Pub Date : 1900-01-01DOI: 10.26634/jsch.17.1.18326
Büyükkarci AYŞEGÜl
{"title":"ATTITUDES OF PRESERVICE TEACHERS TO MATHEMATICS AND\u0000TECHNOLOGY","authors":"Büyükkarci AYŞEGÜl","doi":"10.26634/jsch.17.1.18326","DOIUrl":"https://doi.org/10.26634/jsch.17.1.18326","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122847526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.16.3.17757
Hüseyin Cihan Bozdağ
The aim of this study is to develop a valid and reliable measurement tool that can be used in the evaluation of distance education activities for secondary and high school students during the COVID-19 pandemic. Using a four-stage approach, the Distance Education Opinion Scale (DEOS) was developed and field-tested with a total of 1,514 students. As a result of the Explanatory Factor Analysis (EFA), a five-factor structure (sufficiency factor, learning factor, negative effect factor, comparison factor and attitude factor) with 24 items was obtained. The scale explains 53.732% of the total variance. The factor loads of the items in the scale are between 0.407 and 0.993. Confirmatory Factor Analysis (CFA) was performed in order to test the accuracy of the structure revealed by EFA. According to CFA results, all fit indices were found to have acceptable values. The Cronbach's alpha reliability co-efficient of the five factors of the scale ranges between 0.777 and 0.895. The reliability for the whole scale was determined as 0.924. In conclusion, a valid and reliable five-factor DEOS is developed to measure the opinions of middle school and high school students regarding distance education during the pandemic period.
{"title":"DEVELOPMENT OF DISTANCE EDUCATION OPINION SCALE\u0000DURING THE PANDEMIC","authors":"Hüseyin Cihan Bozdağ","doi":"10.26634/jsch.16.3.17757","DOIUrl":"https://doi.org/10.26634/jsch.16.3.17757","url":null,"abstract":"The aim of this study is to develop a valid and reliable measurement tool that can be used in the evaluation of distance education activities for secondary and high school students during the COVID-19 pandemic. Using a four-stage approach, the Distance Education Opinion Scale (DEOS) was developed and field-tested with a total of 1,514 students. As a result of the Explanatory Factor Analysis (EFA), a five-factor structure (sufficiency factor, learning factor, negative effect factor, comparison factor and attitude factor) with 24 items was obtained. The scale explains 53.732% of the total variance. The factor loads of the items in the scale are between 0.407 and 0.993. Confirmatory Factor Analysis (CFA) was performed in order to test the accuracy of the structure revealed by EFA. According to CFA results, all fit indices were found to have acceptable values. The Cronbach's alpha reliability co-efficient of the five factors of the scale ranges between 0.777 and 0.895. The reliability for the whole scale was determined as 0.924. In conclusion, a valid and reliable five-factor DEOS is developed to measure the opinions of middle school and high school students regarding distance education during the pandemic period.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131464649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.15.1.15987
Jamba Sangay
{"title":"META COGNITION AMONG SENIOR SECONDARY\u0000 SCHOOL STUDENTS OF BHUTAN","authors":"Jamba Sangay","doi":"10.26634/jsch.15.1.15987","DOIUrl":"https://doi.org/10.26634/jsch.15.1.15987","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132767999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.17.3.18554
Dorji Kuenzang, Tshomo Tashi, Dorji Singye
In the present world of technology, students grow up with technological devices at home and in schools, which revolutionize the way they learn. Future education technology shall transform teaching and learning by providing teachers and students with a variety of new devices to work with. Thus, the study was designed to examine the impact of multimedia technology-integrated instruction on learning satisfaction of students studying at upper primary level in one of the countryside primary schools in Bhutan. A mixed methods research was adopted to ensure better understanding of the results. Following a purposive sampling technique, 45 students were selected as research samples. Over a period of three months, the participants were taught at least three lessons of science in a week using multimedia technology. Instruments such as open-ended questions and questionnaires were administered to assemble the data. The quantitative data collected from the questionnaire were analyzed and inferred using the inferential statistical t-test with significance p<0.05 and descriptive statistical mean and standard deviation. And qualitative data from open-ended questions were analyzed using the grounded theory coding system. The findings revealed that students were highly satisfied with learning science through multimedia technology, as it not only made the lessons easier to understand and lively to participate in, but also challenging and enjoyable. Furthermore, inferential statistics revealed that there was no statistically significant difference in satisfaction with learning between male and female students. Therefore, the researchers stipulated that the integration of multimedia technology assisted instruction had a large positive impact on increasing student learning satisfaction. The findings of this study were intended to inform curriculum reformers, educational leaders, and teachers with practical evidence that they should propose pedagogical change in classroom teaching and learning using multimedia technology.
{"title":"Impact of multimedia technology integrated instruction on students' learning satisfaction in bhutanese classroom","authors":"Dorji Kuenzang, Tshomo Tashi, Dorji Singye","doi":"10.26634/jsch.17.3.18554","DOIUrl":"https://doi.org/10.26634/jsch.17.3.18554","url":null,"abstract":"In the present world of technology, students grow up with technological devices at home and in schools, which revolutionize the way they learn. Future education technology shall transform teaching and learning by providing teachers and students with a variety of new devices to work with. Thus, the study was designed to examine the impact of multimedia technology-integrated instruction on learning satisfaction of students studying at upper primary level in one of the countryside primary schools in Bhutan. A mixed methods research was adopted to ensure better understanding of the results. Following a purposive sampling technique, 45 students were selected as research samples. Over a period of three months, the participants were taught at least three lessons of science in a week using multimedia technology. Instruments such as open-ended questions and questionnaires were administered to assemble the data. The quantitative data collected from the questionnaire were analyzed and inferred using the inferential statistical t-test with significance p<0.05 and descriptive statistical mean and standard deviation. And qualitative data from open-ended questions were analyzed using the grounded theory coding system. The findings revealed that students were highly satisfied with learning science through multimedia technology, as it not only made the lessons easier to understand and lively to participate in, but also challenging and enjoyable. Furthermore, inferential statistics revealed that there was no statistically significant difference in satisfaction with learning between male and female students. Therefore, the researchers stipulated that the integration of multimedia technology assisted instruction had a large positive impact on increasing student learning satisfaction. The findings of this study were intended to inform curriculum reformers, educational leaders, and teachers with practical evidence that they should propose pedagogical change in classroom teaching and learning using multimedia technology.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114472929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/JSCH.14.3.15168
Akilli Mehtap, Y. Fatih, A. Ismail
{"title":"AN ANALYSIS ON THE LEADERSHIP CHARACTERISTICS\u0000 OF SPORTS HIGH SCHOOL STUDENTS IN TERMS\u0000 OF SOME PREDICTOR VARIABLES","authors":"Akilli Mehtap, Y. Fatih, A. Ismail","doi":"10.26634/JSCH.14.3.15168","DOIUrl":"https://doi.org/10.26634/JSCH.14.3.15168","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133876349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.18.2.19205
Altun Yalçin Sema, Çakir Zehra
The aim of this research was to explore the correlation between prospective teachers' attitudes towards STEM education, their lifelong learning levels, and individual innovativeness. A relational screening model was used, and 190 prospective teachers participated in the study. The research found a positive correlation between STEM attitudes and lifelong learning levels, as well as a positive correlation between STEM attitudes and individual innovativeness levels. Additionally, the research explored whether there were differences in STEM attitudes, individual innovativeness, and lifelong learning levels based on gender and study department variables. Moreover, the research also found a positive significant correlation between the levels of individual innovativeness and lifelong learning. The results showed that the levels of lifelong learning and individual innovativeness are significant predictors of the STEM attitudes of the prospective teachers. Additionally, no significant difference was found between the STEM attitudes, individual innovativeness, and lifelong learning levels of prospective teachers based on their gender. However, a significant difference was found in favor of the prospective science teachers in terms of their lifelong learning and STEM attitudes, when compared to the pre-school and primary school prospective teachers, in terms of their study departments. But there was no difference in individual innovativeness levels between their study departments.
{"title":"Prospective teachers' stem attitudes in relation to their innovativeness and lifelong learning levels","authors":"Altun Yalçin Sema, Çakir Zehra","doi":"10.26634/jsch.18.2.19205","DOIUrl":"https://doi.org/10.26634/jsch.18.2.19205","url":null,"abstract":"The aim of this research was to explore the correlation between prospective teachers' attitudes towards STEM education, their lifelong learning levels, and individual innovativeness. A relational screening model was used, and 190 prospective teachers participated in the study. The research found a positive correlation between STEM attitudes and lifelong learning levels, as well as a positive correlation between STEM attitudes and individual innovativeness levels. Additionally, the research explored whether there were differences in STEM attitudes, individual innovativeness, and lifelong learning levels based on gender and study department variables. Moreover, the research also found a positive significant correlation between the levels of individual innovativeness and lifelong learning. The results showed that the levels of lifelong learning and individual innovativeness are significant predictors of the STEM attitudes of the prospective teachers. Additionally, no significant difference was found between the STEM attitudes, individual innovativeness, and lifelong learning levels of prospective teachers based on their gender. However, a significant difference was found in favor of the prospective science teachers in terms of their lifelong learning and STEM attitudes, when compared to the pre-school and primary school prospective teachers, in terms of their study departments. But there was no difference in individual innovativeness levels between their study departments.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"283 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131851870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.18.3.19322
Doğan Yunus
The mixed-meta analysis study aims to examine the effects of the layered curriculum on students based on the studies conducted between 2006 and 2021. The statistical data gathered from a total of five studies is indexed in national databases investigating the effect of layered curriculum on achievement and attitudes, and the overall effect of the layered curriculum on achievement is found to be moderate, while its effect on attitudes is found to be very large. In the qualitative part of this mixed-meta analysis, the meta-thematic analysis method is conducted through document review and content analysis of a total of nine studies, and codes are classified under the themes of cognitive domain, attitudinal dimension, and limitations. These themes are visualized in the Maxqda program and presented in the findings section in two models. Some of the codes in the cognitive domain are increased academic achievement, permanence, repetition, peer assessment, self-evaluation, creativity, and imagination. In the dimension of attitude, codes are collaborative learning, aroused excitement, desire, and curiosity towards the lesson, increased interest, increased inclass solidarity, and student motivation towards the lesson. Limitations such as the lack of focus in the classroom because of noise, the difficulty of students with no manual dexterity, the need for detailed planning, the difficulty of creating an original product, and the lack of time are turned into a second model on their own as a theme. Suggestions regarding time management, comprehension of schedules and tasks, class size, and planning are presented to address the difficulties encountered in the studies. The current study provides insights into the effects of a layered curriculum on achievement and learning attitudes.
{"title":"Effectiveness of layered curriculum: A mixed-meta research synthesis","authors":"Doğan Yunus","doi":"10.26634/jsch.18.3.19322","DOIUrl":"https://doi.org/10.26634/jsch.18.3.19322","url":null,"abstract":"The mixed-meta analysis study aims to examine the effects of the layered curriculum on students based on the studies conducted between 2006 and 2021. The statistical data gathered from a total of five studies is indexed in national databases investigating the effect of layered curriculum on achievement and attitudes, and the overall effect of the layered curriculum on achievement is found to be moderate, while its effect on attitudes is found to be very large. In the qualitative part of this mixed-meta analysis, the meta-thematic analysis method is conducted through document review and content analysis of a total of nine studies, and codes are classified under the themes of cognitive domain, attitudinal dimension, and limitations. These themes are visualized in the Maxqda program and presented in the findings section in two models. Some of the codes in the cognitive domain are increased academic achievement, permanence, repetition, peer assessment, self-evaluation, creativity, and imagination. In the dimension of attitude, codes are collaborative learning, aroused excitement, desire, and curiosity towards the lesson, increased interest, increased inclass solidarity, and student motivation towards the lesson. Limitations such as the lack of focus in the classroom because of noise, the difficulty of students with no manual dexterity, the need for detailed planning, the difficulty of creating an original product, and the lack of time are turned into a second model on their own as a theme. Suggestions regarding time management, comprehension of schedules and tasks, class size, and planning are presented to address the difficulties encountered in the studies. The current study provides insights into the effects of a layered curriculum on achievement and learning attitudes.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122444297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.15.1.16217
B. Doris, T. Caroline, F. B. Melanie
{"title":"A CLOSER ANALYSIS ON THE PERFORMANCE OF THE PUPQC\u0000 BBTE GRADUATES IN THE LICENSURE EXAMINATION\u0000 FOR TEACHERS (2015-2018)","authors":"B. Doris, T. Caroline, F. B. Melanie","doi":"10.26634/jsch.15.1.16217","DOIUrl":"https://doi.org/10.26634/jsch.15.1.16217","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128400855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.17.2.18488
Sanders David
{"title":"THE PLIGHT OF RESEARCHERS IN CONDUCTING SURVEYS TO\u0000STUDY PARTICIPANTS IN URBAN INFORMAL SETTLEMENTS: A CASE\u0000OF KIBERA INFORMAL SETTLEMENTS","authors":"Sanders David","doi":"10.26634/jsch.17.2.18488","DOIUrl":"https://doi.org/10.26634/jsch.17.2.18488","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127998035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26634/jsch.16.4.17977
Murtaza Fazl Ali Syed
{"title":"SCHOOL PARTICIPATION AND ACADEMIC SUCCESS OF BOYS\u0000AND GIRLS AT ELEMENTARY SCHOOL STAGE","authors":"Murtaza Fazl Ali Syed","doi":"10.26634/jsch.16.4.17977","DOIUrl":"https://doi.org/10.26634/jsch.16.4.17977","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"47 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129276965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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