Pub Date : 1900-01-01DOI: 10.26634/jsch.18.2.19257
R. Ahmet, Yalçın Sinan, Baş Nurullah
The purpose of this study is to look into the relationship between positive psychological capital, organisational commitment, and teacher motivation. The research was designed using the quantitative research method, and the relational research pattern was applied. The sample for the research consisted of 210 teachers who were selected with the simple random sampling method among the teachers working in Muş province in the 2020–2021 academic year. Due to the epidemic, the data for the study were collected electronically with the "Positive Psychological Capital Scale," "Organisational Commitment Scale for Teachers," and "Teacher Motivation Scale." The data were subjected to normality analysis and demonstrated a normal and homogeneous distribution. The correlation stepwise regression analysis, the arithmetic mean, independent samples t-test, and one-way ANOVA were applied to analyse the data. According to the data analysis results, the positive psychological capital and motivation perceptions of the teachers were found to be at a high level; however, the perception of organisational commitment was at a medium level. While positive psychological capital perceptions of teachers according to gender and school type variables show a significant difference, their organisational commitment and motivation perceptions do not differ significantly. According to another result of the study, there is a moderately positive relationship between positive psychological capital and organisational commitment and motivation perceptions; it was concluded that there is a highly significant positive relationship between organisational commitment and motivation. In addition, it was found that teachers' perceptions of the extroversion sub-dimension of positive psychological capital and the intrinsic and managerial sub-dimensions of motivation together positively and significantly predicted the perception of organisational commitment.
{"title":"Relationship between teachers' positive psychological capital, organisational commitment and motivation levels","authors":"R. Ahmet, Yalçın Sinan, Baş Nurullah","doi":"10.26634/jsch.18.2.19257","DOIUrl":"https://doi.org/10.26634/jsch.18.2.19257","url":null,"abstract":"The purpose of this study is to look into the relationship between positive psychological capital, organisational commitment, and teacher motivation. The research was designed using the quantitative research method, and the relational research pattern was applied. The sample for the research consisted of 210 teachers who were selected with the simple random sampling method among the teachers working in Muş province in the 2020–2021 academic year. Due to the epidemic, the data for the study were collected electronically with the \"Positive Psychological Capital Scale,\" \"Organisational Commitment Scale for Teachers,\" and \"Teacher Motivation Scale.\" The data were subjected to normality analysis and demonstrated a normal and homogeneous distribution. The correlation stepwise regression analysis, the arithmetic mean, independent samples t-test, and one-way ANOVA were applied to analyse the data. According to the data analysis results, the positive psychological capital and motivation perceptions of the teachers were found to be at a high level; however, the perception of organisational commitment was at a medium level. While positive psychological capital perceptions of teachers according to gender and school type variables show a significant difference, their organisational commitment and motivation perceptions do not differ significantly. According to another result of the study, there is a moderately positive relationship between positive psychological capital and organisational commitment and motivation perceptions; it was concluded that there is a highly significant positive relationship between organisational commitment and motivation. In addition, it was found that teachers' perceptions of the extroversion sub-dimension of positive psychological capital and the intrinsic and managerial sub-dimensions of motivation together positively and significantly predicted the perception of organisational commitment.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"25 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":"114837072","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.18.3.19288
Tutal Özgür
The meta-analysis investigates the impact of active learning on K–12 students' academic achievement and learning retention. A thorough search of published and unpublished research reveals 398 studies for academic achievement and 88 studies for learning retention. The analysis demonstrates that active learning has a significant positive impact on academic achievement (g = 1.005) and learning retention (g = 1.204) in comparison to teacher-led instruction under the random-effects model. The analysis conducted to identify publication bias suggest that the findings are not influenced by publication bias. However, there is significant variation in effect sizes across studies. Therefore, moderator analysis is conducted for eight possible moderator variables. The analysis indicate that the impact of active learning on academic achievement is moderated by domain subject, educational level, course implementer, region, and group size. Conversely, the impact of active learning on learning retention is moderated by publication type, domain subject, educational level, experimental duration, and region.
{"title":"Active learning improves academic achievement and learning retention in K-12 settings: A meta-analysis","authors":"Tutal Özgür","doi":"10.26634/jsch.18.3.19288","DOIUrl":"https://doi.org/10.26634/jsch.18.3.19288","url":null,"abstract":"The meta-analysis investigates the impact of active learning on K–12 students' academic achievement and learning retention. A thorough search of published and unpublished research reveals 398 studies for academic achievement and 88 studies for learning retention. The analysis demonstrates that active learning has a significant positive impact on academic achievement (g = 1.005) and learning retention (g = 1.204) in comparison to teacher-led instruction under the random-effects model. The analysis conducted to identify publication bias suggest that the findings are not influenced by publication bias. However, there is significant variation in effect sizes across studies. Therefore, moderator analysis is conducted for eight possible moderator variables. The analysis indicate that the impact of active learning on academic achievement is moderated by domain subject, educational level, course implementer, region, and group size. Conversely, the impact of active learning on learning retention is moderated by publication type, domain subject, educational level, experimental duration, and region.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"33 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":"127545816","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.14.3.15387
R. Prabhu, G. Subramonian
{"title":"EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION IN\u0000 LEARNING MATHEMATICS AMONG EIGHTH STANDARD STUDENTS","authors":"R. Prabhu, G. Subramonian","doi":"10.26634/JSCH.14.3.15387","DOIUrl":"https://doi.org/10.26634/JSCH.14.3.15387","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"55 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":"127566627","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.18.2.19253
Shiba S. Dini, Xavier R. Sharwin, Sneha J. Sherin, G. Shobana
The growing number of educational options and job opportunities has made career planning increasingly complex and uncertain. To help students navigate these choices, this paper introduces Career Guidance Application (CGA), a tool designed to assist secondary level students (grades 9-12) in selecting their field of study based on their academic and professional interests. CGA provides access to information on subjects that lead to specific career paths, recommended higher education institutions, necessary entrance exams, available aptitude tests, and how to access them. Additionally, it offers a comprehensive career counseling process that includes social, financial, and personal considerations. The implementation of CGA is expected to reduce school and university dropout rates.
{"title":"Career guidance application: A digital approach to career planning for secondary level students","authors":"Shiba S. Dini, Xavier R. Sharwin, Sneha J. Sherin, G. Shobana","doi":"10.26634/jsch.18.2.19253","DOIUrl":"https://doi.org/10.26634/jsch.18.2.19253","url":null,"abstract":"The growing number of educational options and job opportunities has made career planning increasingly complex and uncertain. To help students navigate these choices, this paper introduces Career Guidance Application (CGA), a tool designed to assist secondary level students (grades 9-12) in selecting their field of study based on their academic and professional interests. CGA provides access to information on subjects that lead to specific career paths, recommended higher education institutions, necessary entrance exams, available aptitude tests, and how to access them. Additionally, it offers a comprehensive career counseling process that includes social, financial, and personal considerations. The implementation of CGA is expected to reduce school and university dropout rates.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"184 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":"126954969","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.17.2.18500
SMITH-BURTON Kimberly, E. Catherine
{"title":"REMOTE LEARNING BEST PRACTICES IN HIGHER EDUCATION AND\u0000P-12 LEARNING","authors":"SMITH-BURTON Kimberly, E. Catherine","doi":"10.26634/jsch.17.2.18500","DOIUrl":"https://doi.org/10.26634/jsch.17.2.18500","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"26 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":"125861379","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.18.2.19219
Latha B. Prema, Kumar S. Praveen
This study aimed to investigate the relationship between study habits and learning difficulties of upper primary students in class 8 in Kanyakumari district. The study used a sample of 300 students, and employed a Normative Survey method. Data was collected using a Study Habits Scale, and Tests on Reading and Writing Skills, and analyzed using t-test and Pearson's Product Moment Correlation. The results showed that there were significant differences in study habits and reading difficulties among upper primary students based on gender and medium of instruction. There was also a significant difference in writing difficulties based on medium of instruction, but not on gender. The study found a positive correlation between study habits and reading difficulties among upper primary students, but no significant correlation between study habits and writing difficulties.
{"title":"Relationship between study habits and learning difficulties of upper primary students","authors":"Latha B. Prema, Kumar S. Praveen","doi":"10.26634/jsch.18.2.19219","DOIUrl":"https://doi.org/10.26634/jsch.18.2.19219","url":null,"abstract":"This study aimed to investigate the relationship between study habits and learning difficulties of upper primary students in class 8 in Kanyakumari district. The study used a sample of 300 students, and employed a Normative Survey method. Data was collected using a Study Habits Scale, and Tests on Reading and Writing Skills, and analyzed using t-test and Pearson's Product Moment Correlation. The results showed that there were significant differences in study habits and reading difficulties among upper primary students based on gender and medium of instruction. There was also a significant difference in writing difficulties based on medium of instruction, but not on gender. The study found a positive correlation between study habits and reading difficulties among upper primary students, but no significant correlation between study habits and writing difficulties.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"103 2 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":"130612034","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.16.3.17765
Tyagi Chanchal, K. Anju
{"title":"ACQUISITION OF LIFE SKILLS THROUGH SOCIAL MEDIA BY SENIOR\u0000SECONDARY STUDENTS","authors":"Tyagi Chanchal, K. Anju","doi":"10.26634/jsch.16.3.17765","DOIUrl":"https://doi.org/10.26634/jsch.16.3.17765","url":null,"abstract":"","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":"133161037","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.14.3.15169
F. Thomas
{"title":"EXPERIENCES OUT OF THE CLASSROOM: THE IMPORTANCE OF\u0000 FIELDWORK IN LEARNING GEOGRAPHY AT SECONDARY SCHOOL","authors":"F. Thomas","doi":"10.26634/JSCH.14.3.15169","DOIUrl":"https://doi.org/10.26634/JSCH.14.3.15169","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"67 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":"130194990","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.18.3.18998
C. H. Padmanabha
The present education system demands reforms and constructive planning to meet the changing needs resulting from the changing global scenario and technological evolution. National Education Policy (NEP-2020) is a commendable effort to address this need. It places the teacher at the center of the fundamental reforms of the entire system. According to NEP-2020, teacher education programs are expected to adapt to the evolving demands of school education and the global landscape. The teacher education system should engage in providing a facilitator who contributes to the overall development of students for the student community. Therefore, increasing the efficiency of the teacher is the key to meeting the challenges of the 21st century teaching and learning process in the digital scenario. Reflection is an essential aspect of the learning process. Deep reflection prompts deeper learning. Deep reflection is anticipated for pre-service teachers to become professional teachers and for lifelong learning. Reviewing existing practices in teacher education for reflective practices is significant. The use of reflective journals has been identified as an effective tool to promote reflection in pre-service teachers. Studies have been conducted to explore the benefits of the use of reflective journals and the various ways in which journals can be used and assessed in teacher education programs. The studies have identified ways and strategies for promoting reflective thinking among pre-service teachers. However, the focus of this literature review is on the issue of writing reflective journals in pre-service teacher education programs.
{"title":"Reflective journals and pre-service teacher education and NEP-2020: A critical analysis","authors":"C. H. Padmanabha","doi":"10.26634/jsch.18.3.18998","DOIUrl":"https://doi.org/10.26634/jsch.18.3.18998","url":null,"abstract":"The present education system demands reforms and constructive planning to meet the changing needs resulting from the changing global scenario and technological evolution. National Education Policy (NEP-2020) is a commendable effort to address this need. It places the teacher at the center of the fundamental reforms of the entire system. According to NEP-2020, teacher education programs are expected to adapt to the evolving demands of school education and the global landscape. The teacher education system should engage in providing a facilitator who contributes to the overall development of students for the student community. Therefore, increasing the efficiency of the teacher is the key to meeting the challenges of the 21st century teaching and learning process in the digital scenario. Reflection is an essential aspect of the learning process. Deep reflection prompts deeper learning. Deep reflection is anticipated for pre-service teachers to become professional teachers and for lifelong learning. Reviewing existing practices in teacher education for reflective practices is significant. The use of reflective journals has been identified as an effective tool to promote reflection in pre-service teachers. Studies have been conducted to explore the benefits of the use of reflective journals and the various ways in which journals can be used and assessed in teacher education programs. The studies have identified ways and strategies for promoting reflective thinking among pre-service teachers. However, the focus of this literature review is on the issue of writing reflective journals in pre-service teacher education programs.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"39 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":"133430293","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.18.1.19164
In the current scenario, Swayam learning is becoming a part of the curriculum of higher education. At this point, the prospective teachers are not staying away from the word "swayam." In the curriculum of the College of Education, there is a compulsory certificate course from Swayam Learning App. All the candidates who are getting a degree in education must complete any one of the online courses from Swayam. Therefore, the prospective teachers are very excited for the completion of the online Swayam course. After the results were revealed, certificates were given to the candidates who had completed the course. The ultimate aim of the investigator is to find the correlation between Swayam learning and its achievement among prospective teachers. For that, the investigators designed a tool called "Checklist for Swayam Learning" and administered it in the College of Education in Kanniyakumari District. The investigator used the survey method for the present investigation. The population of the present study was the Prospective Teachers who are studying in College of Education at Kanniyakumari District. In the present investigation, there is no significant difference between the residential locality and branch of the subjects, there is a significant difference between the results of the Swayam examination and finally, there is no significant difference between the father's and mother's occupations. The prospective teachers are requested to study the concepts clearly and watch the video classes frequently with concentration. The use of the online platform Swayam is not only for getting certificates but also to collect information about their learning.
{"title":"Correlation between swayam learning and its achievement among prospective teachers - a study in kanniyakumari district","authors":"","doi":"10.26634/jsch.18.1.19164","DOIUrl":"https://doi.org/10.26634/jsch.18.1.19164","url":null,"abstract":"In the current scenario, Swayam learning is becoming a part of the curriculum of higher education. At this point, the prospective teachers are not staying away from the word \"swayam.\" In the curriculum of the College of Education, there is a compulsory certificate course from Swayam Learning App. All the candidates who are getting a degree in education must complete any one of the online courses from Swayam. Therefore, the prospective teachers are very excited for the completion of the online Swayam course. After the results were revealed, certificates were given to the candidates who had completed the course. The ultimate aim of the investigator is to find the correlation between Swayam learning and its achievement among prospective teachers. For that, the investigators designed a tool called \"Checklist for Swayam Learning\" and administered it in the College of Education in Kanniyakumari District. The investigator used the survey method for the present investigation. The population of the present study was the Prospective Teachers who are studying in College of Education at Kanniyakumari District. In the present investigation, there is no significant difference between the residential locality and branch of the subjects, there is a significant difference between the results of the Swayam examination and finally, there is no significant difference between the father's and mother's occupations. The prospective teachers are requested to study the concepts clearly and watch the video classes frequently with concentration. The use of the online platform Swayam is not only for getting certificates but also to collect information about their learning.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"33 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":"123853821","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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