Pub Date : 1900-01-01DOI: 10.26634/jsch.18.1.19089
Koç Yakup, Mutlu Ahmet
In this study, it was aimed to determine the information and communication technologies integration approaches of physical education and sports teachers and language, science and humanities teachers. A survey model was used in the research. The research group consisted of teachers working in public high schools affiliated with the Ministry of National Education in Istanbul for 2020–2021 academic year and who were selected by a simple random sampling method. In this context, the research was conducted with 619 teachers. "Personal Information Form" and "Information and Communication Technologies Integration Approaches Scale" were used as data collection tools. In the analysis of the obtained data, descriptive statistics, a t-test, a one-way ANOVA, and the Pearson product-moment correlation coefficient were used. As a result, it was understood that information and communication technologies integration levels of physical education and sports teachers were significantly lower than language, science and humanities teachers. It was determined that the information and communication technology integration levels of the physical education and sports teachers differed significantly according to their in-service training status. In addition, the information and communication technology integration levels of language, science, and humanities teachers differed significantly according to in-service training, finding their income levels sufficient, choosing the profession willingly, and marital status.
{"title":"ICT integration approach: a comparative study of physical education and sports teachers and language, science and humanities teachers","authors":"Koç Yakup, Mutlu Ahmet","doi":"10.26634/jsch.18.1.19089","DOIUrl":"https://doi.org/10.26634/jsch.18.1.19089","url":null,"abstract":"In this study, it was aimed to determine the information and communication technologies integration approaches of physical education and sports teachers and language, science and humanities teachers. A survey model was used in the research. The research group consisted of teachers working in public high schools affiliated with the Ministry of National Education in Istanbul for 2020–2021 academic year and who were selected by a simple random sampling method. In this context, the research was conducted with 619 teachers. \"Personal Information Form\" and \"Information and Communication Technologies Integration Approaches Scale\" were used as data collection tools. In the analysis of the obtained data, descriptive statistics, a t-test, a one-way ANOVA, and the Pearson product-moment correlation coefficient were used. As a result, it was understood that information and communication technologies integration levels of physical education and sports teachers were significantly lower than language, science and humanities teachers. It was determined that the information and communication technology integration levels of the physical education and sports teachers differed significantly according to their in-service training status. In addition, the information and communication technology integration levels of language, science, and humanities teachers differed significantly according to in-service training, finding their income levels sufficient, choosing the profession willingly, and marital status.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"14 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":"122249198","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.17.3.18645
S. Jonathan, A. Ruth
School-Based Management (SBM) has served as a key reform program, concretizing decentralization in the basic education sector in different parts of the world, including the Philippines. The study used qualitative research methods, including key informant interviews and focus groups of faculty and administrators, to explore the challenges of SBM in the area of curriculum and learning in a public secondary school. Results revealed that poor foundation of basic knowledge, inadequate school facilities and instructional materials, non-observance of time on task policy, students' misbehaviour and poor academic interest, low parental support, as well as errors in learners' materials were among the challenges being confronted by English, Science, and Mathematics (ENSCIMA) teachers that affect the successful implementation of the curriculum and learning. The study recommended different strategies, which include benchmarking activities through school-to-school partnerships, immersion activities, organization of a quality management team, remedial and intervention sessions, additional School Learning Action Cell (SLAC) and In-Service Training (INSET) sessions, student orientation, parents' summit, for a symposium, and write-shop. These activities, if collaboratively undertaken by various stakeholders, will help address the challenges that would result in efficient SBM, leading to a successful and quality education in the country.
{"title":"Confronting challenges of school-based management in a developing country","authors":"S. Jonathan, A. Ruth","doi":"10.26634/jsch.17.3.18645","DOIUrl":"https://doi.org/10.26634/jsch.17.3.18645","url":null,"abstract":"School-Based Management (SBM) has served as a key reform program, concretizing decentralization in the basic education sector in different parts of the world, including the Philippines. The study used qualitative research methods, including key informant interviews and focus groups of faculty and administrators, to explore the challenges of SBM in the area of curriculum and learning in a public secondary school. Results revealed that poor foundation of basic knowledge, inadequate school facilities and instructional materials, non-observance of time on task policy, students' misbehaviour and poor academic interest, low parental support, as well as errors in learners' materials were among the challenges being confronted by English, Science, and Mathematics (ENSCIMA) teachers that affect the successful implementation of the curriculum and learning. The study recommended different strategies, which include benchmarking activities through school-to-school partnerships, immersion activities, organization of a quality management team, remedial and intervention sessions, additional School Learning Action Cell (SLAC) and In-Service Training (INSET) sessions, student orientation, parents' summit, for a symposium, and write-shop. These activities, if collaboratively undertaken by various stakeholders, will help address the challenges that would result in efficient SBM, leading to a successful and quality education in the country.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"35 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":"127697696","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.15.3.16635
Jeff Villablanca Pada Willard, R. Teresita
st The objectives of this study were to find out the 21 century skills and the skills quotient of principals in Nakhorn Nayok public schools based on self-assessment and peer assessment by their department heads and to find out if there is correlation of the self assessment and the assessment done by the department heads. Respondents of this study are ten principals and 67 department heads. Random sampling was used in the study. This study utilized the descriptive method. The instrument utilized for gathering the data was an adopted questionnaire from the National Association of Secondary School Principals (www.nassp.org), but translation to the Thai language was done to suit the respondents and was tested for its validity and reliability. The data were statistically analyzed and interpreted through basic statistics, such as frequency, percentage, and mean; and inferential statistics, such as Pearson's correlation coefficient (Pearson r), t-test for significant difference of the self and peer assessment. Findings revealed that principals in Nakhorn ayok schools have st high 21 skills quotient based on self-assessment (4.57) and department heads assessment (4.49). Specifically, it was also found out that there is no difference in the self assessment in the following indicators: setting instructional direction (t. =0.95), teamwork (t. = 0.48666), sensitivity (t. =1.0409), development of other (t. = 1.614), and results orientation 05 (t. =0.95). However, it was found out that there is a difference in the following indicators: oral communication 05 (t. =4.097), judgment (t. = 0.643885), organizational ability (t =2.63), written communication (t. = 4.097 ), and 05 understanding strengths and weakness (t. = 3.95). Using Pearson's r correlation, it was found out that there is a high 05 st correlation (r.01=.468) at .01 level of significance between self and peer assessment of the 21 century skills of principals.) Therefore, the indicators with significant difference on self evaluation and department head's evaluation st should given attention. There should be capability building for enhancement of the 21 century skills of the principals.
本研究的目的是找出Nakhorn Nayok公立学校校长的21世纪技能和技能商基于他们的部门主管的自我评估和同行评估，并找出是否有自我评估和部门主管所做的评估的相关性。调查对象为10位校长及67位系主任。本研究采用随机抽样。本研究采用描述性方法。用于收集数据的工具是全国中学校长协会(www.nassp.org)所采用的一份问卷，但为了适合答复者，已将其翻译成泰语，并对其有效性和可靠性进行了测试。通过频率、百分比、平均值等基础统计对数据进行统计分析和解释;和推理统计，如皮尔逊相关系数(Pearson r)， t检验自我评价和同伴评价的显著性差异。调查结果显示，Nakhorn ayok学校的校长在自我评估(4.57)和系主任评估(4.49)的基础上拥有最高的21技能商数。具体而言，在教学方向设定(t. =0.95)、团队合作(t. = 0.48666)、敏感性(t. =1.0409)、他人发展(t. = 1.614)、结果导向05 (t. =0.95)等指标上，自我评价均无差异。但在口头沟通0.05 (t. =4.097)、判断能力0.05 (t. = 0.643885)、组织能力0.05 (t =2.63)、书面沟通0.05 (t. =4.097)、理解优缺点0.05 (t. = 3.95)等指标上存在差异。运用Pearson’s r相关分析，发现校长21世纪技能自我评价与同伴评价之间存在显著的0.05相关(r = 0.468)，显著性水平为0.01。因此，自我评价与部门负责人评价差异显著的指标应引起重视。应该进行能力建设，以提高校长的21世纪技能。
{"title":"21st CENTURY SKILLS OF PRINCIPALS IN THE SECONDARY\u0000SCHOOLS OF NAKHORN NAYOK, THAILAND","authors":"Jeff Villablanca Pada Willard, R. Teresita","doi":"10.26634/JSCH.15.3.16635","DOIUrl":"https://doi.org/10.26634/JSCH.15.3.16635","url":null,"abstract":"st The objectives of this study were to find out the 21 century skills and the skills quotient of principals in Nakhorn Nayok public schools based on self-assessment and peer assessment by their department heads and to find out if there is correlation of the self assessment and the assessment done by the department heads. Respondents of this study are ten principals and 67 department heads. Random sampling was used in the study. This study utilized the descriptive method. The instrument utilized for gathering the data was an adopted questionnaire from the National Association of Secondary School Principals (www.nassp.org), but translation to the Thai language was done to suit the respondents and was tested for its validity and reliability. The data were statistically analyzed and interpreted through basic statistics, such as frequency, percentage, and mean; and inferential statistics, such as Pearson's correlation coefficient (Pearson r), t-test for significant difference of the self and peer assessment. Findings revealed that principals in Nakhorn ayok schools have st high 21 skills quotient based on self-assessment (4.57) and department heads assessment (4.49). Specifically, it was also found out that there is no difference in the self assessment in the following indicators: setting instructional direction (t. =0.95), teamwork (t. = 0.48666), sensitivity (t. =1.0409), development of other (t. = 1.614), and results orientation 05 (t. =0.95). However, it was found out that there is a difference in the following indicators: oral communication 05 (t. =4.097), judgment (t. = 0.643885), organizational ability (t =2.63), written communication (t. = 4.097 ), and 05 understanding strengths and weakness (t. = 3.95). Using Pearson's r correlation, it was found out that there is a high 05 st correlation (r.01=.468) at .01 level of significance between self and peer assessment of the 21 century skills of principals.) Therefore, the indicators with significant difference on self evaluation and department head's evaluation st should given attention. There should be capability building for enhancement of the 21 century skills of the principals.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"80 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":"117057141","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.16.3.17522
D. Sonam
{"title":"EFFECTS OF DIGITAL MEDIA DEVICES ON ENGLISH ESSAY\u0000WRITING COMPETENCIES AMONG RURAL SECONDARY\u0000SCHOOL STUDENTS IN BHUTAN","authors":"D. Sonam","doi":"10.26634/jsch.16.3.17522","DOIUrl":"https://doi.org/10.26634/jsch.16.3.17522","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"132 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":"121497113","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.17.2.18257
Prasad Mohanty Sankar, R. Kalpana
{"title":"PROGRAMME MANAGEMENT AND TEACHING LEARNING\u0000MATERIALS FOR IN-SERVICE TRAINING: AN EXPLORATION AT\u0000ELEMENTARY SCHOOL LEVEL IN ODISHA","authors":"Prasad Mohanty Sankar, R. Kalpana","doi":"10.26634/jsch.17.2.18257","DOIUrl":"https://doi.org/10.26634/jsch.17.2.18257","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"46 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114059747","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.17.4.18892
Dorji Kuenzang, Dhan Subba Riku
The COVID-19 pandemic has caused unforgiving disruptions in public education all over the world and brought about coercions of fragmentation in society. In Bhutan too, the continuity of education and learning has been greatly affected as a result of the closure of schools and the imposition of public restrictions and health protocols following the COVID-19 pandemic. E-learning was adopted hurriedly in the country to provide continuous education amid the pandemic lockdown. Therefore, to foresee the acceptance and applicability of e-learning in Bhutanese classrooms, this study focused on examining high school students' attitudes towards e-learning and their preference between classroom learning and online learning. Adopting the simple random sampling technique, 101 high school students who were exposed to e-learning for almost two years were selected as study samples. A purposive sampling technique with preceding information relevant to the study was used to select the sample school. A mixed methods approach was adopted to assemble the data. Grounded theory coding systems, descriptive and inferential statistics were used to analyze the data. The result of the quantitative data revealed that more than fifty percent of the student participants showed a positive attitude towards e-learning. It was revealed that not only perceived usefulness and perceived ease of use influenced the students' favorable attitude towards e-learning but also accessibility to ICT gadgets in their daily lives incurred a positive impact on it. On the contrary, the lack of in-person interaction, the tediousness of prolonged online lessons, and distraction by the play apps were some of the aspects that contributed to having an unfavorable attitude towards e-learning. The result from qualitative data revealed that most of the students preferred classroom learning over online learning based on different motives like classroom learning being more reliable, has in-person interactions, and their prolonged exposure to the classroom approach, which is more realistic. The findings from the study can be handy for curriculum developers, school administrators, and educators while making decisions on the adoption of e-learning.
{"title":"Online teaching during the covid-19 pandemic: how do high school students describe their attitude towards e-learning in bhutanese classroom?","authors":"Dorji Kuenzang, Dhan Subba Riku","doi":"10.26634/jsch.17.4.18892","DOIUrl":"https://doi.org/10.26634/jsch.17.4.18892","url":null,"abstract":"The COVID-19 pandemic has caused unforgiving disruptions in public education all over the world and brought about coercions of fragmentation in society. In Bhutan too, the continuity of education and learning has been greatly affected as a result of the closure of schools and the imposition of public restrictions and health protocols following the COVID-19 pandemic. E-learning was adopted hurriedly in the country to provide continuous education amid the pandemic lockdown. Therefore, to foresee the acceptance and applicability of e-learning in Bhutanese classrooms, this study focused on examining high school students' attitudes towards e-learning and their preference between classroom learning and online learning. Adopting the simple random sampling technique, 101 high school students who were exposed to e-learning for almost two years were selected as study samples. A purposive sampling technique with preceding information relevant to the study was used to select the sample school. A mixed methods approach was adopted to assemble the data. Grounded theory coding systems, descriptive and inferential statistics were used to analyze the data. The result of the quantitative data revealed that more than fifty percent of the student participants showed a positive attitude towards e-learning. It was revealed that not only perceived usefulness and perceived ease of use influenced the students' favorable attitude towards e-learning but also accessibility to ICT gadgets in their daily lives incurred a positive impact on it. On the contrary, the lack of in-person interaction, the tediousness of prolonged online lessons, and distraction by the play apps were some of the aspects that contributed to having an unfavorable attitude towards e-learning. The result from qualitative data revealed that most of the students preferred classroom learning over online learning based on different motives like classroom learning being more reliable, has in-person interactions, and their prolonged exposure to the classroom approach, which is more realistic. The findings from the study can be handy for curriculum developers, school administrators, and educators while making decisions on the adoption of e-learning.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"230 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":"131620835","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.15.2.16367
K. R. Suprabha, G. Subramonian
{"title":"EFFECT OF BLENDED LEARNING STRATEGY ON PROBLEM SOLVING SKILL OF HIGHER SECONDARY COMMERCE STUDENTS","authors":"K. R. Suprabha, G. Subramonian","doi":"10.26634/jsch.15.2.16367","DOIUrl":"https://doi.org/10.26634/jsch.15.2.16367","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"15 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":"127007298","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.16.4.17950
Gamira Daniel, F. Thomas
{"title":"ATTITUDES OF PRE-SERVICE GEOGRAPHY TEACHERS TOWARDS\u0000TEACHING ENVIRONMENTAL EDUCATION AT THE LOWVELD\u0000UNIVERSITY","authors":"Gamira Daniel, F. Thomas","doi":"10.26634/jsch.16.4.17950","DOIUrl":"https://doi.org/10.26634/jsch.16.4.17950","url":null,"abstract":"","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"14 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":"124506886","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.18.2.19227
Joan D. R. Robert
Currently, in higher education courses, the Swayam course is mandatory. After successfully completing the Swayam course, certificates are issued to passing candidates. The ultimate goal of this study is to determine the relationship between background variables and Swayam achievement of future teachers. To achieve this goal, the researcher collected background information and Swayam achievement marks. The researcher administered the tool at Colleges of Education in Kanyakumari District. The researcher used the survey method for this study. The population of this study consists of future teachers who are studying at colleges of Education in Kanyakumari District. The findings revealed a significant difference between the residential localities, branches of the subjects, and results of the Swayam examination. There is a significant difference among the occupations of the fathers. There is no significant difference among the occupations of the mothers. The researcher concludes from this study that the future teachers who put effort into completing the Swayam course were successful. Therefore, the researcher suggests that future teachers should spend their time acquiring knowledge and new information.
{"title":"Achievement of swayam certificate course among future teachers in kanyakumari district","authors":"Joan D. R. Robert","doi":"10.26634/jsch.18.2.19227","DOIUrl":"https://doi.org/10.26634/jsch.18.2.19227","url":null,"abstract":"Currently, in higher education courses, the Swayam course is mandatory. After successfully completing the Swayam course, certificates are issued to passing candidates. The ultimate goal of this study is to determine the relationship between background variables and Swayam achievement of future teachers. To achieve this goal, the researcher collected background information and Swayam achievement marks. The researcher administered the tool at Colleges of Education in Kanyakumari District. The researcher used the survey method for this study. The population of this study consists of future teachers who are studying at colleges of Education in Kanyakumari District. The findings revealed a significant difference between the residential localities, branches of the subjects, and results of the Swayam examination. There is a significant difference among the occupations of the fathers. There is no significant difference among the occupations of the mothers. The researcher concludes from this study that the future teachers who put effort into completing the Swayam course were successful. Therefore, the researcher suggests that future teachers should spend their time acquiring knowledge and new information.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"13 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":"121921207","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.17.3.18575
Phuntsho Ugyen
This work used a Quasi-experimental experimental design to examine the effects of a flipped classroom model combined with reading comprehension strategies on students' comprehension of English text. It was carried out with 26 fourth-grade students from a primary school in central Bhutan. A pre-test and post-test for reading comprehension were conducted, and a series of observations were made during a one-on-one discussion with a teacher on the read text. The data were analyzed using the t-test and descriptive statistics, and the observations were analyzed using content analysis. The analysis of pre-test and post-test revealed a statistically significant difference between the mean scores of pre-tests (M = 3.04; SD = 2.26) and post-tests (M = 5.19; SD = 1.44) at p<.05, indicating the improvement in students' reading comprehension. It is also evident from the comparative analysis of the content derived from the observations on the pre-test and post-test that there was improvement in students' reading comprehension. This further supports the earlier finding, which emerged from the descriptive analysis. Based on the findings from this study, a few recommendations were proposed that might be of interest and use for other English as a Foreign Language (EFL) teachers in similar contexts.
{"title":"The flipped classroom model: effects on students' reading comprehension in english text","authors":"Phuntsho Ugyen","doi":"10.26634/jsch.17.3.18575","DOIUrl":"https://doi.org/10.26634/jsch.17.3.18575","url":null,"abstract":"This work used a Quasi-experimental experimental design to examine the effects of a flipped classroom model combined with reading comprehension strategies on students' comprehension of English text. It was carried out with 26 fourth-grade students from a primary school in central Bhutan. A pre-test and post-test for reading comprehension were conducted, and a series of observations were made during a one-on-one discussion with a teacher on the read text. The data were analyzed using the t-test and descriptive statistics, and the observations were analyzed using content analysis. The analysis of pre-test and post-test revealed a statistically significant difference between the mean scores of pre-tests (M = 3.04; SD = 2.26) and post-tests (M = 5.19; SD = 1.44) at p<.05, indicating the improvement in students' reading comprehension. It is also evident from the comparative analysis of the content derived from the observations on the pre-test and post-test that there was improvement in students' reading comprehension. This further supports the earlier finding, which emerged from the descriptive analysis. Based on the findings from this study, a few recommendations were proposed that might be of interest and use for other English as a Foreign Language (EFL) teachers in similar contexts.","PeriodicalId":220401,"journal":{"name":"i-manager's Journal on School Educational Technology","volume":"80 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":"116345347","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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