Search results for: self-regulated learning strategies

Authors: T. Konst

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Most jobs include training and communication tasks, but often the people in these jobs lack pedagogical competences to plan, implement and assess learning. This paper aims to discuss how a learning approach called innovation pedagogy developed in higher education can be utilized for learning development in various organizations. The methods presented how to implement innovation pedagogy such as process consultation and train the trainer model can provide added value to develop pedagogical knowhow in organizations and thus support their internal learning and development.

Keywords: innovation pedagogy, learning, organizational development, process consultation

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Authors: Tianyou Wang

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Students' own intrinsic motivation is the main source of energy for learning activities, and their self-efficacy becomes a key factor affecting the learning effect. In today's increasingly common situation of online vocal music teaching, virtualized teaching scenarios have brought a considerable impact on students' personal efficacy. Since personal efficacy is the result of the interaction between environmental factors and subject characteristics, an empirical study was conducted to investigate the changes in students' self-efficacy, influencing factors, and characteristics in online vocal teaching scenarios based on the three dimensions of teachers, students, and technology. One hundred valid questionnaires were studied through a quantitative survey. The results showed that students' personal efficacy was significantly lower in online learning environments compared to offline vocal teaching and showed significant differences due to factors such as gender and class type; students' self-efficacy in online vocal teaching was significantly affected by factors such as technological environment, teaching style, and information technology ability. Based on the results of the study, it is recommended to pay attention to inquiry and practice in the teaching design, use singing projects as the teaching organization, grasp the learning process with the orientation of problem-solving, push the applicable vocal music teaching resources in time, lead students to explore and refine the problems and push students to learn independently according to the goals and plans.

Keywords: vocal pedagogy, self-efficacy, online learning, intrinsic motivation, information technology

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Authors: Lana Burmistrova

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Introduction: The influence of visual impairments on several cognitive processes used in the music learning process is an increasingly important area in special education and cognitive musicology. Many children have several visual impairments due to the refractive errors and irreversible inhibitors. However, based on the compensatory neuroplasticity and functional reorganization, congenitally blind (CB) and early blind (EB) individuals use several areas of the occipital lobe to perceive and process auditory and tactile information. CB individuals have greater memory capacity, memory reliability, and less false memory mechanisms are used while executing several tasks, they have better working memory (WM) and short-term memory (STM). Blind individuals use several strategies while executing tactile and working memory n-back tasks: verbalization strategy (mental recall), tactile strategy (tactile recall) and combined strategies. Methods and design: The aim of the pilot study was to substantiate similar tendencies while executing attention, memory and combined auditory tasks in blind and sighted individuals constructed for this study, and to investigate attention, memory and combined mechanisms used in the music learning process. For this study eight (n=8) blind and eight (n=8) sighted individuals aged 13-20 were chosen. All respondents had more than five years music performance and music learning experience. In the attention task, all respondents had to identify pitch changes in tonal and randomized melodic pairs. The memory task was based on the mismatch negativity (MMN) proportion theory: 80 percent standard (not changed) and 20 percent deviant (changed) stimuli (sequences). Every sequence was named (na-na, ra-ra, za-za) and several items (pencil, spoon, tealight) were assigned for each sequence. Respondents had to recall the sequences, to associate them with the item and to detect possible changes. While executing the combined task, all respondents had to focus attention on the pitch changes and had to detect and describe these during the recall. Results and conclusion: The results support specific features in CB and EB, and similarities between late blind (LB) and sighted individuals. While executing attention and memory tasks, it was possible to observe the tendency in CB and EB by using more precise execution tactics and usage of more advanced periodic memory, while focusing on auditory and tactile stimuli. While executing memory and combined tasks, CB and EB individuals used passive working memory to recall standard sequences, active working memory to recall deviant sequences and combined strategies. Based on the observation results, assessment of blind respondents and recording specifics, following attention and memory correlations were identified: reflective attention and STM, reflective attention and periodic memory, auditory attention and WM, tactile attention and WM, auditory tactile attention and STM. The results and the summary of findings highlight the attention and memory features used in the music learning process in the context of blindness, and the tendency of the several attention and memory types correlated based on the task, strategy and individual features.

Keywords: attention, blindness, memory, music learning, strategy

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Authors: Mohammed Ali

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A flexible manufacturing system has been studied under different manufacturing strategies. The aim of this paper is to test the impact of number of pallets and routing flexibility (design strategy) on system performance operating at different sequencing and dispatching rules (control strategies) at unbalanced load condition (planning strategies). A computer simulation model is developed to evaluate the effects of aforementioned strategies on the make-span time, which is taken as the system performance measure. The impact of number of pallets is shown with the different levels of routing flexibility. In this paper, the same manufacturing system is modeled under different combination of sequencing and dispatching rules. The result of the simulation shows that there is definite range of pallets for each level of routing flexibility at which the systems performs satisfactorily.

Keywords: flexible manufacturing system, manufacturing, strategy, makespan

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Authors: Hui Wang, Huan Zhang

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This study uses systematic review and qualitative comparative analysis methods to comprehensively inquire about the recent street-level policy entrepreneurship research, to identify the characteristics and lessons we can learn from 20 years of street-level policy entrepreneurship literature, and the relations between political contexts and street-level policy entrepreneurs’ strategies. Using data from a systematic review of street-level policy entrepreneurship literature, we identify the sub-components of different political contexts and core strategies of street-level policy entrepreneurs and estimate the configurational relations between different political settings and street-level policy entrepreneurs’ strategies. Our results show that street-level policy entrepreneurs display social acuity, define the problem, and build team strategies when policy or political streams dominate. Street-level policy entrepreneurs will use lead-by-example strategies when both policy and political streams dominate. Furthermore, street-level policy entrepreneurs will use bureaucratic strategies, even if no stream dominates in the political context.

Keywords: policy entrepreneurs, qualitative comparative analysis, street-level bureaucracy, systematic review

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Authors: Xin Zhao

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The project aims to expand the notion of narrative learning and address the importance of learning by reflection in our learning and teaching context at a British university. Drawing on the key concepts such as development ZPD, transition and reflection-in and –on-action, this project analyses the learning experiences of a small sample of Chinese postgraduate students in a British University, who use part-time job experience to develop cross-cultural communication skills. The project adopts a mixed methods approach. Questionnaires and focus group interviews are used to examine the way in which students adapt (or not adapt) to the culture of learning in a British university and develop a renewed sense of self in transitions from one culture to the other. The project also looks at how the students appropriate opportunities for learning not just from classrooms but outside classrooms from everyday encounters. The project aims to address the implication of learning by reflection as development in transition. Time in and for learning, or duration, is taken for granted in theorising narrative learning. The project shall explore this very issue of time in relation to learning by reflection in considering time in/of/for learning as duration.

Keywords: cross-cultural competence, learning by refection, international student transition, part-time work experience

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Authors: Faiza Babur Khan, Sohail Asghar

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With an emergence of distributed environment, cloud computing is proving to be the most stimulating computing paradigm shift in computer technology, resulting in spectacular expansion in IT industry. Many companies have augmented their technical infrastructure by adopting cloud resource sharing architecture. Cloud computing has opened doors to unlimited opportunities from application to platform availability, expandable storage and provision of computing environment. However, from a security viewpoint, an added risk level is introduced from clouds, weakening the protection mechanisms, and hardening the availability of privacy, data security and on demand service. Issues of trust, confidentiality, and integrity are elevated due to multitenant resource sharing architecture of cloud. Trust or reliability of cloud refers to its capability of providing the needed services precisely and unfailingly. Confidentiality is the ability of the architecture to ensure authorization of the relevant party to access its private data. It also guarantees integrity to protect the data from being fabricated by an unauthorized user. So in order to assure provision of secured cloud, a roadmap or model is obligatory to analyze a security problem, design mitigation strategies, and evaluate solutions. The aim of the paper is twofold; first to enlighten the factors which make cloud security critical along with alleviation strategies and secondly to propose an intrusion detection model that identifies the attackers in a preventive way using machine learning Random Forest classifier with an accuracy of 99.8%. This model uses less number of features. A comparison with other classifiers is also presented.

Keywords: cloud security, threats, machine learning, random forest, classification

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Authors: Ali Zefeiti

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There has always been a debate on critical versus pragmatic approach to learning English. Different elements of teaching take different shapes in the two approaches. This study concerns itself with the students who are the main pillar of the teaching/learning operation. Students have always been placed into classrooms to learn what the curricula of different courses offer. There is little room for students to state their own learning needs as they often have to conform with the group requirement. This study focuses on an extra-curricular activity students did alongside their mainstream learning. The students come from different colleges and different EAP courses. They are united by their passion for the task and learning many things along the way. The data are collected through interviews and students' journals. The study was concerned with the effect of this extra-curricular activity on students' main learning trajectory. The students were engaged in the task of film production over the period of their English Language course. The findings show that students are able to set their own agenda for learning and have actually had a lot of skills and vocabulary to take to class.

Keywords: critical EAP, pragmatic EAP, self-directed learning, teaching methods

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Authors: Mohammed Hassan Alshaikhi

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Teaching vocabulary is a fundamental step in helping students to develop a good grasp of language. Exploring new strategies is an essential part of improving the teaching of vocabulary. The study aimed to explore the teaching vocabulary strategies in Saudi primary classrooms (aged 11 and 12 years old) in Jeddah, Saudi Arabia. The study was based on qualitative data collected from a large-scale case study, which utilised observations at eight male state and private primary schools during the academic year 2016-2017. The observations were transcribed, coded and entered into Nvivo software to be organised and analysed. Varying teaching vocabulary strategies were explored, and then they were circulated to many English teachers to be used in their classes.

Keywords: case study, English language, Saudi teachers, teaching vocabulary strategies

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Authors: Fatima Al-Aswadi, Chan Yong

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With the large volume of unstructured data that increases day by day on the web, the motivation of representing the knowledge in this data in the machine processable form is increased. Ontology is one of the major cornerstones of representing the information in a more meaningful way on the semantic Web. The goal of Ontology learning from text is to elicit and represent domain knowledge in the machine readable form. This paper aims to give a follow-up review on the ontology learning systems from text and some of their defects. Furthermore, it discusses how far the ontology learning process will enhance in the future.

Keywords: concept discovery, deep learning, ontology learning, semantic relation, semantic web

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Authors: Rodrique Watong Tchounkeu

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This paper investigated the implementation and impact of inclusive education practices in early childhood settings (ages 3-6) with the overarching aim of fostering a diverse learning environment. The primary objectives were to assess the then-current state of inclusive practices, identify effective methodologies for accommodating diverse learning needs, and evaluate the outcomes of implementing inclusive education in early childhood settings. To achieve these objectives, a mixed-methods approach was employed, combining qualitative interviews with early childhood educators and parents, along with quantitative surveys distributed to a diverse sample of participants. The qualitative phase involved semi-structured interviews with 30 educators and 50 parents, selected through purposive sampling. The interviews aimed to gather insights into the challenges faced in implementing inclusive education, the strategies employed, and the perceived benefits and drawbacks. The quantitative phase included surveys administered to 300 early childhood educators across various settings, measuring their familiarity with inclusive practices, their perceived efficacy, and their willingness to adapt teaching methods. The results revealed a significant gap between the theoretical understanding and practical implementation of inclusive education in early childhood settings. While educators demonstrated a high level of theoretical knowledge, they faced challenges in effectively translating these concepts into practice. Parental perspectives highlighted the importance of collaboration between educators and parents in supporting inclusive education. The surveys indicated a positive correlation between educators' familiarity with inclusive practices and their willingness to adapt teaching methods, emphasizing the need for targeted professional development. The implications of this study suggested the necessity for comprehensive training programs for early childhood educators focused on the practical implementation of inclusive education strategies. Additionally, fostering stronger partnerships between educators and parents was crucial for creating a supportive learning environment for all children. By addressing these findings, this research contributed to the advancement of inclusive education practices in early childhood settings, ultimately leading to more inclusive and effective learning environments for diverse groups of young learners.

Keywords: inclusive education, early childhood settings, diverse learning, young learners, practical implementation, parental collaboration

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Authors: M. Rodionov, Z. Dedovets

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The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools.

Keywords: education, methodological system, the teaching of mathematics, students motivation

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Authors: Hanan A. Algamdi, Huda Y. Alyami

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Learning object repositories contribute to developing educational process through its advantages; as they employ technology effectively, and use it to create new resources for effective learning, as well as they provide opportunities for collaboration in content through providing the ability for editing, modifying and developing it. This supports the relationships between communities that benefit from these repositories, and reflects positively on the content quality. Therefore, this study aims at exploring the most prominent learning topics in the 21st century, which should be included in learning object repositories, and identifying the necessary set of learning skills that the repositories should develop among today students. For conducting this study, the analytical descriptive method will be employed, and study sample will include a group of leaders, experts, and specialists in curricula and e-learning at ministry of education in Kingdom of Saudi Arabia.

Keywords: learning object, repositories, 21st century, quality

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Authors: Masaki Omata, Shumma Hosokawa

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An experiment to verify the relationships between physiological indexes of an e-learner and the presence or absence of an operation during e-learning is described. Electroencephalogram (EEG), hemoencephalography (HEG), skin conductance (SC), and blood volume pulse (BVP) values were measured while participants performed experimental learning tasks. The results show that there are significant differences between the SC values when reading with clicking on learning materials and the SC values when reading without clicking, and between the HEG ratio when reading (with and without clicking) and the HEG ratio when resting for four of five participants. We conclude that the SC signals can be used to estimate whether or not a learner is performing an active task and that the HEG ratios can be used to estimate whether a learner is learning.

Keywords: e-learning, physiological index, physiological signal, state of learning

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Authors: Min Kyeong Cha, Ju Yeon Mun, Seong Baeg Kim

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Recently, ‘play of learning’ became important and is emphasized as a useful learning tool. Therefore, interest in edutainment contents is growing. Storytelling is considered first as a method that improves the transmission of information and learner's interest when planning edutainment contents. In this study, we designed edutainment contents in the form of an adventure game that applies the storytelling method. This content provides questions and items constituted dynamically and reorganized learning contents through analysis of test results. It allows learners to solve various questions through effective iterative learning. As a result, the learners can reach mastery learning.

Keywords: storytelling, edutainment, mastery learning, computer operating principle

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Authors: Leei Wong

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Changes in globalized contexts precipitate changing perceptions concerning linguistic politeness practices. Within these changing contexts, misunderstanding or stereotypification of politeness norms may lead to negative consequences such as hostility or even communication breakdown. With China’s rising influence, the country is offering a vast potential market for global economic development and diplomatic relations and opportunities for intercultural interaction, and many outside China are subsequently learning Chinese. These trends bring both opportunities and pitfalls for intercultural communication, including within the important field of politeness awareness. One internationally recognized benchmark for the study and classification of languages – the updated 2018 CEFR (Common European Framework of Reference for Language) Companion Volume New Descriptors (CEFR/CV) – classifies politeness as a B1 (or intermediate) level descriptor on the scale of Politeness Conventions. This provides some indication of the relevance of politeness awareness within new globalized contexts for fostering better intercultural communication. This study specifically examines Bald on record politeness strategies presented in current beginner TCAL textbooks used in Australian tertiary education through content-analysis. The investigation in this study involves the purposive sampling of commercial textbooks published in America and China followed by interpretive content analysis. The philosophical position of this study is therefore located within an interpretivist ontology, with a subjectivist epistemological perspective. It sets out with the aim to illuminate the characteristics of Chinese Bald on record strategies that are deemed significant in the present-world context through Chinese textbook writers and curriculum designers. The data reveals significant findings concerning politeness strategies in beginner stage curriculum, and also opens the way for further research on politeness strategies in intermediate and advanced level textbooks for additional language learners. This study will be useful for language teachers, and language teachers-in-training, by generating awareness and providing insights and advice into the teaching and learning of Bald on record politeness strategies. Authors of textbooks may also benefit from the findings of this study, as awareness is raised of the need to include reference to understanding politeness in language, and how this might be approached.

Keywords: linguistic politeness, higher education, Chinese language, additional language

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Authors: Shu-Chen Wu

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This qualitative study investigated Chinese teachers’ perspectives on learning at play. Six kindergarten teachers were interviewed to obtain their understanding of learning at play. Exemplary play episodes from their classrooms were selected with the assistance of the participating teachers. Four three-minute videos containing the largest amount of learning elements based on the teachers’ views were selected for analysis. Applying video-stimulated interviews, the selected video clips were shown to eight teachers in two focus groups to elicit their perspectives on learning at play. The findings revealed that Chinese teachers have a very structured representation of learning at play, which should contribute to the development of professional practices and curricular policies.

Keywords: learning at play, teachers’ perspectives, co-constructed views, video-stimulated interviews

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Authors: Marian Sorin Ionescu, Olivia Negoita, Cosmin Dobrin

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This scientific communication reports and discusses learning models adaptable to modern business problems and models specific to digital concepts and paradigms. In the PAC (probably approximately correct) learning model approach, in which the learning process begins by receiving a batch of learning examples, the set of learning processes is used to acquire a hypothesis, and when the learning process is fully used, this hypothesis is used in the prediction of new operational examples. For complex business models, a lot of models should be introduced and evaluated to estimate the induced results so that the totality of the results are used to develop a predictive rule, which anticipates the choice of new models. In opposition, for online learning-type processes, there is no separation between the learning (training) and predictive phase. Every time a business model is approached, a test example is considered from the beginning until the prediction of the appearance of a model considered correct from the point of view of the business decision. After choosing choice a part of the business model, the label with the logical value "true" is known. Some of the business models are used as examples of learning (training), which helps to improve the prediction mechanisms for future business models.

Keywords: machine learning, business models, convex analysis, online learning

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Authors: Samia Hassan, Fouzia Latif

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In many countries, education is still far from being a knowledge industry in the sense of own practices that are not yet being transformed by knowledge about the efficacy of those practices. The core question of this paper is why students get bored in class? Have we balanced between the creation and advancement of an engaging learning community and effective learning environment? And between, giving kids confidence to achieve their maximum and potential goals, we sand managing student’s behavior. We conclude that creating a positive learning environment enhances opportunities for young children to feel safe, secure, and to supported in order to do their best learning. Many factors can use in classrooms aid to the positive environment like course content, class preparation, and behavior.

Keywords: effective, environment, learning, positive

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Authors: Azzeddine Atibi, Khadija El Kababi, Salim Ahmed, Mohamed Radid

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The principal objective of this study is to undertake a comprehensive comparative analysis of distance learning and blended learning modalities, with a particular emphasis on evaluating their effectiveness during the confinement period mandated by the COVID-19 pandemic. This investigation is rooted in the firsthand experiences of educators at the high school and secondary levels within both private and public educational institutions. To acquire the requisite data, we meticulously designed and distributed a survey to these educators, soliciting detailed narratives of their professional experiences throughout this challenging period. The survey aims to elucidate the specific difficulties encountered by teachers, as well as to highlight the innovative pedagogical strategies they devised in response to these challenges. By synthesizing the insights garnered from this survey, our goal is to foster an exchange of experiences among educators and to generate informed recommendations that will inform future educational reforms. Ultimately, this study aspires to contribute to the ongoing discourse on optimizing educational practices in the face of unprecedented disruptions.

Keywords: distance learning, blended learning, covid 19, secondary/ high school, teachingperformance, evaluation

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Authors: Mohammed T. Taher, Usman Ghani, Ahmed S. Khan

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This paper compares the findings of two studies conducted to determine the effectiveness of simulation-based, hands-on and feedback mechanism on students learning by answering the following questions: 1). Does the use of simulation improve students’ learning outcomes? 2). How do students perceive the instructional design features embedded in the simulation program such as exploration and scaffolding support in learning new concepts? 3.) What is the effect of feedback mechanisms on students’ learning in the use of simulation-based labs? The paper also discusses the other aspects of findings which reveal that simulation by itself is not very effective in promoting student learning. Simulation becomes effective when it is followed by hands-on activity and feedback mechanisms. Furthermore, the paper presents recommendations for improving student learning through the use of simulation-based, hands-on, and feedback-based teaching methodologies.

Keywords: simulation-based teaching, hands-on learning, feedback-based learning, scaffolding

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Authors: Habsah Mohamad Sabli, Mohammad Fardillah Wahi

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The main aim of this research study is to better understand and measure students' perceptions towards the effectiveness of mobile learning. This paper reports on the results of a survey of three hundred nineteen students at Polytechnic Mukah Sarawak (PMU) about their perception to the use of mobile technology in education. An analysis of the quantitative survey findings is presented focusing on the ramification for mobile-learning (m-learning) practices in higher learning and teaching environments. In this paper we present our research findings about the level of perception and gender correlations with perceived ease of use and perceived usefulness using M-Learning in learning activities among students in Polytechnic Mukah (PMU). Based on gender respondent, were 150 female (47.0%) and 169 male (53.0%). The survey findings further revealed that perception of students are in moderately high and agree for using m-learning. The perceived ease of use and perceived usefulness is significant with weak correlations between students to adapt m-learning for active learning activities. The outcome of this research can benefit the decision makers of higher institution in Mukah Sarawak regard to way to enhance m-learning and promote effective teaching and learning activities as well as strengthening the quality of learning delivery.

Keywords: M-learning, student attitudes, student perception, mobile technology

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Authors: A. K. Tsafe

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The study investigates the efficacy of Special Mathematics Teaching Strategy (SMTS) as against Conventional Mathematics Teaching Strategy (CMTS) in teaching students identified with Mathematics Learning Disabilities (MLDs) – dyslexia, Down syndrome, dyscalculia, etc., in some junior secondary schools around Sokoto metropolis. Errors and misconceptions in learning Mathematics displayed by these categories of students were observed. Theory of variation was used to provide a prism for viewing the MLDs from theoretical perspective. Experimental research design was used, involving pretest-posttest non-randomized approach. Pretest was administered to the intact class taught using CMTS before the class was split into experimental and control groups. Experimental group of the students – those identified with MLDs was taught with SMTS and later mean performance of students taught using the two strategies was sought to find if there was any significant difference between the performances of the students. A null hypothesis was tested at α = 0.05 level of significance. T-test was used to establish the difference between the mean performances of the two tests. The null hypothesis was rejected. Hence, the performance of students, identified with MLDs taught using SMTS was found to be better than their earlier performance taught using CMTS. The study, therefore, recommends amongst other things that teachers should be encouraged to use SMTS in teaching mathematics especially when students are found to be suffering from MLDs and exhibiting errors and misconceptions in the process of learning mathematics.

Keywords: disabilities, errors, learning, misconceptions

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Authors: Dorottya Horváth, Tímea Harmath-Tánczos

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Attention deficit hyperactivity disorder (ADHD) and learning disabilities are common neurocognitive disorders that can have a significant impact on a child's academic performance. ADHD is characterized by inattention, hyperactivity, and impulsivity, while learning disabilities are characterized by difficulty with specific academic skills, such as reading, writing, or math. The aim of this study was to investigate the working memory, executive, and attention functions of neurotypical children and children with ADHD and learning disabilities in order to fill the gaps in the Hungarian mean test scores of these cognitive functions in children with neurocognitive disorders. Another aim was to specify the neuropsychological differential diagnostic toolkit in terms of the relationships and peculiarities between these cognitive functions. The research question addressed in this study was: How do the working memory, executive, and attention functions of neurotypical children compare to those of children with ADHD and learning disabilities? A self-administered test battery was used as a research tool. Working memory was measured with the Non-Word Repetition Test, the Listening Span Test, the Digit Span Test, and the Reverse Digit Span Test; executive function with the Letter Fluency, Semantic Fluency, and Verb Fluency Tests; and attentional concentration with the d2-R Test. The data for this study was collected from 115 children aged 9-14 years. The children were divided into three groups: neurotypical children (n = 44), children with ADHD without learning disabilities (n = 23), and children with ADHD with learning disabilities (n = 48). The data was analyzed using a variety of statistical methods, including t-tests, ANOVAs, and correlational analyses. The results showed that the performance of children with neurocognitive involvement in working memory, executive functions, and attention was significantly lower than the performance of neurotypical children. However, the results of children with ADHD and ADHD with learning disabilities did not show a significant difference. The findings of this study are important because they provide new insights into the cognitive profiles of children with ADHD and learning disabilities and suggest that working memory, executive functions, and attention are all impaired in children with neurocognitive involvement, regardless of whether they have ADHD or learning disabilities. This information can be used to develop more effective diagnostic and treatment strategies for these disorders.

Keywords: ADHD, attention functions, executive functions, learning disabilities, working memory

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Authors: Kian Jon Chua, Islam Md Raisul

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Findings on a research study conducted for a group of year-2 engineering students participating in a flipped classroom (FC) experience that is judiciously incorporated into project-based learning (PBL) module are presented. The chief purpose of the research is to identify whether if the incorporation of flipped classroom approach to project-based learning indeed yields a positive learning experience for engineering students. Results are presented and compared from the two classes of students – one is subjected to a traditional PBL learning mode while the other undergoes a hybrid PBL-FC learning format. Some themes related to active learning, problem-solving ability, teacher as facilitator, and degree of self-efficacy are also discussed. This paper hopes to provide new knowledge and insights relating to the introduction of flipped classroom learning to a project-based engineering module. Some potential study limitations and future directions to address them are also presented.

Keywords: hybrid project-based learning, flipped classroom, problem-solving, active learning

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Authors: Huie-Wen Lin

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This study integrated various teaching factors -based on the idea of a flipped classroom- in a financial management course. The study’s aim was to establish an effective teaching implementation strategy and evaluation mechanism with respect to learning outcomes, which can serve as a reference for the future modification of teaching methods. This study implemented a teaching method in five stages and estimated the learning efficiencies of 22 students (in the teaching scenario and over two semesters). Subsequently, data envelopment analysis (DEA) was used to compare, for each student, between the learning efficiencies before and after participation in the flipped classroom -in the first and second semesters, respectively- to identify the crucial external factors influencing learning efficiency. According to the results, the average overall student learning efficiency increased from 0.901 in the first semester to 0.967 in the second semester, which demonstrate that the flipped classroom approach can improve teaching effectiveness and learning outcomes. The results also revealed a difference in learning efficiency between male and female students.

Keywords: data envelopment analysis, flipped classroom, learning outcome, teaching and learning

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Authors: Bernardita Tornero

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Cognitive Acceleration in Mathematics Education (CAME) programmes have been used successfully for promoting the development of thinking skills in school students for the last 30 years. Given that the approach has had a tremendous impact on the thinking capabilities of participating students, this study explored the experience of using the programme with prospective primary teachers in Chile. Therefore, this study not only looked at the experience of prospective primary teachers during the CAME course as learners, but also examined how they perceived the approach from their perspective as future teachers, as well as how they could transfer the teaching strategies they observed to their future classrooms. Given the complexity of the phenomenon under study, this research used a mixed methods approach. For this reason, the impact that the CAME course had on prospective teachers’ thinking skills was not only approached by using a test that assessed the participants’ improvements in these skills, but their learning and teaching experiences were also recorded through qualitative research tools (learning journals, interviews and field notes). The main findings indicate that, at the end of the CAME course, prospective teachers not only demonstrated higher thinking levels, but also showed positive attitudinal changes towards teaching and learning in general, and towards mathematics in particular. The participants also had increased confidence in their ability to teach mathematics and to promote thinking skills in their students. In terms of the CAME methodology, prospective teachers not only found it novel and motivating, but also commented that dealing with the thinking skills topic during a university course was both unusual and very important for their professional development. This study also showed that, at the end of the CAME course, prospective teachers felt they had developed strategies that could be used in their classrooms in the future. In this context, the relevance of the study is not only that it described the impact and the positive results of the first experience of using a CAME approach with prospective teachers, but also that some of the conclusions have significant implications for the teaching of thinking skills and the training of primary school teachers.

Keywords: cognitive acceleration, formal reasoning, prospective teachers, initial teacher training

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Authors: Muhammad Akram, Qamar Naseem, Imtiaz Ahmad

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The purpose of this study was to correlate students’ perceptions of teacher effectiveness with their academic achievement in English and Mathematics at the secondary level (grade 9th) based on five national professional standards for teacher evaluation in Pakistan (subject matter knowledge, instructional planning and strategies, assessment, learning environment, effective communication. A Students’ Perceptions of Teacher Effectiveness Questionnaire (SPTEQ) was developed by the researchers to collect data from 2009 students from forty public girls and boys high/ higher secondary schools in district Khanewal, Pakistan. The overall reliability of the SPTEQ was α=.86. The study found a significant positive relationship among all the five factors of teacher effectiveness construct. The study also showed significant, positive relationship between teacher effectiveness factors and students’ achievement in English and mathematics. No significant differences were found between male and female students’ perceptions about their English teacher effectiveness. The implications include students’ personal attachments with their teachers that might convince them to overrate their teachers.

Keywords: communication, students’ achievement, teacher effectiveness, teaching strategies, teaching strategies

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Authors: Odenigbo Veronica Ngozi, Lorreta Chika Ukwuaba

Abstract:

This study focuses on how the strengthening adult literacy program can help accelerate transformative strategies to end female genital mutilation (FGM) in Nigeria, specifically in Nsukka Local Government Area. The research delves into the definition of FGM, adult literacy programs, and how to achieve ending FGM to attain Sustainable Development Goals (SDGs) in 2030. It further discusses the practice of FGM in Nigeria and emphasizes the statement of the problem. The main aim of the study is to investigate how strengthening adult literacy programs can help accelerate transformative strategies to end FGM in Nigeria and achieve SDGs in 2030. The researchers utilized a survey research design to conduct the study in Nsukka L.G.A. The population was composed of 26 facilitators and adult learners in five adult learning centers in the area. The entire population was used as a sample, and structured questionnaires were employed to elicit information. The items on the questionnaire were face-validated by three experts, and the reliability of the instrument was verified using Cronbach Alpha Reliability Technique. The research questions were analyzed using means and standard deviation while the hypothesis was tested at 0.05 level of degree of significance using a t-test. The findings show that through adult literacy program acceleration of transformative strategies, the practices of FGM can be ended. Strengthening adult literacy programs is a good channel to end or stop FGM through the knowledge and skill acquired from the learning centers. The theoretical importance of the study lies in the fact that it highlights the role of adult literacy programs in accelerating transformative strategies to combat harmful cultural practices such as FGM. It further supports the importance of education and knowledge in achieving sustainable development goals by 2030. Structured questionnaires were distributed to an entire population of 26 facilitators and adult learners in five adult learning centers in Nsukka L.G.A. The questionnaire items were face–validated by three experts, and the reliability of the instrument was verified using Cronbach Alpha Reliability Technique. The research questions were analyzed using means and standard deviation, while the hypothesis was tested using a t-test at 0.05 level of degree of significance. The study addressed the question of how strengthening adult literacy programs can help accelerate transformative strategies to end FGM in Nigeria and achieve SDGs by 2030. In conclusion, the study found that adult literacy is a good tool to end FGM in Nigeria. The recommendations were that government, non-governmental organizations (NGOs), Community-based organizations (CBOs), and individuals should support the funding and establishment of adult literacy centers in communities so as to reach every illiterate parent or individual and acquire the knowledge and skill needed to understand the negative effect of FGM in the life of a girl child.

Keywords: adult literacy, female genital mutilation, learning centers, SDGs, strengthening

Procedia PDF Downloads 55

Authors: Ng Siew Keow, Cheah Seeh Lee

Abstract:

Students’ strong engagement in learning increases their motivation and satisfaction to learn, be resilient to combat academic stress. Engagement in learning is even crucial in the open distance learning (ODL) setting, where the adult students are learning remotely, lessons and learning materials are mostly delivered via online platforms. This study aimed to explore the relationship between learning engagement and perceived academic stress levels of adult students who enrolled in ODL learning mode. In this descriptive correlation study during the 2021-2022 academic years, 101 adult students from Wawasan Open University, Malaysia (WOU) were recruited through convenient sampling. The adult students’ online learning engagement levels and perceived academic stress levels were identified through the self-report Online Student Engagement Scale (OSE) and the Perception of Academic Stress Scale (PASS). The Pearson correlation coefficient test revealed a significant positive relationship between online student engagement and perceived academic stress (r= 0.316, p<0.01). The higher scores on PASS indicated lower levels of perceived academic stress. The findings of the study supported the assumption of the importance of engagement in learning in promoting psychological well-being as well as sustainability in online learning in the open distance learning context.

Keywords: student engagement, academic stress, open distance learning, online learning

Procedia PDF Downloads 136