The present study explored the potential opportunities and challenges of using the Community as Classroom strategy in learning Geography from the perspectives of 264 Bhutanese middle secondary school students. Guided by mixed-method design, survey questionnaires and focus group interviews were used to collect the data. Thematic analysis was employed for qualitative data, whereas quantitative data was analysed using descriptive statistics such as mean and standard deviation. The findings from both the quantitative and qualitative data revealed that there were various opportunities for incorporating the CAC strategy in the Geography curriculum such as learning through the CAC strategy was engaging, experiential, and provided practical knowledge. Moreover, participants believed that it connected them with their communities, enriched their experiences, and enhanced learning outcomes. This approach was seen as authentic and relevant, allowing students to witness the practical application of academic content in their communities. However, both quantitative and qualitative findings revealed that there were certain challenges in using the CAC strategy, including time constraints, large class sizes, transportation costs, diverse student behaviour, and cultural differences. This study concludes with implications and recommendations for future research.

The Swiss system of vocational education and training is very dynamic. The advantage of the Swiss system of basic vocational education and training lies in the close link between professional practice and school teaching. Most young people in Switzerland start their careers with basic vocational training. Basic vocational training is favorable, because it is the combination of professional practice and school lessons. The vocational pathway leads the young people either directly to vocational practice and vocational school or a full-time school. Basic vocational training leads to the Federal Vocational Certificate (EBA) in two years and to the Federal Certificate of Proficiency (EFZ) in three or four years. After the professional certificate, the certificate of proficiency can be obtained - even vocational training time is shortened depending on your performance. Highachieving pupils can also obtain the vocational baccalaureate (BM) during or after their apprenticeship. With this way, they have exam-free access to the universities of applied sciences. The vocational baccalaureate can be obtained in various disciplines and in different ways. It is always related to vocational training and can be obtained during the apprenticeship (BM1), after successful completion of the apprenticeship (BM2) or within the framework of the business secondary school (WMS) or the computer science secondary school (IMS). In order to be admitted to the vocational baccalaureate school, one must meet the admission requirements or pass an entrance exam. This applies to both BM1 and BM2. The Canton of Basel-Stadt offers baccalaureate courses for working people and the one-year passerelle course for adults with a vocational baccalaureate. Both allow students to study at a university or university of applied sciences with certain restrictions. You can find detailed information on the web at www.berufsberatung.ch and www.berufsmaturbb.ch/home.html.

This research aims to design and evaluate an experimental model of problembased mathematics instruction by conducting an experiment with 3rd-grade students in practical school settings. The objective is to determine the impact of the experimental instruction model on students’ achievements in mathematics knowledge, focusing on the first taxonomy level according to Gagne. The study utilizes an experimental pedagogical research approach within existing primary school classrooms. The experimental group (EG) experiences the problem-based instruction model, while the control group (CG) receives behaviorist instruction. The experiment spans 8 months and includes 240 3rd-grade students. Results reveal that the EG, despite a minor pre-test advantage, demonstrates superior posttest achievements in arithmetic, geometry, and logic when controlling for pre-test scores. This confirms the effectiveness of problem-based instruction in enhancing conceptual understanding.

Virtual reality (VR) technologies have proven to be effective teaching tools in higher education, particularly in arts education. Likewise, the analysis of the assessment that professors make of these technologies helps to understand their reception and to design strategies for their implementation in universities. In this work, quantitative research is carried out to analyze the perception of university arts professors on different technical and didactic aspects of virtual reality (VR), as well as its limitations and its future projection. Specifically, significant differences are identified in these evaluations according to the tenure (private or public) of the university where the professors teach. For this purpose, a validated questionnaire is used, which was responded by 291 arts professors from 13 different Latin American countries. The results show low levels of digital skills for the use of VR. There is also a strong gap between private and public universities with respect to the digital competence of arts professors and their assessment of VR. It is suggested that universities increase the necessary equipment to integrate VR technology in arts education, as well as carry out specific faculty training sessions on the use of VR technologies and their integration into arts education.

Advancements in technology have led to the widespread use of modern technologies in education, including the integration of augmented reality (AR) and virtual reality (VR) technologies. During the COVID-19 era, Music learning like other applied educational disciplines, has faced many technical and application problems, especially in finding alternative educational tools that fulfill the learning purpose and preserve the expected learning outcomes. This study came to explore the effectiveness of using Virtual Reality technology in music education and to figure out the students` acceptance and their intention to use the technology. For this purpose, an interactive virtual learning environment was developed to aid students in learning the “principle of music theory”, a sample group of 20 students including students with Motor Disabilities from Luminus Technical University College (LTUC) participated in the study experiment. The results of the study show that the use of virtual reality technology is effective in learning music, and also there is an acceptable degree of intention to use the technology but at a high rate among students with motor disabilities. In addition, the analysis of the results highlights the essential factors that should be considered

Motivation for biology can be considered as one of the most important factors influencing the teaching and learning of biology. Thus, the main objectives of this research were to test the validity of an instrument that measures students` motivation for the subject of biology, and to determine the situational motivation of Slovenian secondary school students for learning biology. Based on 516 completed web questionnaires filled in by various secondary school students from Slovenia, we came to the following conclusions. By applying non-parametric tests, we concluded that there were certain statistical differences between genders and between students from different secondary schools and regions when it came to motivation for studying biology. First-year students are more concerned with assessing knowledge. Those from the fourth year, on the other hand, are more interested in the knowledge they have acquired rather than the grade they have achieved. They also considered knowledge in biology as important for their life and thus for their career. The factor analysis yielded a structure different from the theoretical constructs. The responses of Slovenian secondary school students formed five factors for the motivation to learn biology: (1) intrinsic motivation and personal importance, (2) anxiety about assessment tasks, (3) self-efficacy in assessments, (4) career motivation and (5) responsibility. This information could be useful for teachers and researchers to promote motivation for the discipline and subject of biology. A lack of motivation in science can hinder science and science literacy, which is necessary for responsible decision-making and behaviour and in choosing a career in science.

This study aimed to investigate the influence of gender on the satisfaction of Vietnamese K-12 teachers who participated in Teaching Activity Groups (TAGs), a collaborative professional development (PD) initiative. Using a quantitative approach, questionnaire data was collected from a purposive sample of 147 teachers (108 females, 39 males). The data were subjected to descriptive statistical analysis and Independent Sample t-tests to discern potential gender-based differences in teachers’ satisfaction with TAGs and their perceived impact on teachers’ PD. The results revealed nuanced disparities in satisfaction levels between female and male participants, with generally higher satisfaction levels exhibited by females. Notable areas of difference included knowledge acquisition, skills acquisition, school support, and issue resolution. These areas were indeed discussed in the content, providing a detailed analysis of where gender differences in satisfaction were most pronounced. The results underscore the relevance of gender considerations in PD studies and offer insights for policy and practice in the Vietnamese educational landscape. The study concludes by highlighting the need for further research to explore these gender dynamics and their underlying causes in greater depth.

This study aims to introduce a new Hybrid SIRe (simulation and reflection) Model for instructors to improve counselling skills of counselling students in the practicum course. The Hybrid SIRe Model of teaching is used by instructors, which is a combined approach involving simulation techniques (demonstration and role-play) and reflection techniques. Counselling instructors can utilise this model to establish competency and build self-confidence while conducting counselling sessions with the students.A total of seven counselling students (three males and four females) were selected from the practicum course to test the model. A mixedmethod approach was used in this study. The Counselling Self-Estimate Inventory (COSE) by Larson (1992) was employed to measure a mastery level of counselling skills among counselling students. Data were gathered from the counselling instructor’s field notes and counselling students’ reflections. Then, the obtained data were analysed using thematic analysis to explore the experiences of a new teaching method by the counselling instructor. The results showed a significant difference between the initial and final assessment of the COSE by comparing means . In conclusion, the Hybrid SIRe Model of teaching has an excellent benefit for counselling instructors to ensure that the practicum students can master counselling skills, which in turn develop their competence levels, help grow their professional identity and promote a better service in the future.

Educational technology professionals commonly utilize the Technological Pedagogical and Content Knowledge (TPACK) framework. Yet, the existing studies lack an examination of the influence of mathematics teachers` perceptions of TPACK on their Classroom Management Self-Efficacy in the context of online teaching. This quantitative cross-sectional survey aimed to explore the potential impact of TPACK on mathematics teachers` online classroom management, which is significant to improve online teaching. The study involved 232 mathematics teachers from Kuwaiti primary schools who were randomly selected through cluster sampling, who completed a questionnaire consisting of 42 items. The questionnaire aimed to investigate both teachers` perception of classroom Management Self Efficacy in online teaching, and their TPACK perceptions. Through the utilization of multiple regression analysis, the data revealed a significant correlation between the TPACK component (CK, TK, PK, PCK, TCK, TPK, and TPACK) and classroom Management Self Efficacy in online teaching. Consequently, this study highlights the validity of TPACK as a model to elucidate teachers` effective management of online classrooms. The results of this study contribute to international studies on online teaching efficiency, teaching practices, and teacher technological competencies.

The perceptions of blended learning teachers on the usefulness of different techniques in different aspects are tested: the technique improves the understanding of content and application of knowledge, to test the perception of learning; the technique facilitates blended learning; and the technique improves autonomy, commitment, and the perception of achievement with respect to the subject, to test aspects related to learning. This is an exploratory study with a preexperimental design. Thus, for this proposal, a mixed method is used with a scale questionnaire to obtain quantitative measures of mean and standard deviation, in addition to using the ANOVA test to check that the differences are significant, and an interview with some participants to complement with qualitative information and deepen the results obtained. Participants highlighted their combination and considered that self-regulated learning strategies are especially useful for monitoring progress and perception of achievement; flipped classroom to improve autonomy, which in conjunction with self-regulated learning improves understanding; and cooperative projects to improve understanding and application of knowledge when learning among peers. In conclusion, each technique is suitable for different purposes and the combination would be ideal.

Research on English-medium instruction (EMI) is still in its infancy in Science and Technology universities in Thailand. Thus, this two-stage study explored the students and teachers’ perceptions toward EMI programs, challenges, needs and teaching norms. Two instruments were used to collect the data and triangulate the results: (1) a survey questionnaire, and (2) semi-structured interviews to students and teachers. The first stage of the study collected the perceptions of 97 Agricultural Technology (AgriTech) and Science students enrolled in partial EMI programs using a survey questionnaire. In the second stage, 24 students and 7 lecturers were purposely chosen to attend the semi-structured interviews. Descriptive results of the survey revealed that students have favorable attitude toward EMI since it is beneficial for developing their English, making friends, developing cultural awareness, enhancing their future career, and increasing their self-esteem. However, despite the benefits, difficulties persist in speaking, reading, writing and cognition. Students believed that they needed support, such as resources in English language development, opportunities to use English in the campus, and activities that could develop their English language proficiency. From student interviews, themes derived regarding challenges include linguistic challenges, lack of self-esteem, cognitive challenges, and teachers’ accented speech. Data from teachers affirmed students’ cognitive and linguistic challenges. The other themes induced were cultural challenges, language anxiety and lack of self-esteem. Teaching norms highlighted ways to support content comprehension, for instance, summarizing lessons in L1.

Email functions as a pivotal tool in facilitating today’s business correspondence. Similar to other written genres, email incorporates distinct conventions and linguistic patterns that are recognized within a particular community. Deviating from the established conventions and recurring patterns can pose challenges for individuals engaging in communication within this genre. This study, which utilized a mixed methods research design, formulated a teaching approach that synergized genre-based approach (GBA) with data-driven learning (DDL) to facilitate business email writing instruction, while its effectiveness in enhancing students’ aptitude for written communication was investigated. The participants comprised 24 EFL university students with elementary (n=12) and intermediate (n=12) English proficiency levels from diverse academic disciplines. They underwent a 10-hour instructional course designed to augment their business email writing competence. Data were collected through pre-test and post-test assessments, supplemented by semi-structured interviews. The findings indicated a statistically significant improvement in participants’ business email writing ability subsequent to the intervention. Qualitatively, students’ post-intervention emails exhibited well-organized structure, comprehensive content, and contextual appropriateness, underpinned by practical, professional, and linguistically accurate language use. Furthermore, students expressed satisfaction with the pedagogical approach as it effectively prepared them for real-world business email communication.

This paper analyses the implication of school life, understood as coexistence, in the educational achievement of secondary school students. The article is based on data collected as part of a collective piece of research from the perspective of the sociological phenomenology of Alfred Schutz. 135 in-depth interviews were conducted with both teachers and students as well as participant observation sessions at different times and spaces in the educational institutions in this study. Further discussion is enhanced when problems such as insecurity and poverty are brought forward into the scene. It is concluded that if the concept of bullying continues to be reduced as a problem of disciplined coexistence among peers, palliative educational policies will prevail that lose sight of this type of violence. The results show the omission in educational public policies regarding the importance of interpersonal relationships on both teaching and learning processes.

Online teaching was adopted in Hong Kong and many other places worldwide due to lockdown policies during the COVID-19 pandemic. This research explores the effectiveness of kindergarten students’ online learning as measured by parents’ reports of their child’s satisfaction with learning, engagement in learning, effective teaching strategies, and an environment conducive to online learning. Parents of 392 students from 40 randomly selected kindergartens in Hong Kong completed questionnaires in March 2022, a few months after the end of online teaching. A questionnaire was designed for this study, with reliability and validity supported by Confirmatory Factor Analysis (CFA). Structural Equation Modeling (SEM) was used to test hypotheses. The findings show that effective teaching strategies and an environment conducive to online learning positively affected student learning. It can cast light on the issue of whether online teaching is suitable for kindergarten students, the appropriate teaching strategies, and the kind of learning environment needed to enhance online learning processes and outcomes.

This article presents part of a doctoral research project aimed at investigating the effects and possible limits of the discovery learning approach in teaching grammar to English as a foreign language (EFL) students in high schools in Slovakia from the teachers’ perceptions. The research project deployed design-based research with a total of 7 EFL teachers in Slovak high schools collecting data in three phases. The data presented in this article focused on intervention and were collected during the second phase of the research project. During the intervention, the teachers were taking field notes which were subsequently analysed. The results of the analysis of the teachers’ field notes showed there are mostly positive aspects of the discovery learning approach, pointing out students’ experience with discovery and their engagement when learning grammar. However, the results also showed some limits of this approach in the high school environment. Mostly training is needed for both teachers and students so they can make the most of the discovery process.

The study examined rural and urban kindergarten teachers’ teaching efficacy and its implications for the implementation of the standard-based curriculum in Ghana. It also examined whether kindergarten teachers’ teaching efficacy differs in terms of teaching experience. It also sought to determine the influence of gender, academic and professional qualification, job satisfaction, and teaching and learning resources on teaching efficacy. The Teacher Sense of Efficacy Scale (TSES) was used to collect online data from 375 kindergarten teachers drawn from rural and urban school settings. Findings from the study showed that kindergarten teachers in rural school settings reported higher levels of teaching efficacy in the area of instruction and pupil engagement than their urban counterparts. Again, rural and urban kindergarten teachers’ teaching efficacy differs across the different categories of teaching experience in areas of instruction and engagement but not for classroom management. The findings further showed that job satisfaction did not influence kindergarten teachers’ teaching efficacy. It is concluded that the Ghana Education Service should organize continuing professional development programmes to boost and sustain kindergarten teachers’ self-efficacy in areas of instruction, classroom management, and engagement. Implications of the study’s findings to research and practice are also discussed.

This study attempted to explore the effect of applying three associative vocabulary instruction strategies (context-based, morphemic analysis and concept map) compared with the traditional strategies on the intermediate EFL learners` vocabulary development employing a quasi-experimental, quantitative, pretest/post-test design. With the aid of an English proficiency test and a researcherdeveloped vocabulary test the homogeneity of the participants were checked before the study`s treatment. Subsequently, 80 intermediate EFL learners were chosen via convenience sampling procedure from private language schools and recruited for the study and divided into four groups of 20 as the experimental and control participants. The experimental participants were taught the target lexical items with the aid of contexts, concept maps and morphemic analyses while the control participants experienced the traditional instruction (i.e., L1 equivalent provision, word lists, flashcards and memorization). The same vocabulary test was administered this time as the post-test to check whether there was a significant difference in the learners` attainment for the taught lexical items. The performance of the participants on the vocabulary post-test was analyzed both descriptively and inferentially (a MANOVA, an ANOVA and an independent-samples t-test). It was revealed that all the associative vocabulary teaching strategies were significantly more efficient than the traditional vocabulary teaching strategies. Moreover, it was found that concept mapping was the most efficient instructional strategy for teaching the lexical items compared with the traditional strategies and other associative strategies for the intermediate EFL learners.

The current study explores preservice teachers` engagement in online learning. A total of 653 students from two Arab teacher-training colleges in Israel answered an attitude questionnaire focusing on four significant aspects of online learning: participants` perceptions; interactions with online learning; learning flexibility; and challenges of online learning. Inferential statistics methods were employed, mainly MANOVA analysis and the Structural Equation Modelling approach model (SEM). Results indicate the participants` readiness to learn online, showing positive perceptions towards online learning and highlighting the method`s flexibility, even though several challenges are still impeding the learning process. The study also shows that the participants` perceptions, the method`s flexibility and learning challenges, in addition to the learners` demographic variables, could affect the learners` interaction with online learning. The study results could help in understanding the associations between the perceptions of and experiences with online learning, specifically students` online interaction. Future research could examine other aspects relating to students` interaction with online learning and the relationship of online learning with the learners` properties and the method`s characteristics.

This exploratory case study investigated college student veterans’ pre-pandemic versus pandemic types and levels of stress linked to their individual/family and communal, health and social-relational contexts during the COVID-19 pandemic and how this orientation impacted their potential interest in communicating about the pandemic and related political, controversial topics in classrooms with a substantial discussion- and writing-assignment course design. The study focused on student veterans, who were compared with their nonveteran peers. From a U.S. university with a socioeconomically depressed, rural population, 78 college students, 39 veterans and 39 nonveterans, participated. The authors applied a mixed-methods design approach and convergent-parallel strategy reliant on data collection and analysis by utilizing Likert scale and short-answer survey questions, NVivo coding, and SPSS statistical software. As findings, during the pandemic, both the veterans and nonveterans reported high and often similar stress levels of up to 41% for five factors connected to their individual/family and communal, health and social-relational contexts, which negatively impacted their college educational paths. During the pandemic, veterans showed the highest stress rates for three factors: anxiety about 1) a community/national political issue(s) connected to their communal, health and social-relational contexts and, tied for second place, 2) an injury/illness of a family member(s) affecting veterans’ individual/family health and 3) a community/national issue(s) related to the COVID-19 pandemic as again linked to veterans’ communal, health and socialrelational statuses. Meanwhile, the nonveterans’ top stressor concerned a personal socializing issue associated with their individual/family, social-relational background.

Social media spaces nowadays have millions of users around the world and have become essential tools for analysis at different levels and in different fields, including education. With several open-source options for a social media platform, it is difficult to choose one for an academic environment. Therefore, this study was conducted to analyse open-source social media of an educational nature, making a comparison of some functionalities. For this purpose, a broad search for opensource social networks for academic purposes was conducted, using selection criteria. Subsequently, a mixed methodological approach with an explanatory scope was used in an analysis of the 10 selected open-source social networks, in which 25 functionalities were analysed. The functionalities were those that generated the most interest and knowledge in the academic community. The functionalities were established as variables and grouped into six categories to facilitate the comparison of the social networks, which is an additional result for this study. Finally, considering the results of the comparison of the different functionalities, the network that was found to be the most advisable was HumHub.

This study aimed to discuss the academic profiles and requirements of physical education teachers at middle schools. Therefore 102 physical education teachers (Mage= 44) from Uzbekistan participated in this study. The literature review method was used to find potential research papers. A special self-report interview was used to determine the professional needs of physical education teachers working at middle schools. The results of the interviews were used to determine the indicators of the professional profiles of the physical education teachers. The results showed that physical education teachers should meet several professional requirements. Also, revealed five main requirements, namely, psychological and pedagogical requirements, personal and professional requirements, teaching (or methodological) requirements, communicative and organizational requirements, and scientific-educational requirements. The research results can be applied to the future training of physical education teachers, the development of teacher education programs, and the organization of an effective educational process in schools. Future physical education teachers can use the results of this study to envision professional requirements, skills, and experiences.

Mandatory professional development (PD) programs are prevalent in the system despite research evidence of its weakness in changing teachers’ actual classroom practices. There is no coherent understanding of what makes mandatory PD programs effective. We accessed 23 articles from three databases using the Preferred Reporting Items for Systematic Reviews and Meta-analysis to develop a knowledge base of mandatory PD. We explored how mandatory PD programs have been researched and conceptualised, emphasising what key elements support teachers’ implementation of their acquired knowledge and skills. We developed a framework for designing a mandatory PD program with integrated system-level and school-level extended programs to ensure its effectiveness. Our findings expand Desimone’s elements of effective PD to include school-extended elements such as opportunity and autonomy to implement, monitoring and evaluation mechanisms, and support and resources for teachers. The framework has implications for articulating policy, improving mandatory PD practices, and theoretical understanding of effective mandatory PD programs.

Enhancing student motivation to manage their learning process and attain selftransformation in Oral English learning presents a notable challenge. This study emerged from a Role Play Oral English Course (RPOEC) which utilizes English cartoon film clips to enhance primary students’ oral English skills through role play, facilitating meaningful language input and output. Implemented in a Chinese context where English language exposure is limited, this qualitative case study, combined with action research, explores how autonomous learning is fostered through RPOEC. The study engaged a Grade Six class of 30 students (25 girls and 5 boys) in northern China, investigating strategies to trigger learners’ interests and form their independent learner identities autonomously, empower learners in their educational journey, encourage reflective practices in oral English learning, and involve learners in evaluative processes. Data, collected through a combination of observations, focus group discussions, and document analysis for three months, were thematically analyzed across four intertwined perspectives: situated learning, interactive communication, cooperative learning, and evaluative discussions. The paper posits that the outlined curricular approach can be tailored to educators’ needs aiming to cultivate students’ oral English skills within a situated, interactive, and collaborative learning environment, pushing learners towards autonomous engagement.

The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students` TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student`s performance, as seen in the improved test scores. The study`s results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students.

Note-taking is a significant part of students’ academics because it improves their learning and helps them with their memory. Writing effective notes that are concise helps students to understand the information easier and allows them to retrieve information efficiently. Note-taking allows students to organize information and to enhance their cognitive processing. There are many different ways to structure notes such as intentional free notes, outline notes, and matrix notes. Therefore, it is important that students find their own structured way to write effective notes during lecture. The purpose of this research study is to investigate whether effective-note-taking improves the quality of learning and memory retrieval for students. A survey was administered and collected from 200 students of the City College of New York during fall of 2022. The survey questionnaire included Likert-type and open-ended questions, which was used to examine the students’ thoughts, perceptions and their views about the benefits of effective note-taking. The data suggest that student’s ability to note-taking and their method of note-taking is positively correlated with their GPA and performance. Furthermore, most students believe note-taking is vital to have a higher academic performance. Furthermore, the data suggests that the students’ perceptions is that effective note-taking helps them with their memory and information retrieval.

As a contribution to ongoing discussions about the implications of social presence for online instruction technology, this study evaluated the reliability and validity of a composite social presence construct in online computer science programmes using archival data from the Computing Research Association’s (CRA) Center for Evaluating the Research Pipeline (CERP) Data Buddies Survey. Questions from the survey were aligned to three interdependent subconstructs of social presence proposed by Kreijns et al (2021). Spearman’s rank correlation coefficient was used to analyse the relationships between the subconstructs. Cronbach’s alpha was used to evaluate the internal consistency and reliability of the subconstructs of social presence, sociability, and social space, as well as the composite construct of social presence. The findings indicate that the social presence construct and its subconstructs are internally consistent and highly reliable, aligned with the CERP survey. Results indicated that the subconstructs are interrelated indicators of the perception of social presence in online computer science programmes. This study contributes to the literature concerning measuring social presence in online learning by providing a reliable and valid construct that can be used to assess the construct using different permutations of analysis on the CERP dataset.

Learning-oriented reading assessment (LORA) has expanded multiple views of assessment for learning reading. Most EFL reading assessment contexts tended not to utilise feedback and self-assessment for the redesign of authentic tasks and tests. This mixed-methods study investigated how LORA enhanced EFL students’ reading after the implementation of LORA. Participants consist of sixty-seven tenth Grade Thai students from the urban public school. They were divided into two groups, including 32 students for the LORA group and 35 students for the control group. The reading test was designed to compare post-test scores of both groups and was analyzed using Mann-Whitney U-test. In addition to perceptions on assessment, only those in the LORA group responded to the LORA questionnaire to give their perceptions of the assessment, and the three highestranking and the three lowest-ranking students were selected for the semi-structured interviews to explore five aspects of the design, including task, test, teacher’s observation, feedback, and redesign. Findings from the questionnaire were analyzed using descriptive statistics whereas the semi-structured interview was categorized through thematic analysis. Although there was no statistically significant difference between groups, students in the LORA group tended to gain higher scores on reading after participating in the study. They perceived positively on the implementation. Implications indicated connecting reading assessment and feedback for learning with authentic tasks and tests.

By harnessing the power of 21st-century, the use of cloud computing resources in higher education has emerged as a hot area for deploying innovative technologies in teaching and learning. Accordingly, the core objective of the present study is to analyze the inclination towards the utilization of cloud-based technologies among pre-service teachers in the present digital environment. Based on studies reviewed, a research model was developed with five usability factors - perceived usefulness, perceived ease of use, perceived security, frequency of usage, and behavior intention. Quantitative survey method was used to collect data among 252 preservice teachers in Karaikudi locality. Factor Analysis, Percentage Analysis, Pearson Correlation Analysis, Multiple Linear Regression Analysis were employed for data analysis Statistical analysis of the data indicates that pre-service teachers exhibit a favorable inclination towards using cloud-based technologies with a moderate extent, which is predominantly influenced by perceived ease of use. It is evident from the present study that pedagogical approaches need to change for successful integration of technology in future classrooms and for the development of sustainable educational practices.

The study aimed to ascertain how learners` performance in the chemical hybridization concept was affected by the Computer Animation Instructional Package (CAI). A pretest-posttest quasi-experimental research design was used in the study. There were 120 seniors secondary school students in the sample. The control group received instruction via traditional lectures, while the experimental group was treated using computer animation. The Hybridization Achievement Test (HAT) and Students` Spatial Ability Test (SSAT) were tested and used for data collection. The tests had reliability coefficients of 0.71 and 0.77, respectively using Kuder Richardson 20. Using estimated marginal means and Analysis of Covariance (ANCOVA) at a 0.05 significance level, seven research hypotheses were tested. Results showed that CAI highly impacted students` performance in the chemical concept of hybridization. A noteworthy interaction effect between gender and spatial ability was also found, favouring females with high spatial ability over males with low spatial ability regarding learners` performance. The research results indicate that CAI enhanced students` performance on the hybridization concept in chemistry. The results also showed the gender-friendly and successful instructional characteristics of CAI.

The Philippine Department of Education (DepEd) reiterated the need to conduct class observations to help ensure the delivery of quality basic education to all learners. It developed the Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads, aligned with the Philippine Professional Standards for Teachers (PPST). The manual provides school heads and other raters with a detailed reference to help understand the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance (DepEd, 2018). It is on this premise that this study is conducted. Primarily, it aimed to ascertain the elementary teachers’ views on the conduct of the class observations. Likewise, it also identified the factors necessary for the smooth conduct of the class observations. This study utilized the case study research design. It involved eighteen (18) elementary teacher participants and three (3) school principals, utilizing a purposive sampling design. The interview guide was used to gather the data, which was analyzed using the Collaizzi’s method. The study found that the elementary teachers’ views are characterized as systemic and observer expertise. The factors necessary for the smooth conduct of the class observations are: (1) observe honesty, confidentiality, and collegiality; (2) provide actionable feedback; and (3) support productive collaboration among teachers. Future researchers may duplicate this study on a national scale to validate the study’s findings.

This study arises from the need to approach the current reality of English pronunciation in primary education classrooms in Spain. Nowadays, English pronunciation is still not given importance for the development of students’ communicative competence. Thus, pronunciation is not sufficiently valued, and therefore, we can detect certain deficiencies in the oral expressions of our students. The main objective of this study was to investigate the situation of pronunciation in primary education in Spain. The hypothesis we planned was whether pronunciation was given appropriate importance and had sufficient presence in the classroom. We conducted a quantitative method being framed within what is known in educational research as a non-experimental or ex-post-facto design, defined as that which is carried out without the researcher deliberately manipulating the independent variables. The instrument used was a personal questionnaire delivered to 55 English teachers, of whom 32 responded, in primary education from Granada in Spain. From the data obtained from the teachers participating in the study, we can conclude that although teachers consider oral expression as one of the main skills to be worked on in the classroom, they do not consider pronunciation to have a direct and significant relationship with improving it.

The aim of this study was to determine to what extent leisure activities affect life satisfaction in young people. 670 students attending the University of Zagreb (Croatia) took part in the study, out of which 209 (31.2%) were males and 461 were females (68.8%). The largest number of students stated they have 2-3 hours of leisure time per day (n = 210; 31.3%), while the lowest number of students stated they have up to 1 hour of leisure time per day. The respondents filled in a survey which consisted of 2 parts: The Leisure Time Questionnaire and The Satisfaction with Life Scale (Diener et al., 1985). For the purpose of this study and based on the relevant literature, The Leisure Time Questionnaire was designed in which 6 composite variables were formed (Cultural activities, Relaxing activities, Electronic media and the Internet, Useful activities, Sports, Socializing and going out). According to the findings, the respondents tend to spend most of their leisure time in Relaxing activities, and the minimum of their time engaging in Cultural activities. Out of all 6 composite variables relating to young people’s leisure activities, only one, Socializing and going out, has proved to be a statistically significant predictor of life satisfaction in young people.

As an engaging instructional approach, project-based learning has gained prominence as a means of adapting K-12 education to a changing world. However, research assessing the effectiveness of project-based learning has primarily focused on teachers, whereas studies on students` perceptions of project-based learning have been limited to isolated cases. This review aimed to provide a comprehensive synthesis of qualitative and mixed-approach studies that investigated K-12 students` perceptions of project-based learning. A metaethnography approach was employed to identify, evaluate, and combine the findings of the 14 peer-reviewed studies. These studies were selected based on an extensive search of databases such as Web of Science, ERIC, and ScienceDirect. Six themes were identified to reflect K-12 students` perceptions of project-based learning: enhancing 21st-century skills, enhancing enthusiastic engagement, fostering interdisciplinary integration, time consumption, evoking initial jitter, and content insufficiency. Additionally, two research gaps were identified, with the majority of studies conducted among senior high school students in Europe and Asia. In conclusion, this synthesis highlights the effectiveness of project-based learning in promoting essential contemporary skills. However, caution is advised regarding challenges, such as content insufficiency. Stakeholders should consider targeted support and resource adequacy to optimize project-based learning benefits for diverse students.

This study examined Cambodian teachers’ knowledge and experience related to inclusive education and investigated differences in their knowledge and experience based on schools that implemented and did not implement inclusive education programmes. A survey was administered to 1,008 regular teachers from 236 primary schools of all 25 provinces and cities in Cambodia. Among the selected schools, 50% implemented inclusive education, while the other 50% did not. A four-part questionnaire was employed for data collection. Data analysis encompassed descriptive statistics, the Chi-Square analysis, and the independent sample t-tests. The study revealed that teachers had limited experience and knowledge in implementing inclusive practices. Teachers from schools with inclusive education programmes exhibited significantly higher levels of experience in inclusive education training (? = 0.21, p < 0.001), teaching students with disabilities (? = 0.21, p < 0.001), and collaborative efforts (? = 0.23, p < 0.001) than those from schools without such programmes. They also demonstrated significantly greater knowledge concerning policies, inclusive education (t = -8.29, p < 0.001), and disability (t = -3.12, p < 0.001) than their counterparts. The study provides various implications for improved policies and teacher training programmes to enhance teachers’ knowledge and experience for inclusive practices in Cambodia.

Physics is commonly perceived as a challenging academic discipline, with a contributing factor being the limited availability of educational resources to support students. Consequently, there arises a need to develop a module focused on the incorporation of technology in physics education. The integration of technology within pedagogical modules refers to the practice of including various technological Implementations in educational content. This study aimed to investigate and rank the most efficient technological implementations for designing a pedagogical hybrid physics module for students in grades 9-12 in the Sultanate of Oman. A literature review was conducted concerning the integration of technology in hybrid learning and physics education. Qualitative and quantitative research methodologies were employed for data collection, the data were analyzed utilizing Fuzzy Delphi Method (FDM). To establish the FD instrument, a panel of six experts was consulted through semi-structured interviews. This panel identified 13 significant technology Implementations for the development of the module. Subsequently, a group of 12 experts was surveyed to identify the essential technology Implementations. Consequently, four technology Implementations were excluded, while the accepted Implementations were then prioritized using FDM. The findings revealed that Mobile instant messaging claimed the top position, with Artificial Intelligence (AI) ranking at the lowest position.

As stipulated in the "K to 12 Program" of the Department of Education, Philippines, the traditional way of teaching and learning should be transformed into electronic learning where ICT skills and technologies are introduced to the 21st-century learners, as well as 21st-century teachers. This paper tried to determine if teaching by utilizing Physics Education Technology (PhET) Simulations can impinge on the mastery of the least learned competencies in General Physics 1. It specifically analyzed the Proficiency level and Performance level in demonstrative applications in Physics. The current study also proposed an enhanced lesson plan exemplar that can be adopted by STEM teachers in teaching Physics. The descriptive method of research was employed in the study. During the investigation, there were 49 Grade 12 STEM students participated. The study concludes that PhET Simulation-Integrated instruction can improve the students` proficiency level on the least mastered competencies in General Physics 1. It also strengthened the claim that PhET Simulations can be a virtual laboratory for assessing students` performance on demonstrative applications. Further, utilizing and integrating PhET Simulations in delivering physics lessons can promote positive and engrossing learning experiences among learners.

This research examines the influence of studying Non-Language Areas (NLA) subjects in a Foreign Language (FL) during pre-university education on three key factors: students` Foreign Language Competence (FLC), their perception of the FL training received during their Primary Education Degree (PED), and their intention to teach Physical Education (PE) in a FL in the future. A targeted sample of 160 students pursuing a PED was surveyed using a purposeful non-random questionnaire. The findings reveal a positive correlation between studying these subjects and enhanced FLC, both perceived and certified. Additionally, students exhibit a more favorable attitude towards the FL training in their PED and the prospect of teaching PE in a FL. Despite existing challenges in Bilingual Education (BE) program implementation at national and regional levels, exposure to NLA subjects in a FL in pre-university education yields positive outcomes in these areas.

The objectives of this research were to 1) develop reading literacy using metacognitive reading strategies with analysing text structure, 2) develop metacognitive reading behaviours using metacognitive reading strategies with analysing text structure, and 3) study the relation of reading literacy and metacognitive reading behaviours of Mathayomsuksa 1 students after learning by using metacognitive reading strategies with analysing text structure. The samples were 30 of Mathayomsuksa 1/1 students who enrolled Thai language subject in semester 1, academic year 2023 at Kham Kaen Nakhon School, The Secondary Educational Service Area Office KhonKaen. Research instruments were six lesson plans using Metacognitive Reading Strategies with Analysing Text, post-lesson report, teaching behaviours of teachers and learning of students report, metacognitive reading strategies with analysing text checklist, reading literacy framework process checklist and reading literacy assessment. The instruments used to evaluate the research were reading literacy test and reading behaviours questionnaire. Statistics used for data analysis were mean, standard deviation, percentage, Pearson correlation coefficient and content analysis. The findings indicated that 1) the percentage of the students’ reading literacy scores were 83.07 and 80 percentages of the students met the criteria which was at a higher level, 2) the student’s metacognitive reading behaviours were at a high level and 80 percentages of the students met the criteria at a higher level and 3) metacognitive reading behaviours and reading literacy were related after using metacognitive reading strategies with analysing text structure.

The integration of mobile learning applications has emerged as indispensable in higher education, yet the widespread adoption of mobile cloud computing technology within university settings remains limited in developing countries. This research seeks to bridge this gap by elucidating the primary factors influencing the decision to adopt mobile cloud computing in universities. To attain this objective, a comprehensive model is proposed, encompassing seven established technological factors along with novel considerations such as quality of service and social influence. The study involves data collection from 210 students and academic staff An-Najah National University in Palestine. The investigation underscores the paramount influence of quality of service, perceived usefulness, perceived ease of use, facilitating conditions, social influence, management support, and privacy on mobile cloud adoption. Furthermore, the research brings to light the persistent concerns surrounding security and privacy, serving as significant impediments to mobile cloud adoption in Palestinian Universities. The implications of these findings extend to higher educational institutions, mobile cloud service providers, and decision-makers. The identified factors serve as critical considerations for successful implementation of mobile cloud computing technology. Moreover, the research sheds light on the societal and scientific significance by addressing the motivation behind the title—exploring the utility of Mobile Computing Technology in enhancing educational processes.

Covid-19 pandemic was an event which undeniably changed the paradigm of language learning. Online language learning has emerged as a significant catalyst, shedding light on distinctive attitudes, motivations, and beliefs among learners. The aim of the present study was to explore how learners articulated their attitudes, motivations, and beliefs in this context. To achieve these objectives, two hundred thirteen respondents participated in the study, completing modified versions of the AMTB (Attitude/Motivation Test Battery) and BALLI (Beliefs about Language Learning Inventory) questionnaires. In addition, eight online language learners were engaged in one-on-one interviews. Quantitative data were subjected to descriptive statistical analysis, while qualitative data were transcribed and examined using thematic analysis techniques as proposed by Auerbach & Silverstein (2003). Drawing upon the Complex Dynamic Theory by LarsenFreeman (2017), the study`s findings revealed that foreign language learning during the Covid-19 pandemic constitutes a complex dynamic construct that is profoundly influenced by learners` attitudes, motivations, and beliefs. These findings align with prior research, suggesting that learners generally have positive attitudes toward language learning and the target language community, and they exhibit a high level of motivation in their pursuit of online language acquisition.

Music has been found to be an effective aid in foreign language learning, but its potential use has yet to be explored. This study utilised a quantitative research method to examine the effect of music type on generating English-as-a-foreignlanguage (EFL) students’ pre-writing ideas, which were moderated by gender. Fifty-three students from three classes without academic writing experiences were assigned to three different music types, including no music, instrumental music, and pop music. The results showed that female students outperformed male students, regardless of music types, in pre-writing idea generation tasks. In particular, female students significantly performed the best in instrumental music, followed by no music and pop music. On the contrary, male students obtained the greatest achievement in task when listening to pop music and the lowest performance when listening to instrumental music. The findings of the study imply the recognition of gender-specific preferences in using different types of music to enhance the processes of pre-writing idea generation, prompting tailored writing environments for EFL students’ needs

The present paper deals with the Slovak secondary school students’ problem of using commas in the complex sentences containing adverbial and nominal subordinate clauses while writing essays in English. It also concentrates on the English teachers’ ability to see correct/incorrect usage of commas in their students’ works. The research sample is formed by school leaving exam essays written by the students whose English is at an B1 level. The digitalized texts of 115 essays are uploaded in The Main Corpus and divided into 8 different subcorpora referring to different essay’s topics. Detailed corpus linguistic and statistical analyses lead to the conclusions that the overall commas use success of the observed EFL students directly depends on how difficult the topic of an essay is, and that the students’ error rate in adverbial clauses is much higher than the rate in nominal clauses. The last finding referring to the fact that English language teachers overlook or incorrectly correct commas in a substantial number of sentences makes the authors think about all the possible roots and reasons of the students’ inaccuracy in commas usage in their written performance and several suggestions how to solve this problem.