whether the indicators obtained in the field were valid and exogenous variables were significant to endogenous variables. The results show a significant effect of the Principal`s Role, self-efficacy, and colleague variables on teacher involvement in classroom management, t-values of 1.99, 2.30, and 2.43, respectively. The environment has no significant effect on teacher involvement in classroom management. Environment significantly affects self-efficacy with a tvalue of 2.63. Self-efficacy significantly affects colleagues with a t-value of 2.90. Principal`s Role significantly effects on environment variable with t-value of 2.38.

Guided by the social cognitive theory, the study aims to understand motivations and 21st century skills in the context of massive open online course (MOOC) in teacher education, and to examine the relationships between participants’ motivation, their 21st century skills, and their achievement level in the MOOC. The research included teacher education students (N =232), who completed a MOOC titled “Teaching-Thinking” which was delivered at Campus.gov.il platform. The study applied the mixed methods approach. The quantitative data was collected by pre- and post-questionnaires, as well as log data regarding learners’ performance. The qualitative data was based on interviews. Significant differences in learners’ motivation and their 21st century skills before and after the MOOC were indicated. Results also indicated a statistically significant positive relationship between achievement level and 21st century skills. This study contributes to the evaluation of the effectiveness of MOOC learning for education students based on their motivation to learn and the 21st century skills.

This study investigated the effectiveness of using the TASC model to enhance the cognitive skills of math Elementary school students, Saudi Arabia. To serve the assigned objective of project, study adopted a quasi-experimental approach. The sample was chosen deliberately from teachers who teach mathematics cooperatively. Thirty students who studied using TASC model were selected as the first group (the experimental), which was compared with another 30 students who studied in a traditional way (the second group). Findings that have been found in study tended to reflect the effectiveness to use TASC-model within course of mathematics in order to boost mental skills of imparting proper instruction. Using this model for math teaching at other stages of education is a recommendation of the study. It also asserts the importance of training teachers and the significance of developing mathematical courses for ease of use by learners.

The significant increase in immigration in Chile poses great challenges in schools that receive new students. However, there is not enough information on how schools and teachers embrace this new diversity. In this context, this article analyses multicultural beliefs and constructivist teaching practices in Chilean schools. Although this study tries to describe teaching beliefs and practices, it also explores, through a multivariate analysis, the explanatory factors of teachers` constructivist and multicultural tendencies. A questionnaire was applied to teachers and students to analyse and compare their perceptions and practices. The results suggest clues about the relevance of "individual educational" personal variables informing inclusive and culturally sensitive education. The "systemic level" variables, the institutional ones, do not show the same incidence in terms of multicultural beliefs and constructivist teaching practices. This statistical study opens future possibilities for complementary qualitative studies and comparative exercises.

The transformation of physical education learning into online learning during the covid-19 pandemic impacts student participation in learning, requiring new techniques that might motivate students to engage in online learning activities. This research investigates the effectiveness of using a task sheet-based direct instruction learning model to increase elementary school students` physical education learning motivation. Experimental research with a pretest-posttest group design was employed in this research. Twenty-four fifth-grade students (16 male and eight female students) were employed in this research. They were grouped into two groups, the experimental and the control group. The research instrument used in this research was Elementary School Students` Learning Motivation Instruments in Physical Education to measure students` learning motivation levels. The data obtained were analyzed using a t-test. The results of this research revealed a significant effect of applying the task sheet-based direct instruction learning model to increase students` motivation in learning physical education in elementary schools. In this study, the researchers concluded that applying the task sheet-based direct instruction learning model was more effective in developing elementary school students` motivation than the conventional learning model in physical education learning. The use of Task Sheet-based Direct Instruction learning model can be used as an alternative for teachers in teaching physical education at elementary schools, both in online and offline learning.

Competencies that have to be owned in 21st century in order to survive and compete globally are Creative thinking, Critical thinking and problem solving, Collaboration, and Communication (4C). This study aims to analyse the effectiveness of PBL (Problem Based Learning) collaborated with PjBL (Project Based Learning) on students’ 4C (four competencies). The population of study are all first semester students in 7 classes who take the course of basic education at of Muria Kudus University. Samples are 4 classes with total of 126 students. It is chosen using stratified random sampling method. This study implements quantitative research with one group pre-test post-test design. The results of study show that in the teaching and learning process the score of lecture’s activity is 0,915 with excellent category. Students’ critical thinking and problem solving achieve average score of N-Gain is 0,587 with adequate category. Students’ creativity and innovation get score of 0,809. Students’ collaboration competence gets score of 0,816. Their communication competence gets score of 0,825. All of these competencies belong to excellent category. It can be concluded that PBL collaborated with PjBL is effective for students’ 4C (four competencies).

The purpose of this study was to examine and express students` perspectives on the existing state-of-the-art CLIL implementation in a regional public university at an early stage, with the expectation of re-evaluating and exploring CLIL`s strengths and threats through the eyes and perspectives of the students. This study intends to contribute to filling this gap in the literature by presenting the perspectives of 335 Vietnamese students enrolled in newly formed CLIL courses on the possibilities and risks they perceive in their learning. As the major method for collecting qualitative data, the study utilized a survey containing both closed-ended and openended questions. The results of the qualitative data analysis reveal the positive perspectives of various students regarding the strengths and opportunities of CLIL programs at the surveyed university, namely their improvement in English proficiency, language abilities, and language knowledge; an international, comfortable learning environment; and enjoyment of high-quality training programs with well-trained teaching staff, updated learning materials, and academic extracurricular activities. These results imply that learning a university topic in a non-native language is challenging but rewarding if students are able to recognize all of the benefits CLIL education offers. These findings provide an important first step toward CLIL research on the perspectives of students in developing nations where university teaching environments are not as wellequipped as in wealthy nations.

The purpose of this study is to investigate the effects of applying drama-based activities in speaking classes on high school English as a foreign language (EFL) students` speaking performance in terms of grammar, vocabulary, pronunciation, fluency and discourse management; and their perceptions of implementing dramabased activities in speaking lessons. This quasi-experimental study which used the mixed method approach was conducted with the participation of sixty eleventhgrade students at a high school in Can Tho city. The quantitative data from the results of the pre-test and post-test were done to find out the effects of applying drama-based activities on high school EFL students`speaking performance. The quantitative and qualitative data from the questionnaire and interviews focused on students`perceptions of implementing drama-based activities in speaking lessons. The findings of the study reveal that drama-based activities had positive effects on students`speaking performance, especially in term of discourse management and students had positive perceptions of implementing drama-based activities in speaking lessons.

The CLIL (Content and Language Integrated Learning) approach has spread widely in many European countries, with the aim of promoting multilingualism through the teaching of non-linguistic subjects in foreign languages, an objective of the European Commission. This methodology implemented in bilingual programmes, especially in science teaching, provides students not only with communicative and linguistic benefits, but also with the acquisition of knowledge of the subject with a high degree of motivation and interest, enhancing their cognitive skills. However, research on CLIL does not seem to reach unanimous conclusions on the learning effects in the classroom. Therefore, the purpose of this research is to identify the results of the CLIL approach in relation to English language acquisition and learning, as well as to the other curricular disciplines in Pre-school, Primary and Secondary Education in the available scientific literature. The results of the present systematic review indicate that, in the last decade, much research has focused on linguistic benefits rather than on content learning. The types of research design developed by the selected studies do not show statistically significant differences according to year of publication or country of origin. Similarly, no significant associations were found between educational level and language of instruction. The studies reviewed reveal improvements in curricular subject knowledge and point to its progress, especially in the context of bilingual programmes in Spain. In the light of these results, it can be stated that studies on progress towards quality bilingual education are still scarce, and that there is an emerging need for longitudinal studies that address the different educational stages from a multidisciplinary perspective.

This research aimed at find out if there is a positive effect on the use of the Cooperative Learning model with Think Pair Share (TPS) type in the speaking skills at the study program of Indonesian Language and Arts in Institute of Teacher Training and Education “PGRI” Bojonegoro. It is a quasi-experimental research type. The populations were 172 first year students, the samples were 24 students in Class 1A serving as the control group and 29 students in Class 1B as the experimental group. The data on the speaking skill were collected using an evaluation rubric on speaking based on the students’ performance. The data were then tested using the variance-polled t-test. The results showed that there was a significant difference in speaking skill between the students taught using the Cooperative Learning model with Think Pair Share type and those taught using the Conventional Learning model. The average comparisons in the speaking skill between the experimental and the control groups were 15.12 and 9.67. The significant difference showed that the application of the Cooperative Learning Model with the Think Pair Share type positively gave effects on the students’ speaking skill.

The relationship between attitudes and motivation towards gender roles in English for Academic Purposes (EAP) has been an under-researched field. Therefore, this study aims to answer three main questions, namely; what are current gender attitudes, gender motivation, and correlation of female and male students in the context of EAP. This study uses mixed-approach where information extraction is carried out by surveying 245 students spread across exact and social sciences using two questionnaires about perceptions and orientations of motivation and interviewing seven selected respondents. Furthermore, the data were analysed using descriptive statistics, Pearson correlation test, and interview processing. The results showed five findings: first, all students had a positive attitude (75.9%) and motivation (72.06%). Second, female students have a higher attitude (78.09%) and stronger motivation (84%) compared to male students (76.18% and 70%). Third, students` attitudes and their motivation had a moderate correlation (r= .382). Fourth, the attitudes of male and female students have a strong and positive correlation (r=.979). Fifth, the motivation and attitudes of male students are strongly correlated (r=.992). Interview data of this study has also confirmed why and how they are allied. Male and female learners have different tendencies in completing assignments because each has a different degree of perception on attitude and motivation in learning EAP.

The chief purpose of the research was to investigate the influence of a technologymediated task-based language teaching on students’ descriptive writing performance in a Thai English as a Foreign Language (EFL) context. The technological application used in the study was the FlipGrid application which is a free online platform from Microsoft. The participants of the study involved a purposively selected 29 2nd year university students enrolled at one of the provincial universities located in the North Eastern part of Thailand. The study employed an explanatory sequential mixed-methods type of research involving both quantitative and qualitative parts. Quantitative data were collected from the students’ pre-and post- writing performances and four descriptive writing quizzes whilst qualitative data were gathered from the semi-structured interview’ responses of the students. Study findings found that descriptive writing performance in terms of task response, coherence-cohesion, grammatical range and accuracy, and lexical resource, were significantly improved as indicated on students’ pre- and post- test results. Furthermore, all four writing quizzes revealed an increasing trend with “grammatical range and accuracy” as the most improved writing component whilst “coherence-cohesion” was the least improved one. Meanwhile, the qualitative results disclosed that students felt that TBLT approach with FLipGrid application was the most pedagogically innovative and a learner-centered approach that trains them to become more collaborative, communicative, and interactive, enabling them to produce effective descriptive written products. Suggestions for possible research agenda with regard to technology-enhanced TBLT are also proposed and practical implications are suggested.

The purpose of this study was to examine the impact of socioeconomic status on the academic achievement of students at a rural secondary school in Fiji. The research employed a mixed-methods design. This study included participation of 21 teachers, 117 students, and 32 parents. Quantitative data were collected through the use of a questionnaire, while qualitative data were gathered through semistructured interviews and observations. The findings of the study revealed that parent education level and occupation have a negligible effect on students`academic performance in school. It has also been established that the home environment and family income have a significant impact on the student`s academic achievement. The study suggests that in order to improve students` academic performance, parents and teachers should continuously monitor their children`s work, improve their discipline, create a conducive learning environment at home, become more involved in their children`s learning process, and implement a variety of teaching strategies.

The quality of assessment tools and the inferences drawn from the results to inform decisions in the classroom are usually measured using reliability and validity. These psychometric principles have been criticised for their inapplicability to classroom assessment, resulting in a parallel set of ‘classroometric’ principles. However, the use of two parallel principles widens the perceived dichotomy between formative and summative assessments. To overcome this dichotomy and ensure consistency of teachers’ decision-making, the concept of trustworthiness, drawn from qualitative research methodology, is increasingly being adopted, but it is under-theorised. We used a scoping technique to explore how this concept has been used in the assessment literature since it was first introduced in 1993. We accessed journal articles from four databases using combinations of search terms, resulting to 1,872 papers. Upon removal of duplicates and application of exclusion criteria, 27 papers remain relevant for full analysis. Our analysis expands Lincoln and Guba’s (1985) four criteria of qualitative research (credibility, transferability, dependability and confirmability) to include authenticity, rigour, fairness, equity, consistency, defensibility, accuracy, and adequacy and appropriateness of data. We develop a framework and a working definition for understanding trustworthiness in the context of assessment.

This study`s impetus comes from two factors: students` poor computational thinking (CT) skills in mathematics and the rapid development of information technology in the digital era. Through the use of Augmented Reality (AR)-based educational content powered by Unity 3D, which can be used for both online and offline learning based on Initial Mathematical Ability (IMA), this research explicitly intended to increase students` mathematical computational thinking ability. Augmented reality is the use of three-dimensional virtual objects that are displayed in real time onto a real environment. Students` initial mathematical proficiency, where each student has a distinct learning style, is one of the defining variables in the success of mathematics learning. In this case, students` initial mathematical ability is ability that students possess prior to participating in the learning that will be provided. This study focuses on assessing the fundamental level of mathematical skills that determine a student`s readiness to learn under the guidance of a teacher. A total of 30 students were randomly selected from each seventh-grade class at a state junior high school in Pekanbaru to partake in this quasi-experimental study throughout the academic year 2022-2023. The subject matter of this study was flat shapes, particularly triangles and quadrilaterals. The methods employed for data collection included two approaches: (1) administering a test to assess mathematical computational thinking ability and (2) conducting interviews. The interview and documentation data were analyzed in a descriptive manner, while statistical tests were employed to analyze the results of the test. The results indicated that utilizing augmented reality media with Unity 3D to enhance students` mathematical computational thinking ability yielded better outcomes compared to traditional learning methods, particularly for students with lower initial mathematical ability levels.

This study examined the frequent cognitive strategies used by Jordanian undergraduate EFL students and how these cognitive strategies are related to students’ class levels and Grade Point Averages (GPAs). The study used the quantitative research design. Sixty-two EFL students in an academic reading course at a public university in Jordan were randomly selected to respond to a questionnaire which was adapted from Oxford (1990). Data were analysed using descriptive statistics, independent samples t-test, One-Way ANOVA, and Scheffe test. The study revealed that the top four frequent cognitive strategies used by EFL students are inferencing, prediction, elaboration, and paraphrasing. In other words, this study revealed that these cognitive strategies are useful techniques for EFL students to use in academic reading courses. The study also showed that there are no significant differences between students’ use of cognitive strategies and their class level. In addition, One-Way ANOVA and Scheffe tests revealed that there are significant differences between three cognitive strategies which are sounds, prediction, and paraphrasing and students’ GPAs, in favour of students with excellent GPAs. Thus, in EFL contexts, teachers of academic reading courses need to train students to use cognitive strategies effectively for better academic reading comprehension. This can be enhanced through designing reading activities and tasks that should involve the use of cognitive strategies in order to help EFL students practice these strategies.

Numerical literacy is the knowledge and skill to use various numbers and basic mathematical symbols to solve life problems. Math self-concept is a student`s assessment of their skills, abilities, enjoyment, and interest in mathematics. Both are essential elements that significantly affect the adjustment of one`s knowledge and skills development. Children with special needs in inclusive elementary schools had not been facilitated by learning that accommodated literacy and math self-concept. Therefore, it is necessary to differentiate the learning process for students with special needs. The first objective of this study was to determine the level of numerical literacy and math self-concept in inclusive elementary schools. The second objective of this research was to identify the implementation of differentiated learning, and the third was to develop learning designs for children with special needs. Furthermore, this research used the qualitative research method because more in-depth data exploration was needed regarding children with special needs. The instruments used were tests, questionnaires, and interviews. The qualitative data were collected and analyzed through exploration, identification, and description. This research contribution consisted of (1) a Detailed description of achievement of numerical literacy and math self-concept; (2) Implementation of differentiated learning in inclusive primary schools; and (3) Learning design for children with special needs. The main findings of this study is that numerical literacy and math self-concept of children with special needs in inclusive elementary schools could be facilitated by differentiated learning designs.

Although many studies have investigated whether blended project-based learning (BPjBL) is more effective in increasing student achievement compared to traditional learning models, previous research has shown inconsistent results. The aim of this research is to evaluate the impact of the BPjBL model on student learning achievement compared to traditional learning models. This study utilizes a group contrast meta-analysis approach by analyzing data from 13 primary studies that meet the inclusion criteria. The analysis results indicate that the use of the BPjBL model has a significant effect on student learning achievement with a combined effect size of 1.23 (large effect). Therefore, it can be concluded that the BPjBL model has a significant influence on student learning achievement compared to traditional learning models. Furthermore, the analysis based on moderator variables shows that the effect of the BPjBL model on student learning achievement differs based on educational level groups (Qb = 14.40; p < 0.05) and year of publication (Qb = 19.40; p < 0.05). However, there is no significant difference based on group sample size (Qb = 0.49; p > 0.05). The findings of this meta-analysis provide more accurate results in depicting the inconsistent variation in research effect sizes.

The overall purpose of this study was to examine the autobiographical memory narrative as a way for graduate teacher candidates (TCs) to learn to identify (1) barriers to learning, (2) Universal Design for Learning (UDL) checkpoints to remove these barriers, and (3) strategies for addressing the UDL checkpoints and removing these barriers. This phenomenological study explored lived experiences of (a) UDL training in the graduate teacher preparation programs, (b) barriers to learning in the past experience, and (c) application of UDL principles to removing the self-identified barriers to learning among graduate TCs. Having a purposeful criterion sample at a site level to explore central phenomena in the study (Creswell & Poth, 2018), participants in the study included 63 graduate TCs in a teacher certification program at a university in the north eastern region of the United States. The participants dually took roles as a student, who identified barriers to their learning from the past experience, and as a teacher, who applied UDL principles to removing those self-identified barriers. Data were collected through each participant’s autobiographical narrative about (i) their past learning experience at any point in K-16 education, (ii) barrier to their own learning experience in the past, and (iii) UDL application to removing the identified learning barriers. Data were analyzed to identify frequency of barriers and types of strategies to remove these barriers across participants. Discussion includes identified (1) barriers to learning, (2) UDL checkpoints, and (3) strategies to apply the identified UDL checkpoints to removing these barriers. Emerging themes were aligned with the UDL guidelines (2018).